This is a personal reflection of the changes and progression for neurodiverse individuals over the last 30 years, written from the perspective and lived experience of me, a non-British white female. 

Growing up 

My mum always knew I saw the world differently when at age seven I could not read or write, and after moving me to a small school, she learned from teachers how to support me and worked closely with my primary school teacher (who at the time was progressive). By secondary school, the stereotypes, labels and discrimination kicked in, I was too blunt, called ‘stupid’ and ‘difficult to teach’, assertive to the point of rude and was told as a girl I needed to ‘know my place’ in society. 
 
The teachers couldn’t understand that I was clever but not academically doing well. No matter how many times I read ‘grammar for dummies’ I didn’t get it. Distracted and overwhelmed, I often was shoved to the back. 
 
This was a time when screening or formal diagnosis in schools did not take place and before computers existed, so there was no ‘assisted technology’. I felt alone, stupid and the construct of being an imposter crept in. Let’s remember that imposter syndrome, originally known as ‘bike face’, was a misogynistic strategy to stop women’s movement. 
 
I have much admiration for my mum who always believed in me – lifelong learning and never giving up is something she engrained into me. 

Life in the workplace 

My first workplace manager and mentor, Charles Paul, is an amazing man who in his own way supported me to be comfortable in my own self, as he saw my skills and strengths.  
 
At 35, I was formally diagnosed and offered a method of getting support through the Disabled Students Allowance, the mechanism for funding support in Higher Education. Since working at Loughborough University, I have had a wonderful supportive manager who has put in place adjustments, and I am now in my final year of studying an MSc in Strategic Leadership. 

Life as a mother

As a mother, I have found myself fighting for my own child to meet their potential. I recognised when they were three years old that they were different, they could solve puzzles and had amazing dexterity but would run and hide in overwhelm. Asking for support was sadly not enough to get reasonable adjustments and additional support. I’ve learnt the law, been an advocate and it’s taken three years to get an Education Health and Care Plan in place, which is the mechanism to provide schools with additional funding for SEN pupils.  

I battle a structure that does not recognise the harm caused by the school system, where reasonable adjustments should not be based on financial resources but individual need. Whilst social media has played a part in education and awareness, I realised that intersectional discrimination and assumptions still play a massive part of our education system. 

Charities have promoted the positives and the value of diverse thinking over the last 10 years and recent research suggests dyslexia is an essential element of human adaptation. The positives and strengths-based views of the neurodiverse brain are switching the narrative from that of a deficit model yet, the social construct and operational functions are yet to catch up. 
 
Sometimes I have to remind myself that the journey is exhausting and so I make time for self-compassion, but I know I can use my position and privilege to challenge systematic barriers and oppression to keep the narrative surrounding disability moving forward. 

Lisa Brooks-Lewis

Social Impact and Inclusivity Manager