As the new academic year begins, many teachers will be reflecting on the neurodiversity of the children in their class groups.
Engagement has been widely researched as a guiding foundation educational principle in the UK and internationally. That research tells us, time and time again, that “engagement is the single best predictor for successful learning.”
Without engagement, there will be no deep learning, no meaningful progress, no successful outcomes, and no quality attainment. It is key to the learning of every child, whatever their ability.
Engagement is an inclusive, flexible model that delivers pedagogy to each child at their point of learning need. As such, it is the perfect dynamic for the neurodiverse classroom, ensuring effective teaching and learning for all.
Some teachers will be using the Engagement Model for statutory summative assessment; remember, DfE guidance recommends this approach for children “not engaged in subject-specific learning.” With persistent absence remaining a high priority for schools, the Engagement approach enables teachers to monitor learning attainments even for children whose attendance is erratic. It naturally promotes the process of reflective teaching and formative assessment.
The collection of articles below may inspire and support teachers as they develop their personal approach to engagement in their classrooms.
Professor Barry Carpenter CBE, OBE, D,Litt, PhD.
September, 2025.
Resources
Barry Carpenter Education 