Embracing Neurodiversity, Building Inclusion

“DO NOT BE AFRAID TO DO THINGS DIFFERENTLY, AND DO NOT UNDERESTIMATE WHAT YOU ARE CAPABLE OF,” THAT IS THE ADVICE FROM HANNAH EUROPE-FINNER (ON 02 – 04) THIS NEURODIVERSITY CELEBRATION WEEK (16TH – 23RD MARCH 2026).

Neurodiversity Celebration Week is a worldwide initiative that challenges stereotypes and misconceptions about neurological differences.  

At RGS, this week is a welcome platform on which we can continue to further support, learn from, and understand what it means our students and staff to be Neurodivergent.  

Across our Junior School, Senior School, and Sixth Form, we take a consistent approach to supporting our neurodivergent and SEND students by ensuring that all learners benefit from high‑quality teaching as the first step in meeting their needs within the classroom. This enables every student to access the curriculum through evidence‑based teaching practices.  

Our Learning Support Department works closely with students and their families to provide additional support and targeted interventions tailored to individual needs. They also offer study clinics and drop‑in sessions, which are open to all students to access on an ad hoc basis.  

Meet Hannah, who has kindly shared her experience of living with dyspraxia - a neurodevelopmental condition that affects movement, coordination and motor skills - to help inform and empower our school community.

Throughout her long and established career in the UK, she led change across governments, NGOs, and non-for-profits. Today, she lives in Melbourne where she established AlgoRhythm her own ‘purpose driven change’ consultancy business for the public and not-for-profit sectors.  
 

Could you please share your experience of living with dyspraxia and studying at RGS? 

When I was at RGS (nearly 25 years ago) neurodiversity was not as widely understood, and I was not diagnosed at the time, so I did not have the language to explain why certain things felt harder. 

I studied English, Theatre and History because I loved stories and performance, but the practical side of learning could be demanding. Reading was slow, and I often found myself rereading the same lines, especially if the text was abstract. Handwriting was physically tiring because dyspraxia affects fine motor skills, so copying notes while listening required a lot of concentration. 

Sometimes I would get overexcited when speaking and felt like the words did not come out quite right, but when it came to analysing ideas in depth, I was actually very strong. Over time, I developed my own strategies - colour-coding, revision cards and reading aloud - to help me process information. 

School was not always straightforward, but it did teach me persistence and that there is more than one way to learn. 

How has dyspraxia shaped the way you think, learn, and work? 

It has shaped how I process information rather than what I am capable of. I often think in pictures, patterns, and big ideas rather than step-by-step sequences, and I like to understand the overall structure before focusing on detail. 

I also organise information visually. Mind maps, diagrams, and themes work far better for me than long linear notes. Once ideas are structured in a way that makes sense to me, I can work quickly and effectively. 

In my work this way of thinking is useful because I need to understand how different pieces fit together and how systems behave. 

So, it has not limited what I can do. It has simply meant developing a different way of thinking and learning. 

What barriers have you experienced that relate to dyspraxia? 
Some barriers relate to how I process and organise information. Independent study required structuring my own time and sequencing ideas into written form, which can take more effort. I often found it much easier to talk through ideas than to write them down in a linear way. 

Once I understood how my brain works, I learned practical techniques that helped. I recorded lectures and ideas as voice notes, used mind maps to structure essays, and grouped information into themes before putting it into order. 

I was also diagnosed with scotopic light sensitivity, so high-contrast text - such as black writing on white paper - could be difficult to read for lengthy periods. Adjusting screen colours and contrast made it easier to focus and absorb information. 

What practical techniques or approaches have been most helpful for you in both your education and the workplace? 

Setting up the right environment can make a big difference to concentration and regulation. Simple adjustments are often helpful, such as using natural light where possible, avoiding harsh overhead lighting, and reducing visual strain on screens by adjusting colours and contrast. 

Organising work visually can also help. Colour-coded notes, diagrams, and sketches make it easier to see how tasks connect. I usually mind-map everything that needs to be done, then group it into themes, which helps categorise information and activities in a way that makes sense. 

Another technique some people find useful is body doubling. This involves asking someone to sit with you while you work - they do not assist with the task, they simply do their own work nearby. For many neurodivergent people, that shared presence supports emotional regulation, which in turn helps sustain focus. 

Employers are increasingly recognising the value of neurodiverse thinkers. What unique strengths do neurodivergent people bring to the workplace? 
Neurodivergent people often bring strengths that are particularly useful in complex or creative work. 

One is hyperfocus: the ability to concentrate deeply on something that genuinely interests you and persist with it for lengthy periods. This curiosity can lead to strong subject knowledge and high-quality output. Many people also have strong memory recall for topics they care about, which supports pattern recognition and problem-solving. 

Another strength is big-picture thinking. Some neurodivergent thinkers prefer to understand the overall structure first - how different pieces fit together and how systems behave as a whole - rather than working step by step. 

I run my own company, and a large part of my work involves analysing complex situations, identifying patterns, and helping organisations determine what needs to change and how to do it. 

What is your message for students this Neurodiversity Celebration Week? 
My main message is this; do not be afraid to do things differently, and do not underestimate what you are capable of. 

When I was at school, I could not have imagined that I would one day live in Australia and run my own company. I just knew that some things required more effort and that I needed to find ways of working that suited me. 

Your path may not look the same as everyone else’s, and that is perfectly fine. The way you think, notice patterns, or approach problems is part of what makes you valuable. 

You do not need to have everything figured out. Focus on learning about yourself and developing your strengths.