I want to understand myself
Explore your own profile, make sense of experiences and find strategies that fit your life.
neurokindSUPPORT HUB UNDERSTANDING IS THE START OF SUPPORT
Different minds.
Better understanding.
A practical, welcoming place to understand neurodiversity — and discover what genuinely helps, whether you’re supporting yourself or someone else.
Evidence-informed, person-led and continually growing.
A NOTE TO REMEMBER
There is no single
right way to think.
Strengths-led
Person-first
Individuals
◎ Families & friends
Workplaces
Education
A PRACTICAL TOOL · BUILT AROUND THE PERSON
Build a personal
support profile.
A guided space to capture strengths, preferences and the adjustments that make everyday life easier. You do not need a diagnosis to use it, and you can leave any section blank.
Your profile, your wordsComplete it alone or with someone you trust. Nothing is saved or sent anywhere by this page.
This version works in your browser only. It does not store personal information or submit it to Neurokind.
TURN INSIGHT INTO PRACTICAL CHANGE
Support & adjustments
generator.
Suggestions update as you complete the profile. Choose what feels relevant, adapt it with the person and agree how you will review it.
Your suggestions will appear hereSelect a few support needs, sensory preferences or communication preferences above to get started.
Suggestions are individual starting points, not a checklist or a diagnosis.
Agree together
Which suggestions would make the biggest difference? Who will help put them in place? When will you check whether they are working?
Keep the person in control
Discuss consent, privacy and preferred language. The person can reject, change or add to any suggestion.
Suggestions are prompts for discussion, not legal, medical or educational advice. Workplace adjustments should be discussed and assessed individually; this tool does not determine legal entitlement.
FIND YOUR STARTING POINT
One hub. Different
ways to get support.
Choose the perspective that feels closest to you. You can explore every part of the hub — these pathways simply help you find a useful first step.
I want to support someone
Learn how to listen, reduce friction and work alongside someone without making assumptions.
I want to make a workplace inclusive
Help teams remove barriers, have better conversations and make adjustments that work.
I work in education
Create predictable, accessible learning environments and work in partnership with learners and families.
LEARN · REFLECT · PUT IT INTO PRACTICE
Neurodiversity
learning centre.
Short, practical learning pathways for individuals, managers, families and educators. Work through a lesson, check your understanding and keep track of your progress on this device.
0 of 12 lessons completedProgress is saved only in this browser on this device.
Everyone
5 MINUTESWhat neurodiversity means
Neurodiversity describes the natural variation in how human brains work. Neurodivergent is a term some people use when their brain processes, learns or experiences the world in ways that differ from what is considered typical. It is an umbrella term, not a diagnosis. People can share a label and still have very different strengths, barriers and preferences.
Put it into practice
Notice one assumption you may make about a label. Replace it with an open question about the individual.
QUICK KNOWLEDGE CHECK
Which statement best reflects a neurodiversity-informed approach?
Learning content is for general awareness and discussion. It is not a clinical assessment, legal advice or accredited training. Check current official guidance for your setting and location.
PRACTICAL TOOLS FOR PEOPLE LEADERS
The manager’s
neurodiversity toolkit.
Move from awareness to confident, respectful action. Use these tools to prepare conversations, agree individual workplace support and review the environment — always with the employee, not about them.
Have a supportive conversation
A simple structure for a private, person-led discussion. There is no need to ask for a diagnosis or personal medical detail to explore a workplace barrier.
01Open with trust
“Thanks for speaking with me. I want to understand what would make work easier and more accessible. Is now a good time?”
02Explore the work barrier
“Which parts of the task, environment or process are working well? Where does it become harder?”
03Ask what might help
“Have you found anything that helps already? Would you like to explore a few options together?”
04Agree a practical next step
“What shall we try first? Who needs to do what, and when should we check whether it is helping?”
05Close with choice and clarity
“I’ll only share necessary information with people who need it to put the agreed support in place. Is there anything you would like handled differently?”
Keep it safe and respectful. Listen without pressing for disclosure. Do not promise a particular legal outcome. Explain confidentiality limits honestly and involve HR or occupational health where appropriate and with the person's knowledge.
These tools support good conversations and record-keeping; they do not replace organisational policies, HR advice, occupational health input or legal advice. In Great Britain, the Equality Act 2010 may require reasonable adjustments where the legal test applies. Northern Ireland has a separate legal framework.
SUPPORT ACROSS EVERY STAGE OF LIFE
Families, schools
and growing minds.
Practical starting points for the people around a neurodivergent child or young person. Keep the learner's voice central and adapt every idea to the individual.
