Why Early Intervention Matters for Neurodivergent Learners

Helen Rees has spent over 15 years working in education and care, supporting people with diverse needs and driven by a desire to nurture potential in others. She started as a learning support worker and teaching assistant in schools and colleges, later working in a behaviour support service for secondary students. While doing her PGCE, Helen was also a team leader in a care home for young adults with learning disabilities.

Through working one-on-one with others, Helen witnessed the power of personalised support and tailored strategies in transforming a student’s experience, inspiring her to specialise in study skills tutoring for neurodivergent university students.

However, it was her own journey of facing barriers in education that truly influenced her approach.

“I was always the clumsy one as a child,” Helen recalls, facing coordination and organisational challenges that she later discovered were symptoms of dyspraxia. Like many, she wasn't diagnosed until adulthood, but when she was, it brought relief. “I wondered how many others felt the same as me,” she says. “I wanted to find them and help give them the support they needed much earlier and the confidence I lacked.”

This personal insight is something Helen often shares with the students and professionals she supports, breaking down stigma and encouraging open conversations about neurodiversity.

While awareness is growing, many still struggle in silence. In education, neurodivergent students can face barriers such as rigid learning environments and a lack of tailored support. In the workplace, Helen encounters individuals who have spent years masking their authentic identities instead of receiving the accommodations they deserve. “Sadly, it's often only when things become overwhelming that people seek help,” she explains.

Helen strongly believes in the power of technology to support neurodivergent students.

“Many people don't realise what's available,” she says. “I introduce them to apps and platforms, helping them find the features that fit how they think, work, and engage with information.” However, she emphasises that technology alone isn't the solution; it must be integrated thoughtfully alongside human support to be effective.

“Without guidance, students may not realise how useful certain tools can be. Take text-to-speech software: many assume it's just for reading difficulties, but it also aids focus, comprehension, and proofreading.”

Helen also highlights that many university students are unaware of support schemes like the Disabled Students' Allowance (DSA), which provides vital resources. “In my role as a DSA study needs assessor, I was surprised by how many students hadn't learned about this funding earlier. For educators, understanding what DSA offers and how to access it can significantly enhance a student's experience.”

“Technology isn't about replacing effort; it's about promoting equality.”

Some assume using technology is a 'shortcut', while others worry that AI-driven tools do the thinking for students instead of empowering them. Helen disagrees. “Technology isn't about replacing effort; it's about promoting equality. It allows students to play to their strengths and approach learning in a way that works for them.”

Helen uses tech herself, including a reMarkable tablet to turn handwritten notes into digital files - “so I can understand my scribbled notes and never lose them!”

Helen’s advice for supporting neurodivergent learners is simple: ask the right questions and listen.

“Not every student will ask for help,” she explains. “But having the knowledge and resources to offer support, regardless of what someone is struggling with, can make all the difference.” She stresses the importance of truly paying attention, not just to what students say but also to their challenges, behaviours, and unspoken needs. “Listening isn't just about hearing words; it's about recognising patterns, understanding how someone experiences the world, and creating a space where they feel seen, supported, and safe to express themselves.”

She also highlights the value of introducing assistive technology much earlier. “Many of these tools are free, and building good habits early can help students all the way through to the workplace. Schools should explore these options with pupils to help them feel more in control of their learning and build confidence in their abilities.”

Helen is optimistic about the future of neurodiversity support, particularly as wellbeing becomes a growing focus. “Getting strategies in place before things escalate is crucial. Helping students identify challenges and develop solutions early on can make all the difference.”

So, what's next for Helen? “I'm planning new workshops and a community for ND individuals, combining coaching, resources, videos, tools, and group-based accountability sessions. Watch this space!”