What does this mean for our students?

At WMSLT, equality and diversity mean recognising and responding to the unique strengths, needs, and identities of every child and young person. Our team is committed to creating inclusive, accessible, and empowering support for all students – including those who are neurodivergent, disabled, or from minority backgrounds. We understand that children and young people experience the world in different ways. Our approach is person-centred, culturally responsive, and neurodiversity-informed. This means we adapt our interventions and communication styles to honour each student’s way of processing, engaging, and learning.

A neurodiversity-informed practice goes beyond awareness – it involves actively listening to students and their families, reducing barriers to participation, and reframing difference as strength. We recognise that behaviours often reflect communication needs, sensory differences, or anxiety, and we respond with empathy and flexibility.

We have developed a range of resources and strategies that promote inclusive, neurodiversity-affirming practice across education and therapy settings. These include:

• Guidance on neurodiversity-affirming language

• Inclusive and affirming approaches

• Considerations for adapting interventions to be neurodiversity-affirming
  

What does it mean for our staff at WMSLT?

At WMSLT, we are building a team culture where everyone feels valued, respected, and able to thrive.

We recognise that our staff bring a wide range of experiences, perspectives, and neurological profiles. We are committed to creating an inclusive workplace that supports neurodivergent and disabled colleagues, celebrates diversity, and actively addresses systemic barriers. We promote a neurodiversity-informed working environment, where people are not expected to mask or conform to one "right" way of working, thinking, or communicating.

Inclusive recruitment

• We review our recruitment processes to ensure they are accessible, inclusive, and transparent.

• We offer interview adjustments and use strengths-based questions to allow candidates to showcase their skills authentically.

• We welcome applicants from underrepresented backgrounds and those with lived experience of neurodivergence or disability.

Flexible working practices

• We support flexible and remote working where possible, recognising that this can reduce stress, increase productivity, and improve work-life balance.

• Our team members are trusted to manage their time and workload in ways that suit them and the people they support.

Reasonable adjustments

• We encourage all staff to share what helps them work best.

• We offer adjustments without judgement – including assistive technology, quiet workspaces, flexible hours, and support with executive functioning.

• We work in line with the principles of neurodiversity-informed leadership, where individual needs are recognised and supported early and openly.

The Social Model of Disability

We are guided by the Social Model of Disability. We believe that disability is not caused by a person’s diagnosis, but by the barriers created by society. By changing environments, expectations, and systems, we enable all staff and students to participate fully and equitably.

What supports our approach?

We use principles from the GMB Neurodiversity Toolkit and other evidence-based resources to strengthen our equality and inclusion work. This includes:

• Building diagnostic and legal awareness around neurodivergent conditions

• Supporting staff in disclosing needs safely and confidently

• Providing Access to Work guidance and reasonable adjustments

• Empowering managers and team leads to take a proactive, informed approach to neurodivergence at work

• Embedding neurodiversity into staff policies, checklists, and training