The below is an update from Charlie South, who has been working with us as part of the Collingwood Summer Internship scheme.

Below is an update from one of our interns, Sarah Shaw.

Keren has recently joined Durham University as an Assistant Professor in Nerodiversity. Keren’s research focusses on understanding more about how autistic people’s sensory processing differences, and how they experiences sensory environments, relates to their mental health.

Our new Triple-A training tool, designed to support autistic and neurodivergent pupils at school, is being launched on the 24th of March 2022.

Why do autistic pupils engages less with PE at school? We are doing new research in to the barriers that autistic young people can face when trying to access PE at school. We need autistic teenagers and their parents or carers to tell us what’s good and bad about PE in UK schools for this important new study.

We are absolutely delighted to announce that the team at the Centre for Neurodiversity & Development have been successful in securing over £12,300 in funding from Research England to support the development of participatory research on neurodiversity and development.

We are thrilled that the Centre has been awarded funding for an Institute of Advanced Studies (IAS) ‘development project’ to run in Michaelmas Term of 2022.

Bio for Juliette Westbrook

We are thrilled to announce that the Centre has been awarded funding from Durham University’s Equality and Diversity Fund to develop guidance and policies to support positive inclusion of autistic and neurodivergent students at the University.

We recently secured funding from the ESRC Impact Acceleration Account and from Strategic Priority Funding to develop a new resource on ‘Triple A: Attention, Arousal, and Anxiety in the classroom’ focusing on working with teachers to support autistic pupils.

Our Centre for Neurodiversity & Development brought together researchers, practitioners and people with lived experience of neurodiversity across two successful events.

Anxiety disorders are the most common emotional disorder affecting children and over the past decades we have seen an increase in the proportion of children experiencing problematic anxiety. In this talk Professor Dodd discusses whether it is possible to identify, when children are pre-schoolers, those who are at risk for experiencing problems with anxiety and what we might be able to do to help.