by access2learn | Mar 23, 2026 | Uncategorized
A situation HR teams raise with us again and again is this.
A manager wants to support a neurodivergent employee well but feels unsure how to approach the conversation. At the same time, the employee may feel hesitant about explaining what they need or concerned about how requests for adjustments might be perceived.
Both individuals are often trying to do the right thing. Without the right structure for these conversations, misunderstandings can easily develop.
We see this play out regularly in practice. Managers want to be supportive but worry about saying the wrong thing or making assumptions. Employees may already have experience of masking or navigating environments where their needs were misunderstood, which can make it difficult to speak openly about what would help.
This can create a dynamic where both sides operate cautiously, leaving practical challenges unresolved.
Co-coaching has emerged as a particularly effective way of addressing this gap.
Co-coaching brings together both the employee and their manager in a structured coaching environment led by a specialist coach. The sessions create a neutral space where both individuals can explore how they work best and identify practical ways to remove barriers.
The focus is not on diagnosing problems or assigning responsibility. Instead, it centres on understanding working styles, communication preferences and the practical realities of the role.
For example, a manager and employee might explore questions such as:
- How information is best processed and communicated
- What types of work structures support productivity
- How meetings, deadlines or workload expectations can be adjusted to reduce unnecessary barriers
- How feedback and communication can be structured more clearly
When these conversations happen in a facilitated environment, they become far more constructive.
Managers frequently report feeling more confident once they understand how the employee works best and what adjustments genuinely support performance. Employees feel more comfortable discussing their needs when the conversation is framed around collaboration rather than justification.
From an organisational perspective, the outcomes can be significant.
We see improvements in communication, reduced misunderstandings and greater clarity around expectations. This often leads to more engaged teams, stronger working relationships and improved day-to-day efficiency. When individuals are supported to work in ways that align with how they function best, organisations are better positioned to see consistent performance, productivity and long-term growth.
For HR teams, co-coaching can provide a practical way to support both managers and employees without placing the responsibility for change on either individual alone.
As organisations continue to develop more inclusive workplaces, approaches that support collaboration and mutual understanding are becoming increasingly important. Co-coaching offers a structured way to create those conditions.
Access2Learn works with organisations across education and employment to support neurodivergent individuals and develop inclusive workplace practices.
If you’re exploring how to better support your teams, we’re always happy to talk through what this could look like in practice.
by access2learn | Mar 23, 2026 | Uncategorized
Awareness of neurodiversity in the workplace has increased significantly in recent years. Many organisations are now familiar with ADHD, autism and dyslexia, and HR teams are actively exploring how they can create more inclusive environments.
At Access2Learn, we apply this internally as well as in our client work. 67% of our team identify as having a disability or long-term health condition, across both mental and physical health. That has shaped how we design our day-to-day work. We use the same tools, adjustments and coaching approaches internally that we recommend to clients.
In practice, we see the same pattern emerge. Awareness exists. Applying it day to day is harder.
Managers may fully support the idea of neurodiversity inclusion. They may attend awareness training, read guidance, and want to do the right thing for their team. Yet when real situations arise, the practical questions begin.
Managers often ask things like:
- What adjustments actually make the biggest difference in practice?
- How should work be structured for someone who experiences processing overload?
- How can expectations be clarified without making an employee feel singled out?
- What does good support actually look like on a day-to-day basis?
These are real questions managers deal with every day while balancing performance, workload and team wellbeing.
Within our own team, we have approached these questions by focusing on clarity, flexibility and communication. We use clear written briefs alongside verbal discussions, build in processing time before decisions are required, and encourage team members to define how they work best. Small adjustments like these reduce ambiguity and support more consistent performance.
Organisations have taken an important first step by raising awareness. The next step is translating that into practical ways of working.
This is where neurodiversity coaching can be particularly valuable.
Coaching creates a structured space where individuals can explore how they work best, understand their strengths and identify barriers within their working environment. It also looks at how the individual and workplace interact.
An employee might experience challenges with processing large volumes of information quickly during meetings. Through coaching, they may develop strategies such as preparing in advance, requesting written follow-ups, or structuring information in a way that works for them.
We see similar outcomes across both our own team and client organisations. Individuals often report increased confidence in communicating their needs, improved organisation and prioritisation, and a clearer understanding of how to manage workload in a way that works for them.
From an organisational perspective, coaching often leads to improved communication between managers and employees, greater clarity around expectations, and more effective implementation of adjustments.
We regularly receive feedback from clients that coaching has helped move conversations forward in a practical way, giving both employees and managers the confidence to make changes that are sustainable over time.
Increasingly, HR teams are using neurodiversity coaching not simply as a wellbeing intervention, but as a practical tool that helps translate inclusion commitments into everyday working practice.
Awareness can start the conversation.
Coaching can help organisations turn that conversation into meaningful change.
by access2learn | Nov 22, 2024 | Tom's Blog
Supporting Students with Diabetes in Higher Education: Awareness, Challenges and Available Support
Diabetes remains one of the most prevalent long‑term health conditions in the UK. Current estimates indicate that over 3 million people live with a diagnosis of diabetes, making it one of the nation’s most significant and rapidly increasing health challenges. Despite its prevalence, awareness and understanding of diabetes—particularly its impact on daily functioning and education—remain limited.
