At Best Practice Network, our mission is to ensure every prospective teacher is supported throughout every stage of their journey into the teaching profession. As part of this commitment, we have launched our Neurodiversity Network, a community designed to support neurodivergent student teachers throughout their Initial Teacher Training.

We spoke with Jessica Sutton, Neurodiversity Champion and creator of the network, about why it was developed, what it offers and how it is already shaping a more inclusive experience for our student teachers.

Can you tell us a little bit more about yourself and your role with the Neurodiversity Network? 

My name is Jess, and I’m a Personal Tutor at Best Practice Network as well as the Neurodiversity Champion for our student teachers. I created the Neurodiversity Network after meeting with some of last year’s neurodivergent student teachers and listening closely to what they felt was missing from their training experience. I also reflected on my own journey into teaching and realised that a space like this would have supported me enormously.

The initial idea was shaped  by conversations with student teachers as well as research into the experiences of neurodivergent teachers in schools. Although I set it up, my aim is for the network to be co-led by the student teachers themselves so it remains meaningful, relevant and genuinely supportive. It has only just launched, yet more than 70 student teachers have already joined. This highlights both the need for this community and the potential benefits it can offer.

What inspired the creation of the Neurodiversity Network?

It was inspired by a blend of student feedback, personal insight and research. Last year’s neurodivergent student teachers told me they wanted a space where they could talk openly, relate to others with similar experiences and feel less isolated during their training.

Research reinforces this. Neurodivergent teachers often face barriers in schools and thrive when they have access to communities that understand their needs. There is also evidence of a disconnect between neurodivergent student teachers and their in-school mentors, not due to lack of care but due to limited training around neurodiversity.

Who is the Neurodiversity Network for?

It's a space for any student teacher across Initial Teacher Training  who identifies as neurodivergent, whether diagnosed, self-diagnosed or still exploring. Participation is entirely flexible. Student teachers can contribute actively, engage quietly by reading posts, ask questions or access resources whenever they need.

What kinds of support does the Network provide to help student teachers thrive during their training?

It offers a space for peer support and shared lived experience, along with practical ideas to help student teachers manage the demands of training. Student teachers can exchange advice, reflect on their learning and revisit key content in ways that reduce cognitive overload. This helps them make sense of their training at a pace that works for them.

Because the network was developed using student feedback and because it is intended to be co-led, students can suggest new channels, shape discussions and guide how the community grows.

One of my long-term aims is to use themes arising from the Network to inform future training for in-school mentors. Research shows that this is where many neurodivergent student teachers experience challenges or misunderstandings, and improving mentor training could significantly enhance their placement experience.

What would you say to a prospective student teacher who is neurodivergent and unsure if teaching is for them?

I would say that teaching absolutely can be for you, and neurodivergent teachers bring strengths that are incredibly valuable. Your creativity, empathy and lived experience can transform classroom environments. Neurodivergent pupils, in particular, benefit from seeing adults who understand their experiences.

With the right support and community, including spaces like the Neurodiversity Network, neurodivergent student teachers don’t just succeed; they often thrive. You don’t have to navigate training alone.

What are your hopes for how the network will grow in the future, and what impact do you want it to have on the teaching workforce?

My hope is for the network to develop into a strong, empowering, co-led community shaped by the student teachers themselves. I also plan to develop an alumni strand, so support continues beyond ITT and into the early career years.

I want the network to help inform how we train and support in-school mentors. By sharing the themes and experiences raised within the community, we can help mentors better understand and support neurodivergent student teachers - improving placements, wellbeing and retention.

Ultimately, I hope the network contributes to a teaching workforce that is more inclusive, diverse and representative of the children in our classrooms. Neurodivergent teachers bring unique insights and strengths that enrich education. When we nurture and retain them, we build a more compassionate, accessible and forward-thinking profession.

The Neurodiversity Network is already showing how powerful community and understanding can be for our student teachers. As it continues to grow, we remain committed to creating a training experience where every neurodivergent trainee feels supported, valued and able to thrive. During their teacher training and beyond.

Ready to get started? 

If you're inspired to take your first step into teaching, you're not alone. With expert training and supportive communities like the Neurodiversity Network, you'll be set up to thrive. Learn more and apply to begin your teacher training with us.

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