What this slide is: The opening slide welcomes children to a session about neurodiversity. It sets the tone that this will be about understanding how all our brains work differently and how we can be kind and inclusive.

How to explain it to a child: “Today was about learning that everyone’s brain works in its own way. There isn’t one ‘right’ kind of brain – they all work differently, and that’s what makes people interesting.”

What this means for a neurodivergent child: It immediately positions difference as something that belongs and is worth exploring. Many children who struggle with school may not realise there’s a reason why it feels harder for them.

What you might notice at home: Your child might say things like, “My brain is different” or “We talked about ADHD today.” This is a great opportunity to ask what stood out to them.

Parent tip: Keep the language warm and curious. For example: “What do you think your brain is great at?”

Further reading:

• Ambitious About Autism – Talking to children about difference
• ADHD Foundation Parent Toolkit

What this slide is: A chance for pupils to share their own ideas. The goal is to make them feel involved and to prepare them for new learning.

How to explain it to a child: “Neurodiversity means that everyone’s brain is different. Some people learn fast, some need more time. Some love noise, some prefer quiet. All of these are normal.”

What this means for a neurodivergent child: They may begin to connect their own experience with words they’ve heard like ADHD, autism, or dyslexia. This can be empowering.

What you might notice at home: This question may spark curiosity or worries. Your child might ask, “Am I neurodivergent?” It’s okay to say, “I’m not sure, but we can figure out what helps your brain do well.”

Missed diagnosis insight: Children with milder or overlapping traits (e.g. sensory issues, anxiety masking as “shyness”) might begin to see themselves reflected in this discussion even without a formal diagnosis.

Parent tip: Try using a mirror metaphor: “It’s like holding up a mirror to your brain and saying, oh – that’s how I work!”

Further reading:

• Neurodiversity Celebration Week Resources
• Twinkl Neurodiversity Teaching Pack (free signup)

What this slide is: A breakdown of the word “neurodiversity” to help children understand it as two ideas combined.

How to explain it to a child: “Neuro means brain. Diversity means difference. Put them together, and we get neurodiversity – it just means all brains are different.”

What this means for a neurodivergent child: It normalises their experience and makes it less clinical or scary. It moves away from labels like “disorder” and towards “difference.”

What you might notice at home: Children may say things like, “I have a brain type!” Encourage this with something like, “Yep – and your brain is brilliant in lots of ways.”

Misdiagnosis insight: Often girls, quieter children, or those who “cope” academically are overlooked. Understanding brain difference without relying on diagnostic labels is key to early support.

Parent tip: Use play or drawing to explore this. Ask: “If your brain was an animal, what would it be like?”

Further reading:

• Young Minds: What is Neurodiversity?

Book: All Cats Are on the Autism Spectrum by Kathy Hoopmann (great visual metaphors)

What this slide is: Expands on the idea that everyone is neurodiverse. We all think, feel, and learn in our own unique way.

How to explain it to a child: “Some people like loud games, some like reading. Some talk a lot, others listen more. It’s all just different ways of being.”

What this means for a neurodivergent child: It makes them feel included in the bigger human picture. It also removes the fear that they are “the only one.”

What you might notice at home: This can be a confidence booster for children who often feel out of step. You may notice them more willing to try or talk about their feelings.

Parent tip: Remind your child: “There’s no such thing as a normal brain. Your brain is just yours – and that’s something to be proud of.”

Further reading:

• Neurodiversity Week Parent Resources

What this slide is: Introduces the word “neurodivergent” and helps children understand that it just means their brain has its own unique pattern.

How to explain it to a child: “If everyone’s brain is like a kind of computer, neurodivergent brains might use different apps, or work faster or slower in some places. But they still do great things.”

What this means for a neurodivergent child: For many, this is the first time their differences are framed positively. This can feel both emotional and empowering.

Missed diagnosis insight: Children who “cope well” often don’t get support. But hidden difficulties (masking, shutdowns, selective mutism) still affect confidence and learning.

What you might notice at home: Your child might say, “I think I have one of those brain types.” Reassure them: “Lots of people do. Let’s learn more together.”

Parent tip: You don’t need to rush to label. Focus on understanding what your child needs to feel calm, included, and confident.

Further reading:

• The ADHD Foundation – Invisible Struggles
• Book: A Kind of Spark by Elle McNicoll (written by a neurodivergent author, great for parents and older children)

What this slide is: This explains that everyone is neurodiverse, but some people’s brains are more noticeably different — we call this being neurodivergent. It’s a simple way to explain that difference doesn’t mean wrong.