FOR FAMILIES & CARERS
Support that starts with connection.
Understand sensory needs, transitions, communication and emotional regulation. Build trust, reduce avoidable pressure and work alongside the child or young person.
- Recognise behaviour as communication
- Make routines and changes easier to understand
- Work in partnership with school and services
- Protect autonomy, dignity and the young person's voice
FOR EDUCATORS & SETTINGS
Make learning more accessible.
Explore inclusive teaching, sensory-aware environments, communication choices and practical ways to review support with learners and families.
- Use clear, chunked instructions and visual supports
- Consider noise, light, transitions and unstructured time
- Offer flexible ways to participate and show learning
- Understand the framework for your UK nation
Education systems differ across England, Scotland, Wales and Northern Ireland. Check current local guidance and involve the learner in decisions wherever possible.
THE KNOWLEDGE LIBRARY
Start with what
matters to you.
Explore clear explanations, real-world strategies and guidance you can put into practice. No two people are the same — use this as a starting point, not a label.
EXPLORE BY TOPIC
28 resources to explorePLAIN ENGLISH · PRACTICAL · PERSON-LED
FROM UNDERSTANDING TO ACTION
Good support starts
with good questions.
Move beyond assumptions. Learn how to notice barriers, listen to the person and agree support that makes a meaningful difference.
Browse practical guidesUnderstand sensory needs
Explore sound, light, touch, movement and ways to reduce overwhelm.
Make communication clearer
Practical ways to share information, set expectations and allow processing time.
Create a personal support passport
Record what helps, what doesn’t and how someone wants to be supported.
KNOW YOUR RIGHTS & OPTIONS
Guidance you can
trust and act on.
UK law, statutory guidance and practical resources are not all the same thing. We label them clearly, explain who they apply to and link back to the original source.
LegislationEngland, Scotland and Wales
Equality Act 2010
Protects disabled people from discrimination in areas including employment, education and services. The duty to make reasonable adjustments applies where the legal test and relevant circumstances are met; not every neurodivergent person automatically meets the statutory definition.
Read official sourceLegislation and official guidanceNorthern Ireland
Disability discrimination in Northern Ireland
The Equality Act 2010 does not apply in Northern Ireland. Disability discrimination protections are provided through separate legislation, including the Disability Discrimination Act 1995 and related NI laws.
Read official sourceOfficial workplace guidanceGreat Britain
Acas: adjustments for neurodiversity
Practical examples for concentration, written communication, organisation, sensory overload and supporting strengths. Acas explains that a worker does not need a diagnosis to be considered disabled under the Equality Act.
Read official sourceStatutory guidanceEngland
SEND Code of Practice: 0 to 25
Guidance for relevant education, local authority and health bodies about the SEND system for children and young people aged 0 to 25. Includes the graduated approach and EHC needs assessments and plans.
Read official sourceLegislationEngland
Children and Families Act 2014
Includes the statutory framework for education, health and care plans and special educational needs in England. Read the relevant provisions alongside the SEND Code of Practice.
Read official sourceLegislation and statutory guidanceScotland
Additional Support for Learning
Scotland has its own additional support for learning framework. Support is needs-led and is not dependent on a formal diagnosis; education authorities have duties to identify, provide and review support.
Read official sourceGovernment support schemeEngland, Scotland and Wales
Access to Work
May help with practical support or mental health support in paid work. ADHD, autism and dyslexia are listed examples; a formal diagnosis is not required. Northern Ireland has a different system.
Read official sourceLegislation and statutory guidanceWales
Additional Learning Needs
Wales uses the Additional Learning Needs (ALN) system and the Additional Learning Needs and Education Tribunal (Wales) Act 2018. This is distinct from the English SEND framework.
Read official sourceSOURCE CHECKED: 9 NOVEMBER 2026 · OFFICIAL SOURCES LINKED · CHECK THE SOURCE FOR THE LATEST VERSION
Important: This library provides general information, not legal, clinical or educational advice for an individual case. The Equality Act 2010 applies in England, Scotland and Wales; Northern Ireland has a separate disability discrimination framework. Education guidance and services differ across the four UK nations. Access to Work does not cover Northern Ireland.
THE PRINCIPLE BEHIND THIS HUB
Support the person,
not the stereotype.
Neurodiversity is part of the natural variation in human minds. A diagnosis or label can help explain an experience, but it never tells the whole story. The best support is built with the person — around their strengths, preferences, needs and goals.
01
Listen firstAsk the person what their experience is like.
02
Make it practicalFocus on removing barriers, not changing identity.
03
Review togetherWhat helps today may change over time.