Mainstream schooling is not always the right place for a neurodiverse student, says Steve Godwin, and there’s nothing wrong with that.
Students are referred to alternative provision when traditional schooling methods are not working, or need a slight tweak. We take referrals from local authorities and schools and create bespoke methods to help the students back on a path of confidence and pride. Seeing their attention be channelled into what they’re good at and love is a transformation that I will never grow tired of seeing and will always strive to protect. My whole team works to create those moments where students realise that life is worth living and they can be themselves and receive an education with opportunities at the end of it. This approach is also life changing for the parents who have likely been worn down and stressed with the length of time it takes in a convoluted system, watching their child become more insular and depressed.
We are not all the same. Far from it. This is not something to fear, this is something to celebrate, there are opportunities for all people in this life and we need to ensure that teachers are conveying that message to their students. We need to provide and invent many more new alternative learning environments—we need to understand and accept that the mainstream schooling setting is not always the right place for all young people—and there is nothing wrong with that.
Learning environments where neurodiverse students flourish and reach their potential need to be intimate, calm, quiet, with small student numbers to reduce noise and clutter. They are designed with sensory needs in mind, so the colours and lighting are tranquil and soothing. With smaller class sizes (maximum five per class in our case), relationships are built quickly; students feel closer to their tutor group and have the benefit of a greater adult-to-student ratio to enable them to learn the social skills that are often underdeveloped in young people with additional needs.
Certain standards of behaviour and some common rules must be upheld, but students are not tied to a behavioural system that will judge or risk creating a downward spiral of perceived negative self-worth. Instead, this can be managed on a more individual basis.
Tutors form a strong, solid relationship with the students, built on mutual respect, which involves them getting to know the individual and their triggers. This results in the students being supported to identify when a break or change of approach may be needed. This approach can lead to the building of greater self-esteem and confidence, an increased motivation to learn and willingness to focus.
Designated areas are available so that, if a student is struggling to process or contain their emotions, they know that they have a safe space where they can decompress and recompose themselves. Extra support for tough days is always on hand if needed. Students are encouraged to be themselves and embrace authenticity, without having to conform to an anxiety-creating paradigm. They are supported to make progress at their pace and there is a relaxed vibe designed to maintain their well-being.
Steven Godwin
Steven Godwin is the founder of the Enemy of Boredom Academy.
Website: eobacademy.com
Facebook: @EnemyofBoredom
Instagram: @eobacademy
