Environment
The environment around a child can affect how they manage, develop, and grow
The environment around a child can affect how they manage, develop, and grow
The environment includes:
All of these can make life easier or harder for a child with neurodevelopmental differences.
The social model says that people can be disabled by the barriers around them. That it is society that needs to change, not the child.
For example, a child who uses a wheelchair isn’t stopped by the wheelchair, but by stairs with no ramp.
In the same way, a child who processes language slowly isn’t failing when they can’t follow fast instructions. The instructions don’t fit how they think, and those instructions need to change, not the child.
The environment a child experiences is more than just the building they are in, it includes:
For children, a poor environmental fit can be a significant barrier. An environment that fits them can help them cope, communicate, learn and flourish.
The adults around a child are part of their environment too. How families, teachers and professionals respond and interact can ease the pressure on a child or add to it.
A calm adult who knows the child, respects them, and gives them time can lower the load.
The attitudes around a child can also shape their environment.
Low expectations, assumptions about what a child can or can’t do, and stigma are all barriers. A child may be capable of far more than others assume.
On the other hand, expectations that ignore the child’s difficulties can also be a barrier. These include not giving the child what they need to learn, or access their community.
Being better understood helps them do well.
An EHCP is a legal document for children and young people in England aged up to 25 who have significant educational needs. Families can request an assessment from their local authority.
Mencap page on EHCP with Easy Read version and video for those with learning disabilities
Reasonable adjustments are changes to how a child is taught or supported. Under the Equality Act 2010, schools have a legal duty to make reasonable adjustments for disabled children. A formal diagnosis is not always required.
Government UK website on education and adjustments
Citizens Advice guide to disability, schools, rights and adjustments
Families have legal rights in relation to their child’s education. Growing Different does not provide legal advice. The organisations listed can help.
Disability Rights UK has a page on adjustments for disabled students
Advocating for a child means speaking up for what they need in meetings or with services. These organisations can provide support:
Lighting, noise, temperature and layout of spaces can all affect how a neurodivergent child manages. For some children, the sensory physical environment can significantly affect their ability to learn.
Supportive sensory environments website page from Norfolk NHS Occupational Therapy
Some environments may be harder to manage than others. Although every child is different, for some they may find the following more difficult:
There are studies which show that children with learning disabilities are bullied more than those without disabilities.
Mencap found that 8 out of 10 children experienced bullying.
Mencap page on bullying including advice for parents
For a child that has differences or disabilities, trust and a safe environment is particularly important.
Education about safety and safeguarding are not always taught in an accessible way.
Areas of safety in the environment can include:
NSPCC website page on safeguarding with deaf and/or disabled children
Child Accident Prevention Trust has factsheets and information
Many children with neurodevelopmental differences cope best when they know what is coming. These situations can be stressful:
A predictable routine, clear steps, and warning before changes can make an environment feel safer. Visual supports can also help with this.
Autism Central NHS Page on major transitions such as primary to secondary
Example – Maya:
Maya is autistic and has sensory differences. She has a remarkable memory for facts about animals. When she feels calm and safe she loves to share what she knows.
Her first school was a large, open-plan classroom. It had strip lighting and constant noise. She was often overwhelmed by lunchtime. The school focus was on changing Maya’s behaviour, not their environment.
At her next school she had a calmer classroom. She had a quiet space and had minimal changes to her timetable. She settled in well and even began to enjoy lunchtime. She has built an animal chart for the walls.
Note: Our examples are made up to show common experiences and are not real children.
For some children the environment can be felt differently from others. Read our coping section to some ways a child can try to cope with different environments.
Families told us that environment was important for their children (Growing Different Parent Survey 2024).
1 in 4
said that stigma or discrimination were issues for their family
(102 responses out of 360 or 28%)
2 in 5
said that safeguarding and safety were issues
(150 out of 360 or 42%)
9 in 10
families said that sensory differences were issues
(322 out of 360 responses or 89%)
Growing Different Parent Survey 2024 – notes and limitations
394 families of neurodivergent children took part in our online survey. Most children were autistic (about 8 in 10). People chose to take part, so the figures show their experiences, not all children. We did not compare them with any other group, so they can’t show how common something is or what causes it. Some questions had more responses than others.
Please credit ‘Growing Different Parent Survey 2024‘ and read more in our survey insights page
A link is not an endorsement. We are not responsible for the content of external links.
Clear words and pictures – for children and adults with learning disabilities
Connecting I Coping I Daily living I Diagnosis I Environment I Health I Learning I Senses I Speech I Strengths
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Information created: April 2026 I Next review: April 2029
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