Schools

"Thank you for sharing your passion and your expertise.

Your presentation and your discussion was fantastic – welcoming, inclusive and informative.

We are so very lucky to have you in our village."

Nicole (Principal - Elwood Primary School)

"Cath's presentation enriched our teaching staff's understanding of Neurodiversity. With her deep knowledge and articulate communication of lived experiences, Cath provided excellent insights which have positively impacted our diverse learning community. "

Ilja van Weringh (Head of Teaching & Learning

St Kilda Road Campus - Wesley College)

Case Study: Elwood Primary School

Elwood Primary School is a mainstream public school with over 800 children in inner Melbourne. I have been meeting with staff and parents and working with them for the past 2 years.

My work included:

Collaboration with the school principal and welfare officer
Education provision and resource suggestions
Information seminars for parents of neurodivergent children on neuroaffirming parenting and how neurodivergent children can form friendships.

Elwood Primary School has made the following changes to support neurodivergent children:

Staff supports

Professional development includes information on the lived experience perspective of Autistic and ADHD people. This is provided by the welfare officer in staff meetings
Recognising the critical nature of the relationship between the classroom teacher and neurodivergent children
All staff on the leadership team have a welfare role
Liaison person connects all staff from Prep to grade 6
Parent volunteers and aids in each classroom

Supporting neurodivergent engagement in class

Elwood have got rid of the “5 L’s of learning” in all classrooms. It can be such a great effort for some neurodivergent children to sit still and look at the teacher that they have no energy left to take in what the teacher is saying. Children are allowed to face away from the teacher, stim and fidget, move or doodle.
Fidget toys and wobble cushions are available in all classrooms
Noise cancelling headphones or ear muffs available in all classrooms

Supporting neurodivergent executive function and “Autistic/ADHD inertia”

Children are explicitly supported to set up their workstation for each lesson
Children are supported to change tasks gradually with count downs and timers
Visuals are used in addition to verbal instructions

Connection and community

Understanding that parents and teachers can be neurodivergent too
Established network and social connection for neurodivergent parents and parents of neurodivergent children. Including private WhatsApp group, regular meetups and neuroaffirming information sessions
Rapport with families is a high priority for the school. Parents are listened to and taken seriously when they have concerns. The school understands that neurodivergent concerns might seem trivial to neurotypical people but are very real for them.

Positive mental health and solid self-esteem

Recognition and praise for abilities and strengths
Teachers catch the children when they are in a positive mood to reflect “I had a great day today because…”
Staff Focus on normalising Autistic and ADHD differences to support peer acceptance
Use of fidget toys, headphones and wobble cushions normalised and available for all children not just neurodivergent children
Social groups to support lunch time play such as art and writing groups for all children, not just neurodivergent children
Individual learning plans are explicitly neurodiversity affirming based off examples by created by NeuroWild
Accommodations are made to ensure neurodivergent children are included
Neurodivergent children have the choice to not participate in any activity that causes stress

Personal references from the school are available upon request.

Let’s Work Together

Get in touch so we can start working together.