As part of Neurodiversity Celebration Week, we’re highlighting the experiences of our student teachers and the importance of inclusive support throughout their teacher training.

Hannah Prior is a student teacher on our Primary Initial Teacher Training programme. Hannah is dyslexic and, like many dyslexic trainees, experiences challenges with processing information, retaining information in working memory and managing cognitive load when completing written portfolio tasks.

After joining Best Practice Network’s Neurodiversity Network, Hannah connected with Jess Sutton, BPN’s Neurodiversity Champion, and began accessing regular one-to-one support.

The Challenge

During her teacher training, Hannah found that reviewing her own written evidence and ensuring it clearly demonstrated her progress for assessors could sometimes be challenging.

She explains: “I have dyslexia with varied dyslexic difficulties that affect processing and retaining information in my working memory, and my cognitive load.”

The Support

Through the Neurodiversity Network, Hannah began meeting weekly with Jessica to review her portfolio and discuss strategies to present her evidence more clearly.

Together they worked on:

• Reviewing portfolio documents and improving clarity for assessors
• Identifying how evidence demonstrates progress against the Teachers’ Standards
• Reflecting on the purpose of each piece of evidence in her portfolio

One reflective question that helped Hannah develop this thinking was: “Will this evidence help prove I am using assessment effectively?”

This helped her consider how each document contributed to demonstrating her professional development.

The Impact

Through this one-to-one support, Hannah developed greater confidence in reviewing and refining her evidence.

She reflects: “Jessica has supported me in reviewing how to make files clearer for an assessor to see… It has helped me think about whether the evidence is purposeful and how I can show my progression.”

Hannah also sees her experience of dyslexia as shaping the kind of teacher she hopes to be. “It’s not just about getting the answers; it’s about celebrating and creating a culture where children understand that we can make mistakes, but it’s how we learn and develop the learning styles that help us get there.”

She hopes to create inclusive classrooms where all pupils feel supported to develop their learning strategies and confidence.

“I am going to be the teacher that I needed when I was little… I will be empathetic and supportive of my students – it is the process of how we arrive at an answer.”

Why The Neurodiversity Network Matters 

The Neurodiversity Network provides a space for neurodivergent student teachers to connect, share strategies and access additional support. For Hannah, it has provided both practical support with her training and a community that recognises the strengths neurodivergent teachers bring to the profession.

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