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support@neurodiverselife.co.uk

Extraordinary Futures Rising (EFR)

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EFR is a forward-thinking, innovative teacher training resource, student curriculum, and parent empowerment programme all in one. It has been designed by a team of multidisciplined neurodiverse professionals, collaborating from across the following sectors:
  • Nursing and health care
  • Education
  • Psychology
  • Holistic practice
  • Sport and nutrition
  • Neuroscience
  • Psychiatry
  • Self-mastery and consciousness
  • Addiction and recovery
This easy-to-implement, time-effective scheme of work provides teachers with up-to-date, evidence-based information and training, to help understand the fundamentals of neurodiversity, as well as strategic lesson plans with quality-assured, age-appropriate accompanying resources to underpin learning targets. EFR provides the “what”, “why”, and “how” of reaching and teaching young neurodiverse minds, and was written in line with national RSHE objectives - ensuring cross-curricula links.

In a triangulated approach, EFR works not only with the educational setting, but also the young person and their home environment too, during which time it covers the following four core modules:

Coaching and Education:  Absolutely crucial, to the future success of ADHD individuals, is the ability to understand how the ADHD mind learns and operates. This module provides invaluable insight into the ADHD mind, via coaching and educational training for staff, parents, teachers, and young people.

Understanding how to use the Neurodiverse Mind:  Providing practical strategies to nurture ADHD minds - taking them from barely coping, to fully thriving – this module seeks to introduce and embed a whole-school approach to inclusive and diverse teaching and understanding, as well as strategies necessary to thrive both at home, and in the wider community.

SEN to ZEN:  In respect of ADHD, the term 'special educational needs' is outdated and inaccurate. ADHD is a difference in cognition, not something that can be trained, forced, punished, or rewarded to operate like its neurotypical counterparts. In this module, we underpin your developing knowledge of ADHD, and offer an understanding of the history and methodology of using holistic practices to support with self-regulation skills - including how to incorporate these correctly into modern day lifestyles, in order to promote a positive inner atmosphere for ADHD beings.

Nutrition, Exercise, and Sleep:  The three most beneficial and powerful ways to naturally support ADHD are directly within our reach every day, and yet they are so drastically overlooked! Nutrition, exercise, and sleep can shape and maximise the affects of ADHD for better – and for worse. Understanding the role of nutrition for cognition, physical activity on the brain, and circadian rhythm for regulation, is vital for living, learning, and thriving in an ADHD lifestyle.

Education

Educating Professionals
Making the 'hard to reach' 
... easy to teach.
Environment
Creating an environment for success, at home, school, and internally.
Ancient Practices in Today’s World
Correct applications over
modern day tokenistic tools.
You Are What You Eat
Neuroscience of food and mood:
How to change brain chemicals
with better nutrition.

Coaching

Coaching
Implementing and embedding
new practices.
Executive Function
The 8 key
core functions.
Holistic Practice
Everything we need to overcome adversity is already within us.
Physical Exercise
The direct link between physical activity, mental health, mood, cognition, sleep, and well-being.

Practice

Understanding Neurodiversity
Extraordinary people do
extraordinary things!
Emotional Regulation
Understanding both internal
and external needs.
Effective Strategies
Breathwork, mindfulness, and mediation: From novice to mastery.
Sleep and Circadian Rhythm
Understanding the internal body clock, in order to create better, healthier sleeping habits.
For more information on EFR, you can email to book a free no obligation consultation to look at the framework overview, discuss any questions, and request a FREE trial session.

To become an EFR trailblazing school in your local area – receiving the framework, session plans, staff training, whole-school assembly, and policy support FREE – you can request an application to trailblaze via email as well.

