Neurodiversity & Health Support

Overview

Understanding neurodiversity

Neurodiversity means people’s brains can work in different ways. Neurodivergence may include autism, ADHD, dyslexia, dyspraxia/developmental coordination disorder, Tourette syndrome, learning disability, sensory processing differences and related needs.

Neurodivergence is not automatically an illness, but people may need support with communication, learning, sensory needs, mental health, daily living, school, work, healthcare access and relationships.

Autism

Autism can affect communication, sensory processing, social interaction, routines, anxiety, interests, sleep, eating, school, work and daily life. NHS guidance says GPs can often refer children and adults to a local autism team, and for children the school or health visitor may need to refer depending on local arrangements.

Ask for:

• autism assessment referral
• reasonable adjustments
• sensory-friendly appointments
• written information
• support at school, college or work
• mental health support if anxiety, depression or self-harm are present

ADHD

ADHD can affect attention, impulsivity, organisation, emotional regulation, sleep, time management and relationships. NHS guidance says adult ADHD can be managed through lifestyle changes, workplace changes, talking therapies and medicines depending on symptoms and impact.

Ask for:

• ADHD assessment referral
• medication review if diagnosed
• support while waiting
• school or workplace adjustments
• written instructions and reminders
• mental health support if needed

Dyslexia

Dyslexia commonly affects reading, spelling, writing, processing speed, memory and organisation. It is usually identified through education or specialist assessment rather than a standard NHS diagnosis route.

Support may include:

• school SEN support
• workplace reasonable adjustments
• assistive technology
• extra time
• coloured overlays or reading tools
• structured literacy support
• educational psychology evidence where needed

Dyspraxia / Developmental Coordination Disorder

Dyspraxia can affect movement, coordination, handwriting, balance, planning, fatigue, speech, daily tasks and confidence.

Support may include:

• GP or paediatric referral
• occupational therapy
• physiotherapy
• school SEN support
• adapted PE
• handwriting support
• assistive technology
• workplace adjustments

Tourette syndrome

Tourette syndrome involves motor and vocal tics. Tics can worsen with stress, tiredness, anxiety or excitement. Support may include GP review, paediatrician or neurologist referral, mental health support, school adjustments and tic management therapy where available.

Sensory processing

Sensory differences may involve sound, light, touch, smell, taste, movement, pain, temperature, clothing, food textures, crowds or waiting rooms.

Helpful adjustments include:

• quiet waiting area
• first or last appointment
• dimmer lighting where possible
• written instructions
• extra processing time
• no unnecessary touching
• ability to wear headphones or sunglasses
• predictable appointment structure

Diagnosis pathways

Common routes include:

• GP referral
• school or SENCO referral
• health visitor for younger children
• paediatrician
• CAMHS if mental health risk is involved
• adult autism or ADHD service
• occupational therapy or speech and language therapy
• private assessment, if chosen, with caution about quality and NHS acceptance

For autism assessment, NHS England’s framework says pathways should work for everyone regardless of location, background, age, ethnicity, sex, gender, sexuality, disability or health conditions.

Adult autism

Adults can ask their GP about an autism assessment. Bring evidence such as childhood history, school reports, family observations, workplace difficulties, sensory needs, mental health history, relationship difficulties and daily-living impact.

Ask for:

• referral options
• local waiting times
• reasonable adjustments
• support while waiting
• post-diagnostic support
• workplace or benefits evidence if needed

Adult ADHD

Adults can ask their GP about ADHD referral. Evidence may include school history, work impact, organisation problems, impulsivity, emotional regulation difficulties, driving or finance difficulties, sleep issues and family history.

If medication is considered, ask who will monitor blood pressure, pulse, side effects, dose changes and shared-care arrangements.

Children, parents and carers

Parents can support a child by keeping evidence of:

• behaviour changes
• sensory distress
• sleep
• eating
• school attendance
• exclusions
• anxiety or meltdowns
• communication needs
• learning difficulties
• social difficulties
• reports from school, nursery, health visitor, GP or therapists

Ask school about:

• SEN support
• reasonable adjustments
• sensory plan
• behaviour support plan
• attendance support
• Education, Health and Care Plan needs assessment if needs are significant

Legal rights

Key protections include:

• NHS Constitution: dignity, respect, involvement in decisions, confidentiality, records and complaints.
• Equality Act 2010: disability discrimination protection and reasonable adjustments.
• Children and Families Act 2014: SEND support and EHCP duties.
• Care Act 2014: adult social care and carer assessments.
• Mental Capacity Act 2005: support with decision-making.
• Children Act 1989/2004: safeguarding and welfare.

Accessible support

The NHS Accessible Information Standard requires NHS and publicly funded adult social care services to make sure disabled people and people with impairments or sensory loss can access and understand information and receive communication support.

Ask for:

• Easy Read
• large print
• text or email instead of phone
• BSL interpreter
• language interpreter
• longer appointment
• quiet waiting room
• sensory adjustments
• carer or advocate involvement
• reasonable adjustment flag
• written appointment summaries

Evidence standards and accountability

Keep:

• referral dates
• assessment forms
• school reports
• EHCP evidence
• workplace evidence
• symptom diaries
• sleep, sensory or behaviour logs
• medication records
• risk records
• emails and letters
• names and roles of professionals

Ask for:

• written referral confirmation
• waiting time estimate
• assessment outcome
• diagnosis report
• support recommendations
• medication plan
• reasonable adjustments in writing
• crisis plan if risk exists

If care is delayed, inaccessible or unsafe, contact the GP practice manager, school SENCO, local authority SEND team, NHS service manager, hospital PALS, NHS complaints team or the Parliamentary and Health Service Ombudsman.

Official links

• NHS autism assessments: https://www.nhs.uk/conditions/autism/assessments/
• NHS adult ADHD: https://www.nhs.uk/conditions/adhd-adults/
• NHS Accessible Information Standard: https://www.england.nhs.uk/accessible-information-standard/
• NHS England autism assessment framework: https://www.england.nhs.uk/long-read/a-national-framework-to-deliver-improved-outcomes-in-all-age-autism-assessment-pathways-guidance-for-integrated-care-boards/
• GOV.UK SEND support: https://www.gov.uk/children-with-special-educational-needs
• NHS complaints: https://www.nhs.uk/contact-us/how-to-complain-to-the-nhs/
• NHS Constitution: https://www.gov.uk/government/publications/the-nhs-constitution-for-england

Best rule: focus on need, not just diagnosis; keep evidence; request adjustments in writing; involve school/work early; and escalate if waiting, access or safety becomes a problem.