Sarah KennettA UCL study found students score 15–17% higher when typing exams versus handwriting. Typing boosts fluency, reduces stress, and supports neurodivergent learners—but equity in device access and typing skills is vital as exams go digital..
Sarah KennettTwo-stage exams blend solo testing with collaborative review—improving retention, lowering stress and maintaining rigour. How to pilot and scale this approach.
Sarah KennettNHS task force urges need-based ADHD support: offer accommodations when symptoms appear, not after long diagnostic waits. Practical steps for coaches, schools, employers.
Sarah KennettInclusive education is most powerful when neurodivergent students help shape it, not just receive it. Rather than top-down “adjustments,” co-design lets students identify real sensory triggers, unhelpful assessments and simple changes — like predictable lesson sequences or quiet check-ins — that improve focus, reduce distress and boost exam performance. Evidence from 2024–25 shows schools and universities that invite neurodivergent students into policy and classroom design see stronger retention, improved belonging and more effective learning supports. Pairing lived experience with evidence-based strategies such as spaced learning, low-stakes retrieval and worked examples creates interventions that are lean, relevant and widely adopted. Schools can start today: include neurodivergent student co-designers in curriculum reviews, pilot low-stimulus classrooms, combine student feedback with cognitive-science-based teaching methods, and train staff to ask about barriers rather than assume solutions. Real inclusion begins with partnership, not permission — listening to the people who live the challenges daily and matching their insights with proven learning science.
