Many of our students are autistic, have ADHD, dyslexia, dyspraxia, dyscalculia, Tourette’s or other learning differences. They bring creativity, focus, honesty, problem-solving skills and fresh perspectives to our community every day.

This blog shares how we support neurodivergent students in college, plus some practical hints and tips to help with revision, coursework and managing workload.

1. A culture of understanding and respect

Support starts with everyday attitudes. We work hard to create an environment where students feel safe to be themselves. That means:

• Encouraging staff to use clear, straightforward language
• Allowing students to use headphones, fidgets or other sensory supports where appropriate
• Normalising adjustments such as extra time, laptops, or sitting near the door

We want students to feel comfortable telling us what they need; without judgement.

2. Learning support and reasonable adjustments

Many neurodivergent students benefit from tailored support. Depending on need, this may include:

• One-to-one or small group support for organisation, literacy or numeracy
• Help with planning assignments or breaking tasks into manageable steps
• Access to coloured overlays, reading rulers or printed notes
• Adjusted deadlines (where possible) and flexible ways of showing learning

We work with students, parents/carers and teaching staff to agree adjustments that are realistic and helpful.

3. Quiet spaces and sensory-friendly options

College can be busy and overwhelming. Where possible, we make sure there are:

• Quieter areas for students who need a calm space between lessons
• Options to work in smaller groups
• The ability to arrive slightly early or late to avoid busy corridors (by agreement)

If you’re a student and you’re finding the environment difficult, we want you to talk to us; you’re not being “fussy”, your sensory needs matter.

4. Exam and assessment arrangements

Many neurodivergent students are entitled to exam access arrangements, such as:

• Extra time
• A smaller room or separate space
• A reader or scribe
• Use of a laptop or assistive software

If you think you might need this, it’s important to tell us as early as possible so assessments can be arranged in time.

5. Wellbeing and pastoral support

Studying while managing executive function challenges, anxiety or sensory overload can be exhausting. Our pastoral and wellbeing teams can support with:

• Managing stress and anxiety
• Building routines that work for you
• Communicating with tutors if you’re struggling
• Signposting to external services where needed

You don’t have to wait until things feel unmanageable to ask for help.

Hints and tips: managing revision, coursework and workload

Every neurodivergent brain is different, so not all of these will work for everyone. Take what works, leave the rest.

Revision tips

1. Make it visual and concrete

• Use colour-coded mind maps or diagrams instead of long written notes.
• Turn topics into checklists you can tick off.
• Use sticky notes on the wall for key facts or timelines.

2. Study in short, focused bursts

• Try 15–25 minutes of focused work, then a 5–10 minute break.
• Set a timer so you’re not constantly checking the clock.
• During breaks, move your body – stretch, walk, get a drink.

3. Use your strengths

• If you’re a verbal thinker: record yourself explaining a topic and listen back.
• If you’re a visual thinker: draw processes, charts or comic-style sequences.
• If you learn by doing: turn revision into practice questions, flashcards or practical tasks.

4. Body doubling

Study with a friend, sibling, partner or in a quiet study space.

You don’t have to do the same task – just having someone there can help you stay on track.

5. Reduce distractions, not stimulation

For some neurodivergent people, total silence is harder than low-level background noise.

• Try instrumental music, café noise, or a fan.
• Put your phone in another room or use an app/setting to limit notifications while you revise.

Coursework and assignments

1. Break tasks into tiny steps. Instead of “Do assignment”, try:

• Open assignment brief
• Highlight key words in the question
• Write a rough plan in bullet points
• Find 2–3 sources or examples
• Write the first paragraph (even if it’s messy)

Smaller steps make it easier to start and give you more chances to feel a sense of achievement.

2. Work backwards from the deadline

• Put the due date in your calendar.
• Then work backwards, deciding what needs to be done one week before, three days before, the day before, etc.
• Set mini-deadlines for each stage (research, plan, draft, final edit).

3. Use templates and routines

• Create a basic essay structure you can reuse (introduction, point, evidence, explanation, conclusion).
• Save a “starter” document with headings already in place so you’re not facing a blank page.

4. Ask for clarification early

If you’re unsure what an assignment is asking you to do:

• Email or talk to your tutor and ask for a concrete example.
• Ask if you can see a past assignment (with names removed) to understand the level expected.
• Check whether there’s a word count, format or structure you should follow.

Managing workload and avoiding burnout

1. Externalise everything

Don’t rely on memory – support your executive function by getting things out of your head:

• Use a planner app or paper diary.
• Keep a simple “Today / This Week / Later” list.
• Write down deadlines, appointments and key tasks as soon as you hear them.

2. Use the “Rule of Three” Each day, pick three priority tasks:

• One big thing (e.g. “Finish first draft of assignment”)
• One medium thing (e.g. “Do 30 minutes of revision”)
• One small thing (e.g. “Email tutor to ask a question”)
• Anything else you do is a bonus.

3. Build in recovery time

Neurodivergent students often mask, push through overload, then crash. To help:

• Plan rest in the same way you plan work.
• Schedule sensory-friendly downtime (walks, gaming, reading, hobbies that calm your brain).
• Notice your early signs of overload (headache, irritability, zoning out) and take a break before you hit the wall.

4. Communicate when things are slipping

If you’re falling behind:

• Let your tutor or support team know as soon as you can.
• Be honest about what’s getting in the way – focus, organisation, anxiety, sensory issues, something at home, etc.
• Together, you can look at options such as adjusted deadlines, extra support, or breaking work into smaller pieces.

5. Celebrate your way of working. You might:

• Hyperfocus and get lots done in one go
• Need to move, fidget, or change position a lot
• Think in pictures, patterns or stories

None of that is “wrong”; it’s simply how your brain works. The aim isn’t to force yourself into a neurotypical mold; it’s to find strategies that let you learn your way.

At Hugh Baird College, supporting neurodiversity is not a tick-box exercise. It’s about listening, adapting and working with students as individuals. If you’re neurodivergent (diagnosed or self-identified) you belong here, exactly as you are.

If you’re a current or prospective student who would like to talk about support, please reach out to your tutor or our support team. You don’t have to have everything “sorted” before you ask, that’s what we’re here for.

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