Navigating the education system as a neurodivergent individual is fraught with challenges that often hinder true potential. I understand this all too well, having faced sensory overwhelming environments and rigid assessments that did not cater to my unique learning needs. Despite these barriers, I made it to university and it was only through strategic adaptations and remote learning approaches that I achieved my First Honours Degree, two Master's degrees and a Doctorate in Education. As a Lecturer now at the University of Manchester, I am determined to see a change in the educational landscape for others like me.

The current school attendance policy in the UK is particularly problematic for children with Autism Spectrum Disorder (ASD) and Highly Sensitive Persons (HSP). Specialized schools, tasked with educating these children, still enforce attendance in a way that can be extraordinarily exhausting and disadvantageous due to sensory challenges. The system is more and more accessible for students who have a physical disability, but what about students who have environmental and sensory processing challenges hyper and hypo sensitivity?

We propose an alternative inspired by the Finnish model of education—a system celebrated for its inclusiveness and student-centered approach. Rather than emphasizing attendance in a traditional school setting, this model encourages learning based on the interests of the child, thereby respecting their right to self-determination. The shift from conventional testing to more personalized assessment and outcomes would allow children with ASD to thrive while staying at home when needed.

According to the National Autistic Society, many children on the autism spectrum experience sensory differences, which can make the standard school environment overwhelming. Reports have shown that around 70% of children with ASD face issues with anxiety, often exacerbated by the current system which does not accommodate their needs. By implementing a system that recognizes these unique challenges, the potential for improved academic performance, resilience, as well as personal growth, is tremendous.

The goal of this petition is to urge the UK Department of Education to re-evaluate current policies and consider a flexible, interest-led approach that provides the necessary accommodations to ASD and HSP children. These changes can result in a more equitable and motivating educational experience, ensuring that every child has the opportunity to regulate their autonomic nervous system, access executive function to learn and excel even if staying at home.

We call upon educators, parents, and policymakers to stand with us in championing an education system that fosters inclusion and respect for neurodiversity. By signing this petition, you are supporting a much-needed change for countless children who deserve a fair and flourishing educational journey.