Latest posts tagged with #EdRes on Bluesky
Over the next 5 weeks, we’ll dive into vocabulary, reading, writing, and talk.
Secondary teachers: Ask not what you can do for literacy, but what literacy can do for your subject!
Read the full report here: d2tic4wvo1iusb.cloudfront.net/production/e...
6/6 #EdRes #EEF
When I’m feeling exhausted or demotivated I make my workspace as pretty as possible. Romanticising the writing process genuinely keeps me consistent when I don’t always want to be!
#EdD #PhD #schoolleadership #edres
Since schs often struggle to include #autistic & other #neurodivergent students, it would be great if govs could engage with autistic- & other ND-authored theory & #EdRes.
There is a super helpful summary here:
autisticrealms.com/neuro-affirm...
#monotropism
#neurodiversity
#doubleempathy
We can improve KS3 provision by learning from #autistic & other ND-authored theory & #EdRes.
#Neuro-affirming T&L approaches allow ALL learners to thrive.
#monotropism
#neurodiversity
#doubleempathy
autisticrealms.com/neuro-affirm...
Alice would probably find it easier to concentrate if lessons were #neuro-affirming.
It would be great to see #neurodivergent -authored theory & #EdRes referenced in these discussions.
#neurodiversity
#monotropism
#doubleempathyproblem
I guess if you’re trying to build a #neuro-affirming environment you’ll leave most of the tools in the box. Did TLAC ever update to incorporate ND-authored theory & #EdRes, I wonder?
#neurodiversity
#monotropism
#doubleempathy
They’re def developing their epistemology. Atm there is a LOT of good #EdRes, incl by/with pychs, working out exactly which aspects of school are harming NDs & then reporting findings. @grrand-team.bsky.social’s large-scale RE-STAR project is just amazing - includes UCL, KCL, Anna Freud, CYP 🌟
providing CPD. So the perspective from ND adults is super helpful for enabling both ‘sides’ to understand each other, imv. So much good #EdRes happening right now - lots for schools to learn.
But sadly these well-intentioned efforts are often experienced by the child as overwhelming academic, social & emotional demand, leading to #burnout, absenteeism etc. Schools seem to lack sensitivity to this risk. Luckily new #EdRes is making it visible 🙏
barrierstoeducation.co.uk/wellbeing-fi...
Does the toolkit include #neuro-affirming T&L approaches, based on #autistic & other #neurodivergent authored theory & #EdRes?
#neurodiversity
#doubleempathy
#monotropism
Fab explainer here from @autisticrealms.bsky.social & @tanyaadkin.bsky.social ✨
autisticrealms.com/neuro-affirm...
It would be so good to see reference to #autistic and other #neurodivergent theory and #EdRes in these discussions re good practice for #inclusion.
#neurodiversity
#doubleempathy
#monotropism
And have those involved in decision-making or teaching in the new setting learnt from #autistic and other #neurodivergent authored theory and #EdRes?
The new Autistic SPACE framework looks fab, fast & practical for auditing & addressing issues ✨
journals.sagepub.com/doi/10.1177/...
#inclusion
💯. I’m hugely impressed by the new wave of creative & coproduced #EdRes, such as the @grrand-team.bsky.social & others’ RE-STAR project, investigating the aspects of school life which contribute to poor MH for autistic/ADHD CYP. Hopefully better #inclusion will follow
www.ucl.ac.uk/news/2025/ju...
If only mainstream schools could be more #inclusive of children & teens with #SEND.
#schoolleaders & #headteachers, please check out the new wave of #EdRes showing exactly which aspects of MS drive so-called ‘demand’.
Please embed #neuro-affiriming approaches.
www.ucl.ac.uk/news/2025/ju...
Agree - mini whiteboards super useful. My q is: how has your practice developed in the light of new #autistic & #neurodivergent theory & #EdRes, eg #neurodiversity, #doubleempathy & #monotropism, and do you have any tips for others re better #inclusion of ND CYP?
And also to provide #neuro-affirming training on #neurodiversity, in the light of current lack of inclusivity re ND children & teens, leading to school distress, burnout etc.
