Ask neurodivergent students about revision and there will be several common responses: frustration, exhaustion and, possibly, a feeling of not knowing where to begin.
At our school, we wanted to make sure we are offering the best possible support for neurodivergent learners in the run-up to their exams, so we launched our SEND Ambassadors Programme in November 2024. The idea was to give neurodivergent students a voice in shaping their education.
The ambassadors - a group of students identified as having a special educational need or disability - meet fortnightly. Their feedback is gathered through surveys, informal discussions and ambassador-led talks.
This information is then used to influence school strategies, including our approach to revision.
So, what has the ambassador programme taught us?
Neurodivergent students may experience differences in their executive function, so they may manage their time, organise tasks and regulate their focus in a way that differs from neurotypical students. This can make it hard to start, plan and follow through with revision strategies.
Memory recall can also be harder for neurodivergent students, especially in busy or noisy environments, because their brains may process and retrieve information differently.
On top of this, sensory overload and the mental effort of processing lots of information can lead to fatigue, making it even more difficult to focus.
It’s important to be mindful of these challenges when creating revision schedules, making sure they are manageable and allow for breaks to reduce stress and support learning. We now encourage students to explore different approaches and find what works best for them.
New ways of learning
Multi-sensory learning is another strategy that has transformed revision for many of our students. Pages of black-and-white text can be overwhelming, so they may choose to introduce colour-coded notes, mind maps, videos and music.
We’ve also found that students can process and retain information better when learning is paired with movement or engaging with different spaces. For example, revising a certain topic in one part of a room and another in a different area encourages students to physically move between contexts, which taps into spatial memory systems and helps strengthen recall.
In addition, using drawing, gestures and physical objects can make abstract ideas more concrete and engage multiple parts of the brain.
For autistic students, storytelling can be particularly powerful. Many are strong logical thinkers, so turning revision into a narrative - whether it’s relating historical events to their own lives or creating fictional characters to navigate scientific concepts - can make learning more meaningful and memorable.
Another key approach is to create structured revision timetables with plenty of breaks and built-in accountability. Accountability varies depending on the student - it may involve regular check-ins, self-reporting on progress or keeping a signed logbook.
Many students with ADHD, meanwhile, struggle with self-regulation, so we sit down with them to create personalised study plans and check in regularly to ensure they stay on track. This extra layer of support can make a real difference in helping them manage their workload.
Creating a supportive environment
Beyond these strategies, we’ve built a supportive school environment that provides the basis for every student to succeed.
We know that neurodivergent students often experience fatigue in ways that their neurotypical peers don’t. The Snug, our wellbeing centre, plays a vital role here. It’s a space where students can take a break, decompress and access support when needed, which is particularly helpful during exam periods.
We don’t object to them needing breaks; we actively encourage it. That’s why we have “Snug passes”, allowing students to step away for five minutes without explanation or judgement.
Our library staff have curated a dedicated section of dyslexia-friendly books, and we offer regular drop-in sessions for teachers, providing practical strategies to support neurodivergent learners in the classroom.
Alongside these sessions, we deliver targeted training on creating SEND-friendly classrooms, managing sensory overload and keeping neurodivergent students engaged in their learning.
Through both our training and drop-in support, we can explore ways to break revision into manageable steps and implement strategies that help students maintain focus and attention.
Our approach to revision and learning isn’t just about passing exams; it’s about equipping students with life skills. The world isn’t always ready for neurodivergent people, and that’s the real challenge.
We hope to ensure our students leave school confident in advocating for themselves, managing their own learning and navigating environments that might not always be designed with them in mind.
Diana Lopes-Mulhearn is assistant Sendco at Dame Allan’s Schools in Newcastle upon Tyne
