Neurodiverse Needs in Prison Education

This week is Neurodiversity Celebration Week, a worldwide initiative that challenges stereotypes and misconceptions about neurological differences.

It aims to transform how neurodivergent individuals are perceived and supported whilst creating a society that is more inclusive and equitable and celebrates people for who they are.

Government research estimates that around half of prisoners have a neurodivergent condition that affects their ability to engage.

This is why the work that we do with learners in prisons is so important for making sure that our learners get the support that they need to help them to make meaningful progress in education whilst in prison.

Many of our learners disengaged from education early in their lives due to neurodivergency, which ultimately led them on the path to prison.

Supporting neurodivergent learners through prison education can make a real difference to their rehabilitation, reducing the likelihood of reoffending on release. can make a real difference to their rehabilitation, reducing the likelihood of reoffending on release.

What does neurodiverse mean?

Neurodiverse (or neurodivergent) is a term which generally applies to individuals who display or have been diagnosed with a developmental or learning disorder such as autism, Tourette's, ADHD, or dyslexia.

To put it simply, neurodiversity refers to the unique ways that all of our brains operate. If someone is considered ‘neurodivergent’, it just means that they have a brain which works differently from the average ‘neurotypical’ person.

Every neurodivergent person has their own unique strengths and challenges.

When it comes to education, it’s really important for educators to understand that these learners might learn process information, interact with others, and manage their emotions differently from others.

Challenges faced by neurodivergent learners in prison

As you might imagine, prison can be a particularly difficult environment for neurodivergent people to live and learn in.

With a rigid schedule, lack of flexibility, and overwhelming stimuli, it’s no surprise that there are barriers to learning and engagement for people with neurodiverse conditions.

For example, lots of neurodivergent prisoners face difficulty with communication, organisation, and managing emotions and stress. Often times, it’s these challenges which result in a neurodivergent individual entering the criminal justice system in the first place.

Without the right support and resources, everyday difficulties can become exacerbated in the prison environment, which can lead to disengagement from education, disinterest in rehabilitation, and a worsened state of mental wellbeing.

How Novus supports neurodiverse learners

At Novus, we provide tailored education plans for neurodiverse learners, designed to make sure that all of our learners get the support they need to be successful in their learning journey.

Our approach is focused on understanding the unique needs of every neurodiverse learner and adapting the delivery of education to fit them.

This might include things like breaking tasks into smaller steps, creating flexible learning zones, and providing additional learning resources like assistive digital tools.

Personalised learning plans encourage our learners to engage in education in a way that works for them, improve their skills, and support their overall rehabilitation experience.

A comprehensive guide to neurodiversity for our teaching teams

At Novus, each of our education teams has access to our comprehensive Neurodiversity guide which provides details and support for our tutors on how to meet the needs of our learners.

They also have comprehensive CPD available, a lot of which is co delivered by our partners. By working collaboratively across the sector, our tutors are able to gain knowledge that makes a real difference to our learners.

Learner feedback on neurodiversity in prison education

Feedback from one of our learners in the Northwest really helps us to understand the difference that this inclusive approach makes:

“I would like to start by saying thank you for all the help that you have given me whilst I’ve been in education. The biggest reason that I have stayed in education is thanks to the understanding of all the staff of my learning needs.

All staff have gone out of their way to ensure that I have everything I need, and I don’t struggle whilst in education.

You have all recognised I need regular breaks and don’t like being overwhelmed with work; breaking it down has allowed me to adapt and gain a better understanding.

As my experience has been so positive, yet challenging, it has taught me to persevere even when I have felt like giving up”

Neurodiversity partners

We would like to thank all our neurodiversity partners for offering their support and guidance, plus partnership working with the teams in the prisons.

These partners include, but aren't limited to:

The ADHD Foundation, who provide resources and training to help educators learn, understand, and support learners with ADHD.

The Autism Education Trust, who work to educate and promote good autism practice among educators, giving them the tools to create effective learning environments for autistic learners.

The British Dyslexia Association, which offers expert advice and informs organisations about dyslexia, so that dyslexic learners can flourish in their education.

The Mental Health Foundation, which provides resources and advocates for better mental health care in education, offering insights into the link between neurodiversity and mental wellbeing to help educators develop comprehensive learning strategies.

If you would like to work with us to support our learners, please get in touch.