‘It's Not Supposed to be a Personality Factory'

This chapter presents findings from a collaborative narrative conducted in October 2024, involving parent-carers of neurodivergent children, some of whom are neurodivergent themselves. Utilizing a collaborative autoethnography approach, the narrative emphasizes the importance of making all voices heard in Neurodiversity Studies and challenges stereotyped understandings of neurodivergence. The narrative explores parent-carers' experiences navigating the UK education system, highlighting the challenges faced by neurodivergent children and their families. The chapter examines the impact of inclusive education policies and the role of Special Educational Needs Coordinators (SENCOs) in supporting neurodivergent children. The narrative also addresses the rigidity of the education system and the trauma experienced by neurodivergent children due to lack of understanding and support. The chapter concludes with recommendations for teachers, SENCOs, and policymakers to create a more inclusive and supportive education environment.