KS3 · Ages 11–14 · Wellbeing

Understanding Neurodiversity

A workbook about the many ways brains can work — and how to be a good friend.

Please note: This workbook gives general information only. It is not a diagnosis, a clinical assessment, or a substitute for advice from a GP, paediatrician, educational psychologist, or SENCO. If you have concerns about a specific child or young person, speak to a relevant professional.

1What does neurodivergent mean?

Neurodivergent describes someone whose brain works differently to what's considered typical — in how they think, learn, communicate, or process the world around them. It's not a flaw or an illness. It's a difference.

You've probably already met people who are neurodivergent, even if nobody used that word. Someone who notices tiny details others miss. Someone who finds loud rooms overwhelming. Someone who thinks in pictures rather than words. All of these can be part of being neurodivergent.

Common types you might hear about

Autism — differences in social communication, sensory processing, and often deep, focused interests.
ADHD (Attention Deficit Hyperactivity Disorder) — differences in attention, impulse control, and energy levels.
Dyslexia — differences in how the brain processes written language, affecting reading and spelling.
Dyspraxia (also called DCD) — differences in movement, coordination, and planning physical tasks.

2Strengths, not just struggles

It's easy to only hear about the hard parts. But neurodivergent people often have real strengths tied to the same differences — intense focus, creative problem-solving, strong pattern recognition, honesty, and loyalty, to name a few.

✏️ Activity: match the trait to the strength

Each trait on the left can bring a real strength on the right:

→Hyperfocus on interests → Deep expertise in a chosen subject
→Noticing small details → Spotting errors others miss
→Thinking outside routine patterns → Creative, original solutions
→Strong sense of fairness → Standing up for what's right

3A short story

Amir loves trains. He can tell you the exact model, year, and top speed of almost every train that's ever run in the UK. In class, when a group project needs someone to organise complicated information into a clear order, Amir is the one who gets it right first time. At break, loud noise in the canteen makes him want to leave — so he eats lunch in the library instead, with two friends who understand that.

Reflection: What does Amir find hard? What is he brilliant at? How do his friends make things easier for him without making a big deal of it?

4Being a good friend

You don't need to understand every condition perfectly to be a good friend to someone neurodivergent. A few things that genuinely help:

Ask what someone needs rather than guessing.
Don't make someone's difference the punchline of a joke.
If a friend needs quiet, or needs to leave a loud space, don't take it personally.
Treat 'different' as neutral, not as something to fix.

5Glossary

Term	What it means
Neurodivergent	Having a brain that works differently to what's typically expected.
Autism	A neurodivergence affecting social communication, sensory processing, and interests.
ADHD	A neurodivergence affecting attention, impulse control, and activity levels.
Dyslexia	A difference in processing written language.
Dyspraxia	A difference in movement, coordination, and planning physical actions.
Sensory overload	When noise, light, touch, or other input becomes too much to process comfortably.

✓Check your understanding