Neurodiverse Needs in Prison Education – Neurodiversity Celebration Week 2026

March 16th through to March 20th 2026 marked Neurodiversity Celebration Week, a worldwide initiative that challenges the stereotypes and misconceptions surrounding neurological differences. Its mission is to transform the way neurodivergent individuals are perceived and supported, moving toward a society that is more inclusive, more equitable, and that celebrates people for who they are.

At Novus, this week gives us an important opportunity to reflect on the prison education and training work we do with learners in prisons, and why that work matters more than ever.

The scale of the challenge

The numbers are significant. A 2024 government review estimated that up to half of the adult prison population in England and Wales could be neurodivergent, a figure that some studies suggest may even be an underestimation. Since April 2021, the Prison Service has conducted more than 180,000 neurodiversity screenings, and at least 25,000 prisoners enrolled in education have been identified as having learning difficulties or disabilities.

Official NHS England data from early 2024 recorded 6,699 prisoners, around 8% of the prison population, with a confirmed diagnosis of ADHD alone. ADHD presents its own challenges, but when you factor in undiagnosed conditions across a wider range of neurodivergent profiles (including autism, dyslexia, dyspraxia, and others), the true scale of need becomes even clearer.

For many of our learners, neurodivergency was a factor long before they entered the criminal justice system. Difficulties in school, challenges with communication, and a lack of early diagnosis frequently led to disengagement from education, and in some cases, that disengagement contributed to the path that led to prison. Understanding this context is fundamental to how we approach education at Novus.

What does neurodiversity actually mean?

Neurodiversity is a term that describes the natural variation in how human brains function and process information. It recognises that no two brains are alike, and that differences in thinking, learning, and perception are a normal part of human experience, not deficits to be corrected.

Someone who is neurodivergent has a brain that works differently from what is considered “neurotypical.” This can include diagnosed conditions such as:

• ADHD (Attention Deficit Hyperactivity Disorder)
• Autism Spectrum Condition
• Dyslexia
• Dyspraxia (Developmental Coordination Disorder)
• Tourette’s Syndrome
• Dyscalculia

Crucially, every neurodivergent person has their own unique combination of strengths and challenges. Many neurodivergent individuals are highly creative, detail-oriented, or possess exceptional problem-solving abilities. What they often need is an environment that accommodates their differences rather than working against them.

In education, this means understanding that neurodivergent learners may process information, interact with others, and manage emotions and stress in ways that differ from neurotypical learners and adapting teaching approaches accordingly.

Why prison is a particularly challenging environment

For neurodivergent people, the prison environment presents a specific and compounding set of difficulties. Rigid schedules, sensory overload, unpredictable social dynamics, and limited personal space can make daily life genuinely overwhelming. These conditions often make existing challenges much harder to manage.

Common difficulties experienced by neurodivergent prisoners include:

• Communication barriers: difficulties expressing needs or understanding instructions, which can be misread as non-compliance
• Organisational challenges: struggling to manage time, follow multi-step processes, or keep track of commitments
• Emotional regulation: heightened responses to stress, frustration, or sensory stimulation
• Reading and writing difficulties: Functional skills help reduce recidivism, this is particularly relevant in a system that relies heavily on written communication and documentation

It is also important to recognise that many of these challenges were present long before prison and that, without proper identification and support, they can be major drivers of offending behaviour. A neurodivergent person who has never received a diagnosis may have spent years struggling in silence, misunderstood by schools, employers, and support services.

Without the right support in prison, these challenges become exacerbated. Disengagement from education, worsening mental health, and a diminished sense of hope for the future are all real risks and all of them increase the likelihood of reoffending after release.

Progress across the sector

The good news is that the national picture has been changing. In response to the landmark 2021 Criminal Justice Joint Inspection review of neurodiversity in the criminal justice system, the government published a Cross-Government Neurodiversity Action Plan in January 2026 and significant progress has followed.

As of November 2025, Neurodiversity Support Managers (NSMs) have been deployed across 116 prisons in England and Wales, with a further seven sites in the process of recruiting. These dedicated specialists are responsible for identifying neurodivergent prisoners, working with education providers to ensure appropriate support, and training staff across the prison estate.

NHS England has committed an additional £7 million in recurring funding to support neurodiversity and mental health pathways in custodial healthcare settings. And from October 2025, a new screening tool introduced as part of the Prisoner Education Service is helping to identify individual strengths and learning needs at the point of entry into education, so that tailored support can begin straight away.

A January 2026 final update to the Cross-Government Neurodiversity Action Plan recognised an overarching improvement in awareness of neurodivergent needs in prisons, while a 2025 "Four Years On" review by HM Inspectorate of Prisons noted promising examples of practice on the ground. Inspectors were clear, however, that the quality and consistency of support still varies, and that NSMs are an encouraging addition but not a solution in themselves. The direction of travel is clear: neurodiversity in the criminal justice system is finally being taken seriously at a systemic level.

How Novus supports neurodivergent learners

At Novus, we have long understood that a one-size-fits-all approach to education simply doesn’t work and nowhere is this truer than in prison education. Our approach centres on understanding the individual needs of every learner and adapting the delivery of education to fit them.

In practice, this means:

• Breaking tasks into smaller, manageable steps to reduce overwhelm and build confidence
• Creating flexible learning zones that cater to different sensory and concentration needs
• Using assistive digital tools to support learners who may struggle with reading, writing, or processing
• Providing personalised learning plans that acknowledge each learner’s strengths and challenges
• Offering regular breaks and varied activities to maintain engagement and reduce anxiety

Our tutors also have access to a comprehensive Neurodiversity Guide, a detailed resource that supports teaching teams in meeting the needs of neurodivergent learners. Alongside this, our staff benefit from ongoing continuing professional development (CPD), much of it co-delivered with our specialist neurodiversity partners. This cross-sector collaboration means our tutors are gaining real, practical knowledge that directly improves outcomes for learners.

Identifying neurodivergent needs as early as possible in a learner’s time in prison is also a key part of our approach. The sooner we understand how someone learns best, the sooner we can put the right support in place.

The difference it makes: a learner’s story

Numbers and policy frameworks matter, but so do the individual stories behind them. Feedback from one of our learners in the Northwest brings the impact of inclusive, neurodiversity-aware education to life:

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.

This kind of feedback is a reminder of what is at stake. Education that recognises and responds to neurodivergent needs doesn’t just help learners achieve qualifications. It rebuilds confidence, restores a sense of agency, and supports the broader journey of rehabilitation. Research consistently shows that engagement in education while in prison reduces the likelihood of reoffending after release. When we get this right, everyone benefits.

Supporting neurodivergent learners: why it matters

Neurodiversity Celebration Week is a moment to recognise both the progress that has been made and the work that still lies ahead. For neurodivergent people in prison, many of whom have never been properly identified, supported, or celebrated for how their minds work, education can be genuinely transformative.

At Novus, we are committed to ensuring that every learner gets the education and training support they need to make meaningful progress, whatever their starting point. That means building relationships, removing barriers, and creating environments where neurodivergent learners can do what they have always been capable of: thrive.

If you would like to work with us to support our learners, we’d love to hear from you. Please get in touch with our team to learn more about what we can do.