Understanding Diabetes
The term diabetes encompasses several conditions, most commonly Type 1 and Type 2 diabetes, each of which requires different approaches to management, treatment, and support. Due to this variation, a single, standardised model of support is rarely sufficient. Individualised care is essential to protecting long‑term health outcomes.
Without appropriate management, diabetes can significantly affect overall health and life expectancy. Although treatment and technology have advanced considerably in recent years, access to consistent, high‑quality support is still not uniform. Increasing awareness, particularly in educational settings, plays a vital role in ensuring that individuals receive the adjustments and understanding they need.
Diabetes in Education
Students living with diabetes often balance the demands of study alongside the ongoing requirement to monitor and manage their condition. This may include:
- Managing fatigue
- Variations in concentration due to blood glucose levels
- Effects on stamina
- Managing stress relating to medication storage or use in shared environments
- Ensuring access to appropriate food, equipment, and monitoring throughout the day
These challenges can affect the learning experience, but with the right support in place, students with diabetes achieve highly across all fields of study.
Disabled Students’ Allowances (DSA)
Students with diabetes entering or currently enrolled in higher education may be eligible for Disabled Students’ Allowances (DSA). DSA is a non‑repayable grant designed to provide practical support for individuals whose health condition affects their studies.
Depending on assessed need and funding‑body approval, support may include:
- A study‑capable laptop (with a small student contribution where applicable)
- Text‑to‑speech software to support effective proofreading
- Note‑taking or lecture‑capture software that provides synchronised audio and visual notes
- An external microphone or digital voice recorder for capturing lectures (where permitted)
- Allowances for printing or photocopying
- Access to a personal refrigerator for safe medication storage
- Training on any recommended assistive software
Please note: DSA support is tailored to individual needs. Not all support listed above will apply in every case, and all recommendations are subject to approval from the relevant funding body.
Our Commitment
Ensuring that students with diabetes receive the appropriate support is essential to enabling them to thrive within higher education and beyond. With the right adjustments, individuals with diabetes contribute significantly to academic communities, research, and the wider workforce.
For students, parents, or practitioners seeking guidance, we encourage contacting Access2Learn to discuss eligibility and the support available through the Disabled Students’ Allowances.
by access2learn | Oct 6, 2022 | Uncategorized
Dyslexia Awareness: Recognising Strengths, Reducing Stigma, and Supporting Success
Dyslexia affects a significant proportion of the UK population. Estimates from the British Dyslexia Association indicate that between 6 and 7 million people have dyslexia, representing around 10% of the population. In higher education, data consistently shows that specific learning differences—dyslexia included—represent a substantial proportion of declared disabilities among students.
Dyslexia Awareness Week provides an important opportunity to highlight the experiences of individuals with dyslexia, challenge outdated misconceptions, and promote the support available across education and employment.
Understanding Dyslexia
Dyslexia is a specific learning difference that primarily affects the processing of written and sometimes spoken language. Challenges may include reading accuracy, spelling, writing speed, and working memory. However, dyslexia is also associated with a range of strengths, including creativity, problem‑solving, big‑picture thinking, visual reasoning, and strong verbal communication skills.
Despite growing awareness, misconceptions persist. Historically, individuals with dyslexia have often faced unfair assumptions about intelligence or motivation. These misconceptions can lead to negative experiences in school or university, including reduced confidence and limited access to support.
A Long History of Recognition
Dyslexia has been recognised for well over a century, first described as a medical condition by Dr Rudolf Berlin in 1887. Since then, understanding of the condition has advanced considerably. However, awareness and provision of support continue to vary, highlighting the importance of ongoing public education and equitable access to services.
Potential and Achievement
Many individuals with dyslexia achieve exceptional success across a wide range of fields. Creative industries, business, science, innovation, and sport all include highly influential figures with dyslexia. Their achievements demonstrate that dyslexia is not a measure of capability but simply a difference in how information is processed.
These examples also reflect what is seen across schools, colleges, and universities every year: with appropriate understanding and the right support in place, students with dyslexia excel academically and professionally.
Creating Inclusive Learning Environments
Educational settings play a crucial role in ensuring that learners with dyslexia can access and apply their strengths. Support may include:
- Assistive technology
- Adjustments to teaching and assessment
- Alternative formats for reading materials
- Additional time for tasks or examinations
- Structured support to develop study strategies
Removing unnecessary barriers allows individuals to demonstrate their true potential.
Support Through Disabled Students’ Allowances (DSA)
Students with dyslexia entering or already in higher education may be eligible for Disabled Students’ Allowances (DSA). DSA is a non‑repayable grant designed to help remove study‑related barriers.
Depending on need and funding‑body approval, support may include:
- A study‑capable laptop (with a small student contribution, where applicable)
- Text‑to‑speech software for more accessible reading and proofreading
- Speech‑to‑text software for written assignments
- Note‑taking or lecture‑capture tools
- Specialist one‑to‑one study skills support
- Allowances for printing and related study costs
All support is tailored to individual requirements and subject to assessment and approval.
Our Commitment
Recognising and supporting dyslexia is essential to ensuring equal access to education, training, and employment. Dyslexia Awareness Week serves as a reminder that:
- Dyslexia is common
- Dyslexia is not a measure of intelligence
- With the right support, individuals with dyslexia achieve highly
- Diversity of thinking brings significant value to society
For students, parents, or professionals seeking further guidance, Access2Learn can provide information on DSA eligibility and the support available to learners with dyslexia.
Additional information about Dyslexia Awareness Week can be found via the British Dyslexia Association.
