GIRFEC Story: Neurodiversity at Kelso High School – Pupil voice

Our Children and Young People Programme recently visited Kelso High School’s S1 Social Skills Group which supports neurodiversity.

Attending a social skills group has been a positive experience for the students at Kelso High School in the Borders. The group serves as a beneficial space where young people can learn about neurodiversity through various activities, such as understanding the symptoms of different neurodiversities. This engagement provides a much-needed break from what sometimes can be an overwhelming environment of a large high school.

The social skills group has significantly contributed to the students understanding of neurodiversity. By learning about different types of neurodiversity, they now feel more equipped to interact with peers who might have specific neurodiverse conditions. This knowledge, offers an understanding of the experiences of others, highlighting the uniqueness and individuality of each person.

Having a dedicated space to unwind is important to the students. The busy environment of high school can be stressful, so the smaller, more intimate setting of the social skills group offers a safe space. This setting holds a sense of community and belonging, where students can get to know each other better.

The group activities are diverse and engaging. Students particularly enjoy drawing, having sweets and juice, and occasionally playing on the Nintendo Wii. The availability of sensory tools also helps them to focus and relax, with some tools offering calming visual experiences.

Over time, their experiences in high school have transformed. Initially, the environment and experiences of a new school can be a lot to take on. However, with the support of the social skills group, students have grown more accustomed to their surroundings, now feeling safer and more comfortable, familiar with their classmates and the school layout.

Participating in events like Neurodiversity Celebration Week has been a highlight for students. They contributed by making posters and creating audio videos, finding the experience enjoyable and empowering. This week allows students to proudly embrace their neurodiversity, even a sense of being a superhero. The flexible nature of the group’s activities allows students to participate at their own comfort levels.

Challenges in attending the group have been minimal. Occasionally, remembering to attend can be tricky, but the incentive of earning a free merit each week helps maintain their commitment.

The school provides various supports to ensure students feel safe and included. A quiet space in the kitchen is available for those who need a break from the stress. Additionally, after-school sports clubs and healthy school lunch options, including vegetarian and vegan choices, promote an active and healthy lifestyle.

Students reflected that surviving high school in S1 stands out as a significant achievement. The transition from primary school to high school is substantial, and they feels proud of their resilience and adaptability.

The GIRFEC Wellbeing Indicators that resonate most with students were being respected and feeling safe. The school’s dedication to supporting neurodiverse students reinforces their sense of respect and safety. This support is vital, making them feel understood and valued within the school community.