Isabelle Alexander, Head of Neurodiversity and Hidden Differences, introduces Project Flip, an initiative created to improve the inclusion of students who are neurodiverse or have hidden differences, and to spread understanding of their experiences

Why Project Flip?
Improved awareness and knowledge of neurodivergent conditions have resulted in an increasing number of students at WHS being identified as being neurodivergent or having hidden differences. This is not surprising as around 18% of the working population consider themselves disabled and the student body at WHS is representative of this.
One of the aims of our school is to build an inclusive community. We promote inclusion and collaboration within our community so that every student can access the teaching approaches and resources they need to achieve their potential. Where all are seen and treated as equals, all have equal opportunities to thrive.
Project Flip set out to increase understanding and acceptance of neurodiversity and hidden differences in the wider community and adapt how we approach teaching, learning and socialisation. By addressing these areas in the school setting, adopting teaching approaches that can reach all students and by making the environment more flexible and adaptable, we would be initiating change in our society as a whole.

How?
The students’ voices had to be at the heart of the project and listening to how our neurodivergent and hidden difference students felt about their educational experience was essential. They are the people with the understanding and knowledge of the difficulties faced daily and equally importantly, they are the people who will be shaping and leading the future. We did not set out with any fixed goals or outcomes in mind, as we hoped that they would develop and emerge organically – and indeed they did.
The project was not, however, without its hurdles. But after a poor start, over a series of weeks, a representative group of hidden difference and neurodivergent students met, agreed some key areas of discussion, and discussed!

What?
The first thing the students concluded was that for change to happen, people needed to care. A video of them speaking, with some of them appearing in it, was created and presented in an assembly to the senior school. This was extremely powerful and made fellow students and teachers more aware about how they experience school and life.
The next step was for them to present the findings of the project to the Senior Leadership Team. They wanted to discuss their shared thoughts, how they felt and what actions they would like to see as a result. This included practical advice for teachers such as the pacing of lessons, ensuring that instructions were written as well as spoken, not drawing attention to their difference, and explicitly letting them know when we (the teachers) were going off on a tangent! Suggestions were made about signage in the school and furnishings in the classrooms. They also asked for a dedicated space where they could find some peace in the day or go to meet. In addition, there was total consensus that when a PHSE session is planned to deal with neurodiversity and hidden differences that there should be self-advocacy and they wanted to be involved.

Outcomes
The impact of this project has already been seen in several ways; during one of our parent forums, parents started spontaneously talking about the assembly video, even though they had not seen it. It had prompted conversations in homes – change was starting to happen.
Our PHSE sessions have changed; we invited a mother and daughter both with ADHD (Attention Deficit Hyperactivity Disorder) to speak about their experiences. They were with us for the entire day, delivering a session to students, a training talk to teachers and finally an ‘in conversation’ information talk to parents that evening. During Autism Awareness Month, two young professional working women visited us and described what their life was like living with autism. Perhaps most effective of all, our Year 9 dyslexic students delivered a talk on dyslexia to the Year 7 students.
We have also held a “Question Time” where a panel of students with hidden differences candidly answered questions that had been sent in advance. The audience of teachers packed the Rutherford theatre. Panellists tackled questions such as: How can teachers make your school experience better? What is the one thing that teachers do that annoys you the most? How can we make the help subtle? How do you feel about going to university or the workplace with a hidden difference?
One of the outcomes that we had not anticipated was the camaraderie that developed within the group. For some, it was the first time, they had not felt alone in their difference. With this in mind, the Neurodiversity and Hidden Differences team will be starting a weekly lunchtime club where students can go informally to chat amongst themselves or for advice. We have also witnessed an increase in confidence our neurodivergent and hidden differences students, as their voices are being heard, awareness is increasing, and perceptions are changing.
This project was only possible because of trust and relationships. It would not have worked had we employed someone externally to run it or if the students had felt that nothing would be done as a result of it.

The future
The findings of the project have already been shared in a number of ways, including presentations at the Global Forum for Girls’ Education in Boston and the GDST Deputy Heads Conference. The Girls’ School Conference have also invited us to present. The momentum behind the idea is growing.
We are only on the start of our journey of increasing awareness, understanding and acceptance and are excited about continuing it from this point.