The Need for EFR - A National Snapshot of 'SEN' Statistics

According to the 2021/22 statistics from the governing body for schools in the UK (OFSTED), the increase of children and young adults from Key Stage 1 to Key Stage 4 (ages 5 to 16) with neurodiversities are sitting at an all-time high, with continued progressive figures expected over future years. This was further echoed in the DfE Special Educational Needs national data report of June 2022, which alarmingly identified the following findings:
  • The number of pupils with special educational needs (SEN) increased to 1.49 million in 2022, representing 16.5% of all pupils.
  • The proportion of pupils with SEN had been decreasing since 2010 (21.1%); however, it has increased for the past 5 years.
  • The proportion of pupils with a statement of SEN/Education, Health, and Care (EHC) plan increased to 4.0% in 2022, continuing a trend of increases since 2017. Prior to this, the rate had remained steady at 2.8%.
  • Pupils with an EHC plan made up 24% of all pupils with SEN, in January 2022. The number of pupils with an EHC plan increased by 9%, between 2021 and 2022, and by a total of 50% overall, since 2016.
  • In 2021 a wide variety of experts, from across the UK, met to address ADHD in the criminal justice system. In their subsequent report - 'ADHD in the Criminal Justice System: A Case for Change' (2021) - it was recorded that as little as 25% (with an estimated potential of 50% plus) of inmates incarcerated in UK prisons and juvenile detention centres suffered with undiagnosed ADHD. Such facts are further supported in the 2012 findings of Susan Young and Val Harpin - 'The Challenge of ADHD and Youth Offending' (2012) – with no movement having been made in the decade plus since.
At the time of releasing first publishing this website, in March 2024, NHS England had just launched a multidisciplinary taskforce of professionals from education, healthcare, and criminal justice sectors to investigate and overhaul ADHD services nationally, on account of ADHD being the second most viewed health condition on the NHS website in 2023 (NHS England).

World Health Organisation (WHO) statistics from 2023 advised that around 1 in 20 children were estimated to be impacted by ADHD globally, at that time. And yet still there is still so little done in the UK educational systems to adequately identify, understand, support, and nurture this rapidly growing demographic of young neurodiverse people… until now!

Neurodiversity and Mental Health in UK Education: 2023-2024 UPDATE

The number of children and young adults (ages 5-16) identified as neurodiverse continues to rise at an unprecedented rate. The Department for Education (DfE) reports that in 2023, 1.5 million pupils had special educational needs (SEN), representing 16.5% of all pupils. This marks the sixth consecutive year of increases, reversing the previous decline since 2010, when the figure stood at 21.1%. The proportion of pupils with an Education, Health, and Care (EHC) plan also increased to 4.0% in 2023, continuing the trend from 2017. The number of pupils with an EHC plan has grown by 9% between 2022 and 2023, and by 50% since 2016.

Referrals to Child and Adolescent Mental Health Services (CAMHS) have reached record levels, reflecting an ongoing crisis in youth mental health services. In December 2023, 452,725 children and young people were in contact with mental health services, with 380,993 new referrals received that month alone. Across the whole of 2023, NHS mental health services received 5 million referrals, marking a 33% increase since 2019. Reports indicate that long wait times and limited specialist services have left many young people without adequate support.

The prevalence of undiagnosed ADHD in the criminal justice system remains a critical issue. The 2021 report - 'ADHD in the Criminal Justice System: A Case for Change' - estimated that at least 25% (potentially over 50%) of UK prisoners and juvenile detainees have undiagnosed ADHD. Additionally, government data reveals that 25,000 prisoners currently enrolled in education programs have learning difficulties or disabilities, further emphasizing the urgent need for improved early intervention and support.

In response to increasing concerns, NHS England launched a national taskforce, in early 2024, to overhaul ADHD services. This initiative followed reports that ADHD was the second most searched-for health condition on the NHS website, in 2023. On a global scale, the World Health Organization (WHO) estimates that 1 in 20 children worldwide are affected by ADHD.

Despite growing awareness and government initiatives, significant gaps remain in education, funding, and support for neurodiverse students. Investigations have revealed that over £100 million was spent in England attempting to block children's Special Educational Needs and Disabilities (SEND) support, rather than investing in additional services. The rising number of neurodiverse students highlights the urgent need for better resources, early identification, and tailored interventions to ensure every child receives the support they need.

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