Championing Our Differences

Thea, who is currently taking a gap year before starting her Liberal Arts degree at King’s College, London, in September, was diagnosed with dyslexia and ADHD while she was a student at LEH.

In the Lower Sixth, she created a short film showcasing the experiences of her fellow pupils living with a neurodiverse mind. “I wanted to make the film because I had a lot of mixed feelings about my diagnosis, most of which were negative, but eventually I realised that so many people shared this experience, but no one was really talking about it.

“The film got a very positive response from staff and pupils alike, and really helped kick start an important conversation around the topic. I would now like to create a second film, to expand on this message and to invite alumnae who are also neurodivergent to talk about the challenges they may have faced at school, to give advice to their younger selves and their neurotypical friends, and to celebrate neurodiversity in the workplace.”

You can see Thea’s heartfelt message to alumnae HERE. If you feel able to “shed a beacon of light” by taking part in her next film, please email alumnae@lehs.org.uk and we will pass your contact details on.
It’s estimated that about one person in seven in the UK is neurodivergent (The Donaldson Trust, 2024). This means that their brain functions, learns and processes information differently to a neurotypical person. And yet neurodivergent children and young people often face a range of significant issues in society.

Just one pupil with autism in four (26%) feels happy at school, more than 150,000 people are awaiting an autism assessment in the UK, and 70% of people with autism experience mental health problems (National Autistic Society (NAS), 2024). And these statistics only refer to autism. The term neurodivergence also includes conditions such as attention deficit hyperactivity disorder (ADHD), dyslexia and dyspraxia.

“Neurodivergent people generally think, see and experience the world differently, and many may also have differences in their social communication styles,’ says Rachel Hart, Head of Life Advice at LEH. “This may make it difficult for them to work in a neurotypical environment. Perhaps more importantly, this means that neurotypical people may not understand neurodivergent behaviours or ways of being.”

Ms Hart has put in place various initiatives to raise awareness of neurodiversity at LEH, including supporting Thea’s film, organising staff training and parent talks and promoting Neurodiversity Celebration Week in March (2025 Events Schedule | Neurodiversity Celebration Week).

An issue that’s particularly pertinent to LEH is the underdiagnosis in neurodivergent girls caused by a phenomenon known as ‘masking’. “Lots of girls are able to present as neurotypical,” says Ms Hart. “They are very sensitive to how they might be perceived by others. The problem with masking is it takes a huge personal toll, and this can in turn have a significantly detrimental mental health impact.”

Ms Hart is also keen to highlight some of the benefits of having a neurodiverse school, which can encourage creativity, new ideas and fresh perspectives.

Thea’s film will be shown to current pupils to help keep the conversation about neurodiversity going at LEH.  To take part, please email: alumnae@lehs.org.uk.

Neurodiversity fact file

• An estimated one in seven people is neurodivergent
• More than one person in 100 is thought to have autism
• About five in 100 people are thought to have ADHD
• One person in 10 is thought to have dyslexia
• One school-aged child in 20 is affected by dyspraxia