Neurodiversity Week offers an opportunity to celebrate the rich diversity of our community, reflect on our progress towards inclusion, reaffirm our commitment to supporting learners and staff, and recognise areas for further improvement.
At the Institute, we are dedicated to supporting all learners. From placements and internships to tailored guidance from our careers and widening participation teams, who create safe and welcoming learning opportunities for young people.
Our digital learning team supports staff across the trust in developing inclusive digital education. Our learner support service provides tailored assistance, and our postgraduate and undergraduate teams consistently go above and beyond to support students on placements.
Creating inclusive learning environments that support every learner
It’s our responsibility as educators, supervisors, and an organisation to foster a learning environment where people can grow and develop. Many students arrive on placements with support plans, but these do not always cover the realities of clinical settings.
Communicating needs is also challenging. The short duration of placements, along with cultural, team, hierarchy and social dynamics, can pressure neurodivergent students to mask or hide aspects of themselves to gain acceptance.
We counter this by practising inclusive approaches, such as making anticipatory adjustments, normalising flexibility, communicating clearly, minimising sensory overload, providing quiet spaces, using assistive technology and offering breaks.
Additionally, we’ve created a central learner support system accessible to all learners, educators and supervisors. Learners can seek advice confidentially, without disclosing diagnoses or personal details.
The goal is to ask, ‘What would make your learning better, easier, and more effective?’ Initially trialled with learners who completed The Christie Care Certificate, feedback showed that having an independent support person makes a real difference. This success has led us to extend this support to all learners engaging in mandatory or role-specific training.
We aim to make this service universally accessible. Approximately 1 in 7 people identify as neurodivergent, and NHS staff data shows increasing reports of disabilities and long-term conditions, many of which are unseen. Inclusion is critical for our future workforce.
Why inclusion matters for the future of our workforce
We’ve seen a positive shift in our education system, which means more young healthcare professionals have experienced an empowering educational environment that embeds sensory breaks, assistive tools and an understanding of their needs.
Meanwhile, many experienced colleagues began their careers before legislation like the Disability Discrimination Act 1995 and the Equality Act 2010 strengthened protections and expectations for inclusion. As a result, many worked in a system where seeking support was often viewed as a weakness.
Now, many are reflecting on their experiences and perhaps identifying as neurodivergent. Normalising these different experiences and creating safe spaces for discussion is vital.
Healthcare has always depended on diverse thinking - people who notice what others miss and approach problems from new angles.
Traits like deep focus, curiosity, creativity, empathy and calmness under pressure - all key to professional excellence - are often linked to neurodivergence.
We celebrate neurodivergent colleagues and learners whose perspectives and creative thinking enrich our organisation, enhance education, strengthen teams and improve the care we deliver every day.
Written by Leone Alexander
Equity, Diversity, Inclusion and Involvement Education Lead