Wayne Eaves, teacher of Geography and advocate of coaching, looks at the importance of recognising the significant value of the quieter learner and the opportunities they offer to the wider classroom. In a world of constant stimulation and talk, where verbal contribution is too often used as a means of assessing pupil progress, it is vital that teachers reflect on their own classroom practice and ensure that ‘quiet’ is a positive and valued attribute.

The Power of Introversion

Much debate among educationalists followed the publication of Susan Cain’s book ‘Quiet-The Power of Introversion in a World That Can’t Stop Talking’ and her call to move away from the cultural bias towards extroverts in schools by creating introvert-friendly learning environments and recognising the ‘invisible’ student. Counter arguments, championed by Jessica Lahey in Atlantic magazine, maintained that to achieve success in today’s world, it is imperative that students are coerced through grades, based on verbal participation and teacher expectations, to take an active and vocal part in class.

Western culture certainly appears to present and value extroversion as an asset while disparaging introversion as an affliction or flaw. However, in other cultures silence is a sign of deep respect and is more highly valued than talk/discussion. The stereotypical description of the extrovert as Act-Think-Act, and the introvert as Think-Act-Think is rarely helpful since in reality (especially the classroom) a whole spectrum of introversion and extroversion exists. The aim must surely be to incorporate and celebrate the approaches of all learners.

To me, Lahey’s advocacy for grading classroom participation ignores the ‘value of quiet’ and the myriad of other ways that students take part in lessons. These might include the silent assent they give to ideas in their body language and eye contact or the way they make thoughtful and insightful notes for a future essay. The absence of talk must not be assumed to indicate an absence of engagement with learning nor undervalue the student’s role in the classroom.

“The absence of talk must not be assumed to indicate an absence of engagement with learning”

The modern classroom with its focus on active and collaborative learning, exciting technology, group work and discussion can all too often ignore the needs of the quiet learner and indeed actively hinder their learning. As Cain points out, the extrovert draws energy from social interaction while the introvert draws energy from internal reflection and quiet time and may easily become drained by non-stop interaction with others.

The Inclusive Classroom

How can the classroom teacher adapt their teaching to meet the needs of all their learners? A variety of strategies can help the confidence of all students:

Offer the discussion questions in advance by pre-circulating the issues that you plan to talk about in the next lesson.
Ensure that sufficient waiting or thinking time is always given before an answer is expected, giving both the reflective student and the ‘instant responder’ time to think their answers through.
Think-Pair-Share – gives the quiet learner the chance to reflect on their answer, discuss it with one peer which may well then encourage them to share with the rest of the class.
Ensure that every lesson contains some time for deep thinking and quiet study. It has been noted that in US schools where verbal confidence is valued at least as highly as quiet work that achievement in many schools is falling behind their international peers. A short session of silent, meaningful work, also allows the extroverts in a class to develop and hone new and valuable skills.
Social media, used well by the teacher can give the quieter learner a boost. A discussion blog allows them to become involved in the conversation and get their ideas validated by others, thus building confidence.
Be creative with the classroom, if space allows have both group work zones and individual desks. At break time designate a semi-quiet space for the quiet learners where they can recharge after time spent with lots of other people.

Introverts Dilemma

Figure 1: ‘How to care for Introverts/Extroverts’– The Introvert’s Dilemma (blog)

Although quieter students may need some adjustments to be made in the learning environment, the benefits that they contribute to the classroom are considerable. They naturally bring an element of mindfulness to a lesson and, given the opportunity, present new ideas and perspectives which enrich the learning and experience of others. It is their fellow students and their teachers’ duty to listen to them. When she was asked what inspired her to write her book Cain likened introverts today to women at the dawn of the feminist movement—second-class citizens with gigantic amounts of untapped talent. As her book concludes, ‘our culture rightly admires risk-takers but in today’s world we need the heed-takers more than ever’.

Tag: inclusion

Project Flip – Embracing difference

How can we enable the quieter learners in the classroom?

The Power of Introversion

The Inclusive Classroom

Further reading