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Schools have a raft of strategies to identify and support pupils who are neurodivergent. They make reasonable adjustments, reduce barriers to learning and create environments where young people can thrive.

But are we as equipped to provide the same opportunities for the adult teachers who may have similar needs?

Data published by ����Vlog recently highlighted the number of teachers who are neurodivergent in the workforce, something that particularly resonated with me because, after 16 years working as a Sendco, I was diagnosed with ADHD.

It left me wondering how different my experience of teaching might have been had I understood myself earlier or felt able to talk openly. I don’t think I needed lower expectations or less responsibility; I needed a workplace where conversations about neurodiversity felt normal and small adjustments could have helped me work more effectively. No doubt other educators will be in the same position.

Schools must ensure that, just as they support pupils, they also have measures in place to support staff who are neurodivergent. Most of these adjustments cost nothing, require very little effort and would likely benefit all staff, not just those who are neurodivergent.

Here are six adjustments you could make at your setting:

1. Make communication explicit

Many schools rely heavily on verbal updates, last-minute conversations in the corridor or changes shared in passing.

For staff who are neurodivergent, this can create unnecessary anxiety and increase the risk of important information being missed.

Instead, having systems that ensure important information is followed up with a brief written summary, providing agendas before meetings and recording agreed actions afterwards can significantly reduce cognitive load for everyone.

2. Reduce unnecessary interruptions

Teaching is already full of competing demands. Constant interruptions during planning periods, unexpected requests and frequent timetable changes can be particularly challenging for colleagues who rely on structure to manage their workload.

Where possible, protect planning time, encourage staff to use quieter working spaces where available and provide notice of changes whenever possible.

Allowing staff to step away during non-contact time or being flexible about where planning takes place can make a significant difference without affecting operational delivery.

3. Rethink meeting culture

Many meetings in schools are long, information-heavy and rely on staff contributing verbally on the spot. For some, this can be overwhelming and mentally exhausting.

Simple changes such as circulating agendas in advance, allowing staff time to prepare and inviting written contributions afterwards can help colleagues who are neurodivergent engage more confidently while improving discussion for everyone.

I’ve seen this work particularly well in schools where agendas are routinely shared beforehand and meeting actions circulated afterwards.

Staff reported feeling more prepared, discussions became more focused and colleagues who may previously have remained quiet contributed with greater confidence.

4. Focus on outcomes rather than process

Throughout my leadership roles, I’ve worked alongside highly effective teachers who simply worked differently.

Some relied on digital reminders rather than handwritten notes. Others completed planning most effectively in a quieter environment rather than a busy staffroom, while some preferred to contribute ideas after meetings rather than during them.

None of these approaches affected the quality of their teaching.

Good leadership is about agreeing expectations while allowing flexibility in how those expectations are achieved. If a member of staff consistently produces excellent outcomes, we should be less concerned with whether they reached them in exactly the same way as everyone else.

5. Normalise flexibility

One of the simplest adjustments schools can make is recognising that flexibility doesn’t have to mean inconsistency.

Where operationally possible, allowing staff some autonomy over where they complete planning, how they organise their workload or whether they contribute verbally or in writing can significantly reduce unnecessary stress.

These are often small adjustments that cost nothing but demonstrate trust and acknowledge that people work differently. Inclusion isn’t about treating everyone the same; it’s about enabling everyone to perform at their best.

6. Create psychologically safe leadership

Underpinning all of this is the reality that many teachers who are neurodivergent spend years masking their differences because they fear being judged as disorganised, difficult or less capable.

This is why leaders must create environments where staff feel able to disclose neurodivergence without fear of stigma. That starts with curiosity rather than assumption.

Asking “What helps you work at your best?” is often far more powerful than asking whether someone needs support. Psychological safety benefits everyone, not only colleagues who are neurodivergent.

Remember that inclusion includes adults

In my experience, some of the most creative, empathetic and innovative teachers I’ve worked alongside have been neurodivergent.

They often bring fresh perspectives, exceptional problem solving skills and a deep understanding of inclusion. Yet, too often, they succeed despite the systems around them rather than because of them.

This matters because, given the recruitment and retention challenge in education, we cannot afford to lose talented professionals simply because workplace practices unintentionally exclude them.

Adaptations to help these teachers are not complicated and are often more a case of small adjustments than sweeping changes. But get it right, and we can ensure talented teachers can get on with what they do best - teach.

Nikki Cunningham-Smith is a Sendco and former assistant headteacher