Current Research and Moving Forward

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.

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

New Zealand’s Budget 2025 promises a transformative boost to learning support, with headlines touting $2.5 billion in education spending over four years and major investments in additional learning needs, teacher aides, early intervention, and specialist provision. At first glance, this seems a watershed moment— more teacher aide hours, expanded early intervention, and increased operational grants for schools. However, a closer reading exposes both strengths and substantive g

Insights from Recent Research Twice-exceptional (2e) students are those who possess significant academic talents alongside neurodevelopmental challenges such as autism spectrum disorder (ASD). Supporting this unique population requires an approach that goes beyond conventional gifted or special education frameworks. A major recent study led by scholars at the University of Connecticut synthesised data from interviews, surveys, and case studies of academically talented student

Recent advances in neuroscience are radically reshaping our understanding of how children learn to read—and why some struggle—offering educators powerful insights for supporting diverse learners in every classroom (Wu Tsai Neurosciences Institute, 2025; Gotlieb, Rhinehart, & Wolf, 2025). How the Brain Learns to Read Key predictors of future literacy, such as phonological awareness and “perceptual expertise” for letter patterns, are reflected in both brain anatomy and response

A 2024 article from ADDitude Magazine, “Unlocking Achievement in Students with Dyslexia and ADHD” by Dr Mark Bertin, provides an accessible summary of how structured literacy approaches benefit students with ADHD in addition to those with dyslexia (Bertin, 2024). Article Summary Bertin (2024) explains that learning to read is uniquely challenging for many children with dyslexia and for those with ADHD. Structured literacy—characterised by explicit, systematic, and multisensor

A notable 2025 article, “‘Beyond the Stereotype’: Neurodivergent Students’ Experience and Peer and Teacher Understanding of Neurodiversity in a Mainstream Girls’ School” by Milner, Mohamed, and Happé, explores the lived experiences of neurodivergent students and how schools can better support and understand them (Milner et al., 2025). Article Summary This mixed-methods UK study surveyed and interviewed students and teachers in a mainstream school, focusing on neurodivergent s

Recent research highlights that the science of reading—structured, evidence-based instruction—can help up to 95% of students achieve literacy success, including those who are neurodivergent. Strong Tier 1 (core) instruction, delivered with fidelity and responsiveness, is foundational. However, the research also cautions that while whole-class scaffolding and structure benefit all learners, neurodivergent students need more: a hybrid model that combines class-wide strategies w

Supporting children who struggle with reading, writing, or spelling—especially those who are neurodivergent or learning English as an additional language—can feel overwhelming. With so much new research emerging, it’s important to understand not only what each study says but how these findings fit together to shape effective teaching and tutoring practices. In this post, we’ll explore the key insights from the latest research on structured literacy and neurodiversity, highlig