Neurodiversity in the youth justice system
By Sharon Gray, YJB Board Member, Education Consultant at Wholehearted Learning and former Head Teacher of special and mainstream schools.
Sharon Gray
It’s Neurodiversity Celebration Week (18-24 March 2024) and a perfect opportunity to learn more and celebrate the diverse ways that the human brain functions.
This week we will be shining a light on the overrepresentation of neurodivergent children in the youth justice system while promoting equality and equity. It is clear that a greater understanding of neurodiversity is vital if we are to build a more inclusive society that benefits from, not disables, the strengths that neurodivergent people offer.
Understanding neurodivergence
The term neurodivergent is used to describe a person whose brain functions, learns and processes information differently to the way society expects. This includes children with a diagnosed condition such as ADHD, autism, dyspraxia, dyscalculia, dyslexia, and developmental language disorder.
For much of my career, I have worked in special schools with children experiencing severe social, emotional and mental health difficulties. Despite the challenges that can come with these conditions, I have seen first-hand how each and every child has unique strengths and talents. That is why working with neurodivergent children in a strengths-based way is so important, while not losing sight of the significant difficulties that they face.
No one-size-fits-all
We know that for a child to end up in the youth justice system, somewhere along the line an adult has failed them. It is a sad fact that those children who are most overrepresented in the system will have also been failed the most in their early years. I’m thinking here of children from ethnic minority backgrounds, those with experience of care and of course those who are neurodivergent.
Overrepresentation is significant, which is noted by Professor Amanda Kirby in her Neurodiversity – a whole-child approach for youth justice (HM Inspectorate of Probation 2021).
She says: “At least one in three people moving through the justice system are thought to be neurodivergent”. That is twice the proportion in the general population. It is simply unacceptable that a child is more likely to be criminalised because of their differences.
We need to move away from a one-size-fits-all approach if neurodivergent children are to thrive. If we unpick some of the barriers that they currently face in our society, we will likely find:
- unmet needs due to lack of identification of neurodivergence
- delays in assessments, or lack of inappropriate support or interventions once diagnosed
- increased vulnerability to violence and abuse
- poorer mental health
- increased risk of substance misuse
- societal stigma and labelling
- increased likelihood of exclusion from education
- higher unemployment rate.
I’m sure that much of what is listed above will be all too familiar to children in the justice system and those who work with them. Each of these barriers could be stopping that child from moving on to achieve the same positive outcomes as neurotypical children.
Education sits at the heart
The barriers neurodivergent children face are often interconnected, but I see access to education sitting at the heart of it. I have said before that exclusion is perhaps the youth justice system’s biggest problem. According to the Institute for Public Policy Research “Children in England and Wales with an identified special educational need are at least 7 times more likely to be excluded from mainstream education than their peers”. Alongside suspensions and persistent absenteeism, exclusion leads to poorer outcomes with excluded children having reduced exposure to positive relationships and having an increased risk of exploitation. More details of this are within the publication Making The Difference: Breaking the link between school exclusion and social exclusion research.
A strengths-based approach
So, how do we help children overcome these barriers? For a start we should provide children with safe and supportive environments, such as a classroom or another setting. In the case study below I give an example of how to achieve inclusive education through a ‘whole school’ community approach. We should challenge stigma and support children with individualised responses to develop their strengths and potential. This approach is backed by years of evidence and aligns directly with the Child First evidence base which informs the YJB’s guiding principle.
The support a child will need will vary according to the individual, some may require more significant support, such as from mental health professionals, speech therapists, and behavioural specialists. For others it might involve smaller adjustments, such as sensory-friendly environments, materials created with accessibility in mind or even distraction items such as stress balls. However, all support should be geared towards helping the child towards their future aspirations and be tailored to the individual.
In our case management guidance, we advise that professionals be able to demonstrate how the child has worked with them to develop positive plans for the future. We state that these should be collaboratively developed and based on the child’s strengths. If there are likely to be any difficulties in the child understanding what is going on (e.g. because of speech and language problems), we advise on the steps to take including advice on how and when to get support for a child with communication needs who may require an intermediary.
In another section of the case management guidance we direct professionals towards other useful resources out there. For example, there is a guide produced by the Communication Trust to aid how we communicate with children, particularly those with communication difficulties, entitled Sentence Trouble.
