Helping neurodivergent students thrive
At Uncommon, we help neurodivergent young people build confidence and thrive in education through targeted group provision, 1-to-1 mentoring, bespoke support packages, all designed to map directly to provision planning.
For many, the biggest barrier to learning isn’t ability, it’s needing the right support to feel safe, and know they belong.
By working with Uncommon, schools can provide early intervention, consistent support, and a clear message of inclusion.
Supporting your students
We are a neurodivergent-led organisation combining lived experience with evidence-based practice. We give young people the tools to better understand their brains, grow self-confidence, and connect in spaces where they feel truly seen and understood.
Targeted Group Provision
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NHS-piloted SEMH courses designed for Neurodivergent minds.
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Small group social clubs in gaming, niche interests or creative arts support social, SEMH and learning outcomes
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Delivered as short-term interventions (e.g. 6-week blocks).
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Or regular weekly provision mapped to EHCP/SEN Support outcomes.
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Part of a personalised timetable for students on reduced attendance.
1-to-1 Mentoring
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Designed for pupils with high anxiety, demand avoidance, or social isolation.
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Weekly support focused on social confidence, regulation, or academic readiness.
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Online delivery ensures continuity even with irregular attendance.
Bespoke Support Packages for students struggling to attend
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Reduced timetable packages for pupils who need structured provision outside the classroom.
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Special-interest pathways that use gaming, arts, or storytelling to rebuild motivation.
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Transition-focused interventions for Year 6–7 or reintegration after absence.
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Re-engagement programmes combining 1-to-1 mentoring with group clubs.
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Meets DfE Alternative Provision Quality Standards.
Whole-School Support
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Role Model Talks by neurodivergent young adults.
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Transition courses for cohorts and families.
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Staff development in neuro-affirming, inclusive practice.
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Support with clear impact reporting for staff and governors
Our support has been designed and evaluated by top UK research and innovation institutions.
Students who benefit
For some, anxiety or demand avoidance makes attendance difficult. Our low-pressure, interest-led sessions provide structure, connection, and small wins that help rebuild confidence by helping them rediscover what it feels like to belong in a learning community.
Those who find it hard to make or keep friends, who may need structured opportunities to connect with peers and feel part of a community. Safe spaces to practise social interaction through shared interests like gaming, creative arts, and special interest communities. No forced participation - students engage in the way that feels safe for them.
Students with SEMH and sensory needs are stressed, exhausted from hiding their differences and often lack the tools for self-regulation. Our mentors validate their needs, help them develop self-awareness and practise regulation tools they can carry into their daily lives.
Sessions are designed around activities like Minecraft, Roblox, anime, creative writing and arts that children genuinely enjoy and don’t feel like demands to resist. We celebrate interests as pathways to channel energy, keep children engaged, regulate busy minds whilst learning, building connections,
self-confidence and a love of learning.
Transitions are some of the hardest moments for your neurodivergent students, whether that’s moving up to secondary school, returning after periods of absence or beginning to think about future independence. Our courses and mentoring give young people practical tools and strategies to navigate these changes and new environments with confidence.
Award Winning Support
National Diversity Award Nominee 2025
NASEN (National Association of SEND)
Wrap Around Provider of the Year 2025
Runner-up
Brilliant Awards 2025
Tech Innovation
Finalist
Outcomes we deliver
Our support is designed to meet neurodivergent students needs in line with the SEND Code of Practice and national policy priorities.
What parents & professionals say
“It's neuroaffirming support that really hits home with her. It’s helped her self-advocate more…It is just such a brilliant skill for kids to learn that Uncommon has really helped with. It’s enabled her to say things and we can have conversations about whether we need to think about it at school and things we need to do differently”
Parent of anxious, autistic, dyspraxic teen (15)
“It gave her a space when things were hard at school that she had somewhere else, and another group of children and support”
Parent of an autistic, PDA, ADHD child (11)
“She was the only autistic girl she knew, the other autistic kids in her school were stereotypical male autistic boys who just had a very different presentation to what she has. So it was a real eye opener for her, it was the first time she was like oh it’s ok to be autistic and to be female because all the other autistic people in her school were boys”
Parent of autistic child (12)
“It’s the neuroaffirming nature of the environment, dialogue and support combined with the fact she is able to focus on a special interest. It really opens up this new channel of participation that, in school was not working for her. There were obviously parts of school that did work, but the environment and things didn’t work, she had thought she was locked out from. But I see her level of engagement, confidence and articulation because it is meeting her level of capacity so she feels ok to push herself, it's about how do you want to come in and you can engage in that way”
Former teacher, parent of autistic child (8)
“She holds it together in school and just coming home and doing some of the Uncommon sessions is like a big sigh of relief almost, something she really looks forward to. She’s a regular DND player and that’s her favourite thing”
Parent of autistic teenager (15)
Funding your provision
We provide impact reporting so schools can evidence effective use of funds to governors, Ofsted, and local partnerships. Our programmes can be funded through:
Partnering with Uncommon
Working with us enables you to:
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Show your school sees, respects, and values the unique traits and identity of neurodivergent young people.
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Strengthen home–school links through provision parents recognise as supportive and affirming.
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Have flexible & preventative support at your fingertips – from mentoring to whole-school programmes.
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Expand your SEND capacity – with specialist mentors, tailored support and SEMH curriculum designed in collaboration with NHS trusts and progress reporting for annual reviews and planning meetings that support your team.
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Deliver programmes from early intervention and alternative provision pathways to preparation for adulthood, with easy mapping to EHCP outcomes and Pupil Premium goals.
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Rapidly offer alternative provision which aligns with DfE Alternative Provision Quality Standards, with robust safeguarding and safer recruitment processes in place, so schools can be confident their students are supported in safe, high-quality environments.
Getting started
We would be delighted to collaborate with you to provide additional support for your students.
Book a call with founder Kirsten Jack here.
On this 30-minute call, you can expect:
- To learn more about how Uncommon operates
- Hear from on our offering for schools and local authorities
- Assess whether Uncommon is right for your students’ specific needs
- To ask any questions you may have
Or, use the form below to make an enquiry.