Understanding Snapshot Always/Never descriptions for different neurotypes

As educators, you know your children and young people best. You will be aware of the many different brain types with varying needs in your classroom and you may have considered that for some individuals, the questions and your responses require a little compromise or a higher level of individual consideration.
You are absolutely right about this and your children need you to take this into account when considering their emotional wellbeing.

We also recognise that participants in both mainstream and specialist settings may express observable behaviours linked to different neurotypes in diverse ways.
This is why we have created our Neuro-Affirming Descriptors, which are designed to support you in recognising and considering these observable behaviours when creating your Snapshots and Groupshots.
Alongside each question you will find a series of statements designed to support educators working with young people of varied neurotypes - including Neurotypical, SEMH, Autism, SLD, and PMLD.

These descriptors aim to:

• Support more accurate and consistent judgements across staff and settings
• Increase staff confidence, especially when behaviour presents differently
• Reduce ambiguity when completing assessments
• Ensure each pupil’s profile reflects their neurotype and emotional needs

As mentioned, you know your children best so we encourage you to use your gut instincts as much as possible when creating your Snapshots and Groupshots. There may be times though when you feel uncertain on a response or find yourself seeking a little clarification which is when we advise you to use these statements to help you identify the most appropriate score (Always-Never) that best represents each individual's presentation.
As you move through the Snapshot, where needed, you can explore the range of descriptors to deepen your understanding of the young person you are working with and their additional learning needs. This process isn’t about fitting the child into a predefined category - it’s about expanding our view to truly see and appreciate the whole child.

Where we use these terms, which use identity-affirming and neuro-affirming language, we recognise that neurodivergence is part of human diversity. Each pupil’s individuality, strengths, and lived experiences are valued alongside their identified needs:

Neurotypical

Neurotypical is used to describe individuals whose brains function similarly to the majority of their peers. Whilst there will still be individual differences, neurotypical individuals tend to process information at a similar pace to each other and have a greater understanding of social cues and societal norms that have been designed and created to best suit the neurotypical brain.

Any individual who you are working with that doesn't have any diagnoses, isn't on the pathway for any diagnoses or has yet to be identified as needing further support or potential assessment, should be considered Neurotypical.

SEMH - Social, Emotional and Mental Health Needs

An individual with Social, Emotional and Mental Health needs experiences ongoing challenges with emotional regulation, wellbeing, and/or relationships. This may be described in their Statement of SEN or Individual Development Plan (IDP), it might be recognised by the professionals working with the individual or it may be due to ongoing or recent life events that are impacting the individual.
Any challenges may stem from a range of life experiences, unmet needs, or differences in processing and communication as well as experiences that link to trauma and/or attachment.
Support focuses on fostering wellbeing, resilience, and connection as well as understanding the underlying causes of distress and promoting safety, belonging, and positive relationships.

Autism

Consult this tab for an individual who is autistic, on a pathway to identification, or has been recognised as requiring further support or an assessment for Autism identification.
The statements in this tab are inclusive for all autistic individuals - including those who thrive in highly specialist or mainstream settings with appropriate systems, strategies, adults, structure, and adjustments in place.
Autistic individuals experience the world in unique and valuable ways, often showing particular strengths in focus, pattern recognition, honesty, creativity, or deep interests.
Some pupils may also have co-occurring neurodevelopmental, medical, or mental health conditions that influence how they experience learning and social environments. Any mental health or co-occurring needs should be taken into account with a 'whole' view of the individual.

SLD – Severe Learning Disabilities

Individuals with Severe Learning Disabilities learn and process information differently and may need additional time, support, and adapted approaches to access learning. This is identified in their Statement of SEN or IDP.
Many individuals with SLD have rich strengths in areas such as routine, sensory awareness, creativity, or emotional connection.
They may also experience other differences, such as in communication, sensory processing, or physical and medical needs.
Some individuals may have become isolated in mainstream environments that have not fully met their learning style or communication needs. Any and all needs including cognition and learning, social, emotional, or mental health needs linked to trauma or attachment should be taken into account with a 'whole' view of the individual.

PMLD – Profound and Multiple Learning Disabilities

Individuals with Profound and Multiple Learning Disabilities (PMLD) have significant differences in learning and communication and may also have physical and/or complex medical needs, as described in their Statement of SEN or Individual Development Plan (IDP).
They may also experience sensory, communication, or emotional differences.
Individuals with PMLD benefit from a highly individualised, holistic approach that values all forms of communication, interaction, and engagement. The focus is on recognising and building on their unique strengths, preferences, and ways of connecting with others.