Neurodiversity at BST

At BST we understand that neurodiversity enriches our classroom by bringing in positive qualities, attributes, and academic potential to make a positive contribution to the learning environment. We are proud to be an inclusive school that promotes values and cultural diversity, allowing us to achieve equality in learning for all our students.

A variety of teaching methods in our school allows learning through multi-sensory activities that are more hands-on, project-based, through exploration and personal experience, as well as artistic skills and other initiatives which are essential tools that support neurodivergent, but also neurotypical students.

Students with neurodiversity have great potential, and their training process in the academic environment can be a major challenge for them, which is why we are very aware that we need individuals with this versatility of thought, who open up a multitude of perspectives and points of view from very different angles.

To do this, we must first identify their learning differences and offer them specific support, so that neurodivergent students can reach their potential.

Regular training to all staff involved in our students’ learning process and awareness sessions among our students help us to highlight the strengths and skills of our students with learning differences and integrate them into the whole school environment.

Identification begins as early as the Primary Education stage, where neurodivergent students receive support in their basic literacy skills, if needed. From an early age they are introduced to the use of new technological tools, so that by the Secondary stage they become their usual form of working. In this way, their learning benefits from their different way of processing information and they can even sit for official exams with their classmates in the same classroom and thus form a homogeneous group, thanks to the special arrangements they are entitled to  and are granted by the Cambridge International Examination Board

We are very proud of the important role of neurodiversity in our school and we know that all students with specific learning differences have the potential to succeed, being able to use their own skills to carve out the promising future that they themselves decide to undertake.

The success stories of our neurodivergent students and the non-existent school failure rate at BST show us that we are right and that everything is possible!