It provides examples of situations where behaviours, which might be interpreted as disruptive, could be the result of the child’s lack of understanding or even their response to formal situations. It also includes a range of tips and suggestions that are proven to support children with communication needs, such as the type of language to use, or even to ask the child to repeat back in their own words what you have said to check understanding.
Moving forward
As we mark Neurodiversity Celebration Week, let us reaffirm our commitment to support neurodivergent children within the justice system. Let us also stay curious. This week is about learning, and so we must continue to listen to children, find out where their strengths lie and what they find challenging.
By breaking down barriers, fostering understanding, and promoting inclusivity, we can create a system that recognises and values the unique strengths and needs of all children. This will support an inclusive society for neurodivergent children, not just for today but for future generations to come.
“Share our similarities, celebrate our differences.”
M Scott Peck
Case study: a ‘whole school’ community approach
Introduction:
In this case study, we will explore how the specific needs of a neurodivergent child were successfully met in a secondary school setting, preventing the negative impact of potential exclusion. This was achieved by implementing a whole school approach.
This approach included high quality support and training for all involved as well as a comprehensive support plan. This meant the school was able to create an inclusive and supportive environment that fostered the child’s academic, social, and emotional growth.
Background:
A child was diagnosed autistic at an early age. As they transitioned to secondary school, it became evident that they required specialised support to ensure their educational success and overall well-being. The school recognised the importance of accommodating their unique needs, and a collaborative approach was adopted involving the school administration, teachers, support staff, and the child’s parents/carers.
Creating an Individualised Education Plan:
The first step in meeting the child’s needs was the development of an Individualised Education Plan (IEP). The IEP was designed to provide a roadmap for the child’s educational journey, identifying specific goals, accommodations, and support strategies. The plan was created in consultation with the child’s parents, teachers, and other relevant professionals, ensuring a holistic understanding of their strengths, challenges, and learning style.
Academic support:
To support the child’s academic progress, the school implemented various strategies. Firstly, teachers received training on autism awareness and inclusive teaching practices. The school also implemented a trauma informed relational approach and provided individualised support. Resources and strategies were provided to differentiate instruction, accommodate sensory needs, and promote communication and social skills development.
Social and emotional support:
The school implemented strategies to support the child’s social integration and emotional regulation. They facilitated social skills training implementing the ‘Thrive Approach’.
Senior leaders led this as a whole school strategy with licensed practitioners supporting learning at each developmental stage across adolescence, while identifying those children who required additional support.
Having completed baseline assessments and specific targeted action plans, the child was supported in a small group with peers to explore and strengthen all aspects around their emotional health and wellbeing, stress regulation etc. This had a huge benefit and helped the child navigate social interactions and develop meaningful relationships with peers. A designated safe space was also created where the child could go if they were feeling overwhelmed or anxious.
Collaboration and communication:
Regular meetings were held among teachers, support staff, parents, and the child to ensure open lines of communication and collaboration. There was ongoing assessment of their social and emotional development, celebration of achievements and prompt identification of any necessary adjustments to the support plan. Additionally, the school actively involved the child’s parents in decision-making processes, seeking their input and feedback on the effectiveness of the strategies implemented.
Positive outcomes:
As a result of the comprehensive support provided, the child experienced significant positive outcomes. Academically, they demonstrated improved engagement, academic progress, and confidence in their abilities. Socially, they developed friendships, participated in extracurricular activities, and displayed increased social skills. Moreover, the child’s overall well-being and self-esteem improved, leading to a more positive school experience and a greater sense of belonging. Due to the whole school community approach – the benefits for the majority of other students became clear. As staff implemented the approach, attendance improved significantly as did engagement, both serious incidents and low levels of disruptive behaviour reduced significantly.
Conclusion:
This case study exemplifies the power of inclusive education and the positive impact it can have on the lives of neurodivergent children.
By implementing a whole school approach, together with a clear vision, collaboration, and ongoing communication the school were able to ensure the child’s success. By investing in an inclusive and supportive environment, society is gaining a child who will go on to thrive academically, socially, and emotionally.
Learn more about Neurodiversity Celebration Week and get involved with all the great free events taking place this week.