Everybody is a genius. But, if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.  - Albert Einstein

Does every pupil in a high-achieving school climb a tree without encountering difficulties? Even in top-performing schools, such as Wycombe Abbey, pupils have diverse needs, including ADHD, autism, dyslexia and developmental coordination disorder (DCD), formerly known as dyspraxia, to name a few.  

The term ‘neurodiversity’, coined in the late 1990s by sociologist Judy Singer, advocates that neurodiversity is not a flaw, but a different way of thinking.  This is where Learning Enhancement takes centre stage, by not only advocating neuroinclusivity but also endeavouring to equip the neurodivergent high-achieving pupil with a survival toolkit; a metacognitive mindset and strategies to enhance a pupil’s strengths and manage areas of development. This process requires tuning into a pupil’s cognitive profile and listening to her perspective. Who better to explain what goes on in her brain than the pupil herself? She may not fully understand her brain yet, but we, collectively at Wycombe Abbey, endeavour to develop her metacognition; the more aware she is of her own learning processes and strategies, the more likely she is to minimise her barriers and build on her strengths.  

Read full article.