Neurodivergent educators

That this House recognises that many neurodivergent educators bring both professional expertise and lived experience to the education system; notes that this dual perspective provides valuable insight into the realities of inclusion, accessibility and special educational needs and disabilities (SEND) provision; expresses concern that the perspectives of neurodivergent professionals have too often been absent from national debates on SEND reform; believes that policy affecting children and young people with SEND should be informed by those with direct lived experience of navigating educational systems as learners, educators and professionals; further believes that neurodivergent educators represent an underutilised source of expertise capable of strengthening inclusive practice and improving educational outcomes; calls for greater visibility and recognition of neurodivergent educators within the education workforce; and urges the Government to embed the voices of neurodivergent educators within all future SEND reviews, consultations and reform programmes in order to ensure that policy development is informed by a diverse range of professional and lived experiences.