Library & Learning Services

The Development of the Parents and Carers of Neurodivergent/SEND Children Staff Network.

The Purpose Behind Forming the Parents and Carers of Neurodivergent/SEND Children Staff Network.

Following a recent staff awareness session at the annual Neurodiversity event Embrace, Support Empower, several colleagues approached Anna to express their need for tailored support in navigating SEND (Special Educational Needs and Disabilities) pathways while also managing their responsibilities at home . 

In direct response to this insight, we have established a new network that is designed to meet the specific needs of our staff community. This network is built on the valuable lived experiences of our colleagues and will continually evolve based on their input, ensuring it remains relevant and impactful. 

Read more: A New Staff Network – Parents and Carers of Neurodivergent/SEND Children.

How This Network Will Support You

The group’s initial aim is to simply bring colleagues together for relaxed, supportive conversations. We know that none of us have every answer—but what we can offer is a safe space, a listening ear, and a mix of lived and professional experience that can make a real difference. 

As the group grows, we’ll shape its purpose and terms of reference together. This way, staff voices stay at the heart of everything we do, helping the group evolve in a way that feels meaningful. 

We’re really looking forward to meeting everyone and seeing how the group develops—and the positive change it could spark along the way.  

Who can join?

The group is intended to be diverse and inclusive, and this is not an exhaustive list:

Meet your Network Leads

Since joining Edge Hill in 2013, I have been a Senior Lecturer in Physical Education at Edge Hill University, bringing over 25 years of teaching experience across secondary schools in the Northwest of England and Yorkshire. I have contributed extensively to the ITE Secondary Physical Education PGCE with QTS programme and as the Faculty of Education’s Senior Safeguarding Lead along with 4 year service as a school governor. As part of his Teaching and Learning Fellowship at Edge Hill, I have focused on improving support for neurodivergent students, promoting a proactive, equitable, and research‑informed culture across the institution. My latest research also explores how neurodiverse trainees and mentors can implement meaningful adjustments aligned within Early Career Teachers. This coincides with real‑world practice

through a published peer reviewed book chapter on ‘photo‑elicitation methods in researching disability in physical education

My role in supporting the network is to enhance the employee experience for colleagues who are navigating neurodivergent or special educational needs and disabilities (SEND) pathways within their families. I recognise that these responsibilities can be both emotionally and logistically challenging, especially alongside work commitments. The group aims to create a supportive and understanding environment where staff feel comfortable sharing their experiences without fear of judgment. I want to ensure that colleagues feel valued, supported, and better equipped to manage these journeys both personally and professionally. Aisling Barker – External Charters Manager 

What are the factors surrounding children requiring assessments and support?  

Colleagues have shared that they have encountered unhelpful and, at times, offensive comments regarding the perceived increase in neurodivergence. These conversations have included remarks such as “everyone thinks they’re neurodivergent” and “everyone is a bit autistic.” 

The information below outlines several factors that have contributed to more people seeking and receiving neurodivergent diagnoses. 

Greater Awareness Among Parents, Teachers, and Health Professionals	Improved diagnostic tools.  Awareness campaigns and advocacy.
Diagnostic Criteria Have Expanded and Evolved	Conditions previously understood only in their most severe forms are now assessed across a wider spectrum of presentations.
Reduced Stigma and Increased Acceptance	Changes in language and awareness have led to a social model viewing neurodivergence as a natural variation rather than a deficit.
Better Identification of Groups Historically Missed	More awareness of ‘masking’ particularly in girls.     Disparities are decreasing as minority groups gain more access to services    Improved training for practitioners helps identify children who previously would have been overlooked.
Post‑Pandemic Effects	Increased behavioural, emotional, and sensory differences becoming more visible when children returned to school after lockdown.    Greater parental concern after observing children at home throughout remote learning.

The Emotional Landscape for Families Navigating SEND Pathways

Positives	Negatives
Relief  Many parents feel relief simply because they are finally being heard and supported.	Worry and Uncertainty  Concerns about the future, waiting times, and the unknown.
Determination  Despite the challenges, parents may develop more determination from wanting the very best for their child.	Overwhelm and Confusion  Navigating complex systems, forms, and mixed messages from services.
Advocacy  Although this is a stressful time, parents can develop advocacy skills through researching, attending meetings, challenging decisions and seeking second opinions	Frustration  Delays, barriers, and feeling like they must constantly advocate.
Hope  Alongside the stress, there is often hope for better understanding hope for tailored support and hope that their child will thrive with the right help. Assessment can feel like the gateway to a more positive and informed future.	Guilt or Self‑Doubt  Wondering if they missed signs or could have acted sooner.

A Closing Reflection  

The creation of the Parents and Carers of Neurodivergent/SEND Children Staff Network marks an important step in ensuring that colleagues who are supporting children through neurodivergent or SEND pathways feel recognised, understood, and less alone. The experiences shared by staff underline just how complex, emotional, and often overwhelming these journeys can be—yet they also highlight the strength, determination, and hope that so many parents and carers carry with them. 

By bringing people together in an open, non‑judgemental space, the network aims to foster connection, compassion, and practical support grounded in both lived experience and professional insight. As the group grows, its direction will be shaped collaboratively, ensuring that it remains responsive, meaningful, and truly reflective of the community it represents. 

Ultimately, this network is about more than sharing challenges—it is about building confidence, reducing isolation, and empowering colleagues to navigate SEND and neurodivergent pathways with greater clarity and support. We look forward to  meeting you and seeing the positive impact this community will create, both for staff and for the families they care for. 

Contact me

If you’d like to discuss this blog further, please email me

Body doubling might not be a term you have come across, but the chances are you may already be using it intuitively. If you work better being around other people, even when they aren’t undertaking the same task, you may already be employing this technique. Body doubling can be described as a strategy which uses the presence of other people to help you stay focussed on a task.

Written by Helen Briscoe

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After another inspiring week on the Ormskirk campus delivering an event to connect with students and staff and raise awareness of neurodiversity, we are back in Manchester delivering a one-day event to catch up and talk about useful support strategies and technologies.

If you are keen to know more about the event, the idea and the SpLD team, explore the blogs from our recent events and our webpages:

Embrace, Support, Empower (Ormskirk October 2025)

Embrace Support Empower (Joining the dots April 2025)

Embrace Support Empower (Manchester January 2025)

What to expect on the day:

• Introduction to Specific Learning Difficulties and Assistive Technologies 11-12
• Drop in over lunch time 12-1
• Introduction to Specific Learning Difficulties and Assistive Technologies 1-2
• Drop in 2-3

You don’t have to book the sessions to attend – just turn up 😁

Ellie is looking forward to engaging with you in classroom two – stop by or tune in on Instagram @EHULibrary

We have a variety of digital resources that you may find helpful if you are not around or available on the day of the event:

• Assistive and Accessibility Technologies toolkit 
• ADHD toolkit
• Dyslexia toolkit
• Neurodiversity/Neurodivergence toolkit
• Dyspraxia toolkit