Neuroplasticity and Neurodiversity
This presentation draws on the connection between external classroom environments and internal identity space of the learner.  In doing so it considers the synergy between neuroplasticity and neurodiversity in the classroom by unpacking agency, breakthrough and clarity of identity for learners. Foundations of child development are addressed to enable more learners to succeed and embrace their human potential.

This presentation is based on a 2025 book by the presenters, plus other evidence reports. Practitioners are invited to ask deeper questions about the physical, social, moral, spiritual, cultural (SMSC) environment they create in classrooms that impact inclusivity of the learner.

Adopting a pragmatic approach, participants will be provided with strategies to support increasing needs in the classroom.

Inclusive spaces for 11–19 SEND students transitioning to adulthood
Exploring the design of Pear Tree High School in Cheadle Hulme – a groundbreaking secondary school for students aged 11–19 with complex SEND needs. Developed in collaboration with the Prospere Learning Trust and a wide stakeholder group, the project delivers a nurturing, inclusive environment that supports independence, emotional regulation, and wellbeing. Key features include sensory design, outdoor learning, movement-friendly layouts, and integrated landscape strategies. The session highlights how thoughtful, holistic design – both inside and out – can empower students with Profound and Multiple Learning Difficulties (PMLD), Severe Learning Difficulties (SLD) and Autism Spectrum Conditions (ASC) to thrive into adulthood.