How to explain it to a child: “Everyone’s brain is different, but some brains stand out a bit more. That just means they might think, talk, learn, or feel in a different way — and that’s okay.”

For neurodivergent children: Hearing this might help them feel seen, especially if they’ve noticed they learn or play differently.

At home you might notice: Curious questions like: “Is my brain different?” or “Do I have a brain type?” You can respond: “Yes — and it’s a brilliant one. We’re just learning how it works best.”

Parent tip: You can use ‘brain type’ as a soft way to talk about differences, without needing to rush into labels or diagnosis.

UK resources:

Ambitious About Autism

Book: All Dogs Have ADHD by Kathy Hoopmann

“Hunter vs Gatherer Brain” hypothesis (Not Science backed but a good story!)

Given your audience is primary-aged children, you could still refer to the image of the hunters to spark curiosity and pride in difference — without stating it as scientific fact.

Here’s a safe, inclusive way to frame it for children:

“A long time ago, in the Stone Age, some people were always on the move, looking for danger, spotting patterns, and acting fast. Others were slower, calmer, and focused on gathering and organising. Both types of people were important — and both still are. Some of us still have brains that work like that — and that’s what makes the world work.”

What this slide is: This is a question slide to get the children thinking and interacting. It sets up the next slide by encouraging them to guess the number of people on Earth.

What you can say at home: “We talked about how many people live on Earth — the answer is just over 8 billion! That’s a big number… and 1 in 5 of those people are neurodivergent.”

Why it matters: It sparks curiosity and sets the stage for showing children that neurodivergence is common and not something rare or unusual.

What these slides are: These help children understand how common neurodivergence is. With over 8 billion people on Earth, roughly 20% (1 in 5) are neurodivergent. This makes it real by linking it to their world: their class, football team, family, or OCR group.

How to explain it to a child: “There are more than 8 billion people on Earth. That means more than 1.5 billion people have a different brain type — just like yours, or your friend’s. That’s a lot! So if there are 30 people in your class, 6 of them might be neurodivergent.”

For neurodivergent children: It reinforces that they are not alone — they are part of something big and shared. This can be a turning point for children who feel ‘different’ or isolated.

At home you might notice: A boost in confidence or curiosity. Your child might say: “So there are loads of people like me?” That’s a powerful realisation.

Parent tip: Reinforce this by naming examples in their life — “Your cousin, your coach, even some of your teachers might have different brain types too.”

UK resources:

Contact.org.uk – Neurodivergent Conditions Explained

Neurodiversity Celebration Week – Facts and Figures

🧒“THIS IS ME – Adults are Neurodivergent Too”

What this slide is: This is a personal and powerful moment in the assembly. It shows a real adult (you) who is neurodivergent, sharing your lived experience — and introduces the idea that neurodivergence isn’t just for children. The colourful circle is a neurodivergence profile — showing how we assess different traits across a spectrum.

How to explain it to a child: “Everyone has their own brain pattern. That rainbow circle shows how my brain works — some parts light up a lot, others less. Yours might be similar, or totally different — and that’s okay!”

Helping a child relate: Let your child know this isn’t a test with right or wrong answers. It’s a way to understand what helps your brain — or what makes some things tricky.

You might say: “Some people feel their feelings really strongly. Some people get stuck on routines. Others don’t like noise or bright lights. That’s not bad — it just means they have a different brain type.”

What this means for neurodivergent children:

They see that adults can be just like them — and that neurodivergence isn’t something you “grow out of”

It helps reduce shame or confusion by giving language and understanding to their traits

It opens the door to pride and self-knowledge: “That’s part of who I am”

🧠“If you had a rainbow circle for your brain, what would light up the most?” Let them point, draw, or talk it through — this can be a gentle start to understanding themselves.

🔍 The traits around the circle — and what they might look like in children:

TraitHow it might show up in children StimmingRepeating sounds, tapping, rocking, fidgeting Social difficultiesStruggling with group play, making friends, or understanding “unspoken” rules CommunicationLiteral interpretations, needing time to speak, or scripting conversations Sensory processingCovering ears, avoiding textures, or being overwhelmed by noise/light Emotional regulationBig feelings, quick meltdowns, or shutdowns HyperfocusGetting very focused on one topic or hobby (and not noticing anything else) RoutinesNeeding predictability, upset if plans change Energy regulationLow energy (fatigue), or always “on the go” Rejection sensitivityWorrying about getting things wrong or being told off Body languageStruggles with eye contact, tone of voice, or facial expressions Literal thinkingTaking things at face value — like believing sarcasm or jokes literally Special interestsDeep interest in a specific topic or object — intense joy and focus