Lots to learn from ND authored theory & #EdRes.
#monotropism
#doubleempathy
autisticrealms.com/neuro-affirm...
EDs can be symptoms of #autistic & #ADHD #burnout. Please can @skinnock.bsky.social read #EdRes on #schooldistress & the negative impacts of school #attendance on NDs? Please can schools be made safe, #inclusive & #neuro-affirming?
www.ucl.ac.uk/news/2025/ju...
researchfeatures.com/wp-content/u...
I really hope the DfE is minded to learn from #autistic & other #neurodivergent authored theory & #EdRes.
#neurodiversity
#doubleempathy
#monotropism
Disappointing not to see any references to #autistic & other #neurodivergent authored theory & #EdRes in this discussion.
If teachers can’t conceptualise #neurodiversity, #doubleempathy & #monotropism, the ‘ignore, masking, #burnout’ cycle identified by @suereviews.bsky.social will continue 😔
Alternatively, we can learn from #autistic and other #neurodivergent authored theory & #EdRes, and use #neuro-affirming approaches.
Less danger of #schooldistress, #masking and #burnout.
@autisticrealms.bsky.social & @tanyaadkin.bsky.social have a fab explainer:
autisticrealms.com/neuro-affirm...
for 1) an end to prejudice re ‘outside the norm’ behaviours, 2) serious efforts to understand autistic perspectives & 3) recognition of responsibility to promote & support autistic self-determination.
For context, fab #EdRes on #ND emotional burden in schools:
www.ucl.ac.uk/news/2025/ju...
@autisticrealist.bsky.social & @tanyaadkin.bsky.social explain ND-authored theory, #EdRes & implications for practice here:
autisticrealms.com/neuro-affirm...
More key ND-led research on why this matters:
researchfeatures.com/wp-content/u...
#neurodiversity
#monotropism
#doubleempathy
#inclusion
Completely agree that locating the ‘problem’ in the child does nothing to mitigate #schooldistress & inaccessibility for #neurodivergent CYP.
Learning from #autistic and other ND authored theory & #EdRes, however, promotes better understanding & #inclusion.
#monotropism
#doubleempathy
So interesting that teachers feel they should be listened to re Ofsted, but CYP are rarely listened to re curriculum, assessment, pedagogy, support etc.
Coproduced #EdRes = valuable CYP insights, eg re the wear & tear of #attendance on NDs.
www.ucl.ac.uk/news/2025/ju...
#inclusion
Agreed. Though community resistance is starting to bite. Eg marginalised neurodivergents are leading #EdRes for #inclusion. Check out #AEC2025 ed talks, eg @suereviews.bsky.social - stop intervening to close culturally-imagined behaviour & learning ‘gaps’, affirm (neuro)divergence/diversity.
UK #teachers are told to use ‘evidence-based’ practice.
However, the ‘evidence’ for popular ed techniques, eg direct instruction, rarely includes research designed/coproduced by/with #autistic people.
This perpetuates exclusion & oppression of autistic CYP.
#inclusion
#EdRes
Yes. What’s the betting that #neurodivergent children’s rights & needs will be overlooked again this term by govt?
School attendance & environments are not looking all that safe for NDs atm, as #EdRes increasingly shows.
www.ucl.ac.uk/news/2025/ju...
researchfeatures.com/wp-content/u...
Though no reference to #autistic and other #neurodivergent authored research in education?
Important #EdRes summaries here:
researchfeatures.com/wp-content/u...
www.ucl.ac.uk/news/2025/ju...
Thank you. It would be good to see discussion of #EdRes by/for neurodivergent people, and its implications for T&L. A school-wide understanding of #monotropism, for eg, would help staff to more safely promote engagement for all. Vg explainer here:
autisticrealms.com/monotropism-...
Absolutely. The ‘how’ of what we do with this #EdRes - eg re monotropism & emotional burden - is a massively complex and ongoing issue, esp when the current ‘standards’ agenda disincentivises classroom flexibility & child-centres approaches 🙄
