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A task that appears to take ten minutes may consume all of your child’s available energy. By the end of the school day, the skills needed for homework may be exactly the skills that have required the greatest effort at school.

When school attendance becomes a battle it is time to look beneath the refusal

There is a particular kind of fatigue that can build in work with vulnerable youth. It is not always loud or obvious. Sometimes it looks like checking messages late at night and telling yourself it is only for a minute. Sometimes it shows up as irritability, emotional flatness, or the sense that there is never quite enough of you to meet the needs in front of you. Sometimes it appears as guilt: the feeling that if you were more available, more patient, or more committed, thin

One of the most common frustrations in youth support is the feeling that carefully designed plans still do not lead to real engagement. A meeting goes well on paper. Goals are set. Support is offered. Adults leave feeling reasonably hopeful. Then the young person stops replying, attends inconsistently, or goes along with the process without ever really investing in it. In many cases, the issue is not that support is absent. It is that the young person has had very little real

Few moments test a practitioner more quickly than a young person escalating in front of them. A session that seemed manageable can change in seconds. A student becomes verbally sharp, shuts down completely, walks out, refuses to continue, or reacts with a level of intensity that seems out of proportion to what just happened. In those moments, it is easy to feel a surge of pressure: to regain control, to correct the behaviour, or to stop the situation from getting worse. That

There is often a quiet tension in the first few minutes of working with a vulnerable young person. The room may look calm, the conversation may seem polite, and yet something remains held back. Answers are brief. Eye contact is limited. The young person may appear detached, cautious, or difficult to read. For many practitioners, this is one of the hardest parts of the work: knowing support is needed, while also sensing that trust is still a long way off. It is easy to misread

Sometimes the hardest part of supporting a vulnerable young person is not knowing what else to try. A student has withdrawn, become oppositional, stopped engaging, or developed a pattern of pushing adults away just as support begins. In those moments, it can be tempting to look for a sharper programme, a tighter plan, or a better behaviour strategy. Yet the research across youth services keeps returning to the same point: for many young people facing complex adversity, the re

Many parents of neurodivergent children describe feeling as if they are on trial. In meetings about behaviour, school refusal, or academic struggles, questions can quickly slide from “What does this child need?” to “What are you doing at home?” Subtle comments about routines, screen time, or boundaries can leave families walking away with the message that if they just parented differently, their child would not be struggling. The research paints a more complex and far more co

If we go down the assessment and support path, will my child end up feeling broken?

Parents of neurodivergent children often describe a sharp contrast between what teachers see at school and what happens at home after a long day.

Is what I’m seeing just part of learning, or a sign my child really needs help?

A strong sense of justice is often linked to autism, but this overlooks the key role of cognitive inflexibility in driving those reactions. In reality, it's more about a strong preference for consistency, predictability, and clear rules—a core aspect of cognitive processing that varies widely among autistic individuals and highlights their diverse experiences.

High screen use from infancy predicts weaker language, literacy, numeracy, and social skills.

A stable environment gives students a sense of safety, predictability, and trust, which in turn frees up cognitive and emotional resources for real challenge and growth.

There isn’t a single 'ADHD brain', there are at least three recurring ways that brain networks can be wired differently and still lead to ADHD type difficulties.

When sessions are infrequent or patchy, any gains in phonemic awareness, phonics, and word reading tend to be small and short‑lived. In other words, it’s not just what we teach that matters, but how much and how often.​

How infant brain connectivity signals later reading risk

Hidden roots of reading: what infant brain studies reveal about later literacy difficulties

Learning About Neurodiversity at School (LEANS) is a research-informed educational programme developed by the Salvesen Mindroom Research Centre at the University of Edinburgh. Launched in response to the growing recognition of neurodiversity within mainstream education, LEANS aims to foster greater understanding, acceptance, and inclusivity for neurodivergent pupils — those who may think, learn or communicate in ways that differ from the majority.​ Personalising literacy to m

A significant new piece of research published in Frontiers in Education (June 2025) titled “Digital literacy and academic performance: The mediating role of self-efficacy and metacognitive strategies” offers compelling insights into how digital literacy skills influence student achievement. Though not specific to neurodivergent learners, its findings have strong implications for how specialist literacy educators can better tailor digital tools and strategies to meet diverse l