Schools are recognising the unique strengths that neurodiverse individuals bring to leadership roles and this shift in perspective is opening new doors for talent and capability.
Neurodiverse conditions, including dyslexia, ADHD, autism and others, often come with unique cognitive profiles that can foster a distinctive way of thinking, encouraging creative problem-solving and innovation.
Dyslexic thinkers, for example, often demonstrate the resilience needed to overcome adversity. This is invaluable in school leadership. Dyslexic learners may approach challenges from different angles, looking beyond traditional solutions and fostering a culture of innovation that can influence staff and students alike.
The world’s first University of Dyslexic Thinking – known as DyslexicU – which was recently launched by Made by Dyslexia and entrepreneur Richard Branson represents a ground-breaking moment in acknowledging and valuing the potential of neurodiverse individuals, especially in leadership roles. DyslexicU identifies six dyslexic thinking skills in particular:
- Visualising: Interacting with space, senses, physical ideas and new concepts.
- Imagining: Creating an original piece of work or giving ideas a new spin.
- Communicating: Crafting and conveying clear and engaging messages.
- Reasoning: Understanding patterns, evaluating possibilities, and making decisions.
- Connecting: Understanding self, connecting, empathising, and influencing others.
- Exploring: Being curious and exploring ideas in a constant and energetic way.
The DyslexicU vision challenges conventional leadership criteria, which have historically undervalued neurodiverse individuals. Instead, it shines a light on the attributes often associated with dyslexia and reminds us of the need for educational institutions to see and celebrate neurodiversity as an asset in leadership.
Value of neurodiversity in leadership
Neurodiverse leaders offer perspectives that are increasingly necessary. Research shows us that diverse teams are more effective because they bring varied perspectives to problem-solving. When diverse minds come together, they often challenge each other’s thinking, ultimately leading to stronger and well-rounded strategies (McKinsey, 2020).
According to the Education Endowment Foundation, one of the best ways to support CPD is by providing environments that allow for varied, flexible approaches to learning and problem-solving (Collin & Smith, 2021).
Neurodiverse leaders, with their unique approaches, can foster a work culture that appreciates non-linear and creative thinking. This approach not only benefits students but also contributes to staff development, creating a school environment that values innovation over conformity.
Embracing neurodiversity in leadership also sends a powerful message to students about the value of diverse perspectives. We can challenge stereotypes and expand on the narrative around “who makes a good leader”. Students who see themselves represented in leadership roles are more likely to envision their own futures as leaders, thinkers and innovators.
This shift is vital in a world where many neurodiverse students may struggle with self-esteem or stigma due to their differences. Seeing role models who have turned those same differences into strengths can be life-changing.
Support structures for neurodiverse leaders
Schools must take intentional steps to provide support and reasonable adjustments that allow diverse leaders to thrive. This might include mentorship programmes, bespoke CPD opportunities, and a workplace culture that values and celebrates different ways of thinking.
For example, neurodiverse educationalists may benefit from accommodations such as flexible schedules, assistive technology, and structured environments to support cognitive needs.
Schools could implement peer-support systems where neurodiverse leaders can connect with others who understand their experiences. Additionally, training non-neurodiverse staff in neurodiversity-awareness can foster a greater understanding and reduce stigma.
Professional development opportunities that are designed with neurodiversity in mind can make a significant difference. Schools could offer targeted training in areas such as time management, communication strategies, and leadership skills that are tailored to the strengths and needs of these individuals.
Schools could create programmes and resources designed to celebrate neurodiverse strengths. For instance, workshops and training sessions that highlight the advantages of neurodiverse cognitive styles can educate all staff on the value of different ways of thinking.
To fully realise the benefits of neurodiverse leadership, schools must integrate neurodiversity into their leadership model. This means actively encouraging neurodiverse individuals for leadership roles and designing recruitment processes that value diversity. Job descriptions and interview processes can be adapted too.
A powerful message
As the world continues to recognise and celebrate neurodiversity, schools have the opportunity to lead the way. The inclusion of neurodiverse individuals in educational leadership is not merely an act of fairness or compliance, it is a progressive step that brings powerful, tangible benefits to the educational system.
By fostering an inclusive leadership environment, schools can empower neurodiverse leaders to bring their unique perspectives and skills to bear on the challenges of education.
By viewing neurodiversity as an asset rather than a challenge, schools can gain a competitive edge in attracting talented, innovative staff members. This can enhance a school’s reputation, making it a sought-after institution for both educators and families who value inclusivity.
Neurodiverse leaders have the power to transform educational institutions, creating inclusive environments that are resilient, innovative, and well-equipped to meet the demands of a rapidly changing world.
- Elizabeth Jobling is acting principal of the Leadership and Training Centre based at the 5 Dimensions Trust in Milton Keynes. The centre opened in 2012 to provide nationally accredited and bespoke professional development and training for leaders in education within the school, community, Milton Keynes and further afield. Visit https://ltc.5dimensionstrust.com/
Further information & resources
- Collin & Smith: Effective professional development, EEF, 2021: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/effective-professional-development
- McKinsey: Diversity wins: How inclusion matters, 2020: www.mckinsey.com/featured-insights/diversity-and-inclusion/diversity-wins-how-inclusion-matters
- University of Dyslexic Thinking: www.open.edu/openlearncreate/course/index.php?categoryid=1656