iiinova — where your digital self keeps evolving

Charlotte Brooks @thegoo.se · 09/02/2026

📚Little research exists on how schools support students who are both autistic & nonbinary, even though teachers already navigate this. I’m a doctoral researcher at University of Birmingham, recruiting secondary teachers for interviews. #AutRes 🎬CPD video provided 🔎https://thegoo.se/teachers-info

Research poster seeking secondary teachers for a study on inclusion for autistic nonbinary students, with further information accessible via a QR code and link.

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Charlotte Brooks @thegoo.se · 07/01/2026

Recommendations if this approach is to work. Thank you for reading!

What's needed for this approach to work? Clear national direction and adequate funding Regular review so report stays responsive Genuine co-production with neurodivergent people

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Charlotte Brooks @thegoo.se · 07/01/2026

Key takeaways: 🌱 Promising but fragile ➕ Should complement, not replace, diagnosis 👥 Must be genuinely co-produced thegoo.se/2026/01/07/t...

A notepad-style graphic with key findings and recommendations. The approach is: Promising but fragile. Approaches should complement, not replace, diagnosis. Will only work with genuine collaboration.

What did participants see as potential strengths? Support could happen earlier Young people and families could have an active role in decision-making More neuroaffirming than deficit models Looks beyond attainment to the whole person

A quote from a neurodivergent parent: My child’s school supported us to get a referral for a formal autism assessment, but didn’t know how to actually support them day to day. If the tool is genuinely neurodiversity-affirming, it would have helped the teachers know what to do (#20, Neurodivergent parent, aged 35-44).

Key concerns raised: Ongoing misunderstandings of neurodivergence in schools Risk of losing protections linked to diagnosis Masking, multiple neurodivergences and cultural differences being missed Limited funding, training and capacity in schools

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Charlotte Brooks @thegoo.se · 07/01/2026

Thanks to everyone who took part in this research I led for the Neurodivergent Task & Finish Group! We explored neurodivergent perspectives on a strengths & needs-led approach in schools—support that focuses on strengths and support needs, and can be used without waiting for a diagnosis.

A diverse group of people is depicted under a title 'What do neurodivergent people think about strengths and needs-led approaches to identifying support in schools?' The project was led by a team at the University of Birmingham: Charlotte Brooks, Nikki Smith, Prof. Laura Crane and Prof. Karen Guldberg

Why look beyond diagnosis? Diagnosis waits often delay meaningful help. Schools may recognise needs, but lack day-to-day strategies. Neurodivergent voices are often missing from system design.

What is a strengths and needs-led approach? Identifies a young person’s strengths and support needs. Does not require a diagnosis first Looks at the whole person, not just school attainment. This approach has already been implemented in different ways. In our study, we were interested in what people thought about the ideas behind the approach more generally.

Who took part in the survey? 38 neurodivergent participants took part in our survey. Mostly autistic and neurodivergent in multiple ways. Largest represented age group were young people (aged 16-24). Many were also parents or worked with neurodivergent young people.

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Charlotte Brooks @thegoo.se · 14/10/2025

Young people were uncertain about what training their teachers had about autism and gender diversity or what was included in training. From participants in my PhD research, these questions inform a subsequent study with teachers #AutRes

Questions autistic nonbinary young people have for their teachers... Have you had any training on gender diversity in autistic students?

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Charlotte Brooks @thegoo.se · 14/10/2025

My participants were curious about how teachers recognise and support diverse identities, experiences and needs to help them feel included, respected and understood in school. From participants in my PhD research, these questions inform a subsequent study with teachers #AutRes

Questions autistic nonbinary young people have for their teachers... How do you ensure individual needs and preferences are taken into account.

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Charlotte Brooks @thegoo.se · 14/10/2025

Young people wanted to understand strategies for creating inclusive environments that ensure nonbinary autistic students feel supported throughout school. From participants in my PhD research, these questions inform a subsequent study with teachers #AutRes

Questions autistic nonbinary young people have for their teachers... How do you ensure your classroom environment is supportive for nonbinary autistic students?

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Charlotte Brooks @thegoo.se · 13/09/2025

Had a great time sharing my PhD research at #AutismEurope2025 on autistic nonbinary young people’s school experiences. Early findings highlight the importance of support identity as part of a holistic approach. Poster: thegoo.se/aec-poste…

Charlotte stands smiling in front of a poster titled "Mapping Support" at the Autism Europe 2025 conference.

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Charlotte Brooks @thegoo.se · 12/09/2025

It was great seeing so much research about trans autistic experiences at #AutismEurope2025 today! Some call being trans x autistic 'living under a double rainbow'. This picture of an actual double rainbow was posted today by someone in my local trans group in the UK! Shared with permission #AEC2025

In the sky above a garden fence, a bright rainbow is visible with a fainter rainbow above it

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Charlotte Brooks @thegoo.se · 12/09/2025

I will be presenting my poster at 2PM at #AutismEurope2025 about Mapping Support in Schools for Autistic Non-binary Young People. Available at: thegoo.se/AEC-poster #AEC2025

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Charlotte Brooks @thegoo.se · 11/09/2025

I've just landed at #AutismEurope2025 I can't wait for all the interesting talks and the opportunity to share my research tomorrow! #AEC2025

Lanyard card with my name and pronouns and a sticker with communication preferences

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Charlotte Brooks @thegoo.se · 19/08/2025

In my PhD, my participants drew floorplans of their schools, which guided our interviews and evoked the physicality of spaces around school. Colour coding added another layer, helping them to reference areas they felt more/less comfortable in the interview #AcademicSky #PhDlife #AutRes

A hand-drawn floor plan of a school is illustrated with notes and colored dots, accompanied by instructions for a creative exercise aimed at exploring personal experiences in different spaces. Those completing the exercise as asked to try to include on their floorplan try to include spaces where they felt included or like they could be themselves (colour-coded in green), spaces they felt left out or pressure to be someone else other than themselves (in red), and spaces they had mixed experiences (in yellow). There is also a note about critical cartography, saying ‘engaging marginalised groups to create their own maps may offer alternative perspectives and understandings of space.

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Charlotte Brooks @thegoo.se · 16/07/2025

Are you a neurodivergent person over 16? Share your views to help improve support for neurodivergent young people in schools. Our survey supports the work of the Neurodivergence Task and Finish Group, and may influence recommendations to Government. Take part here: thegoo.se/survey

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Charlotte Brooks @thegoo.se · 20/06/2025

🏳️‍🌈 This past week I’ve been on holiday in Bergen, Norway, and there has been a lot of pride flags! 🏳️‍🌈 Initially I was cynical about ‘rainbow washing’, but I noticed it’s not just shops who have pride flags, but also homes, political buildings and public transport. It feels good 🤗

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Charlotte Brooks @thegoo.se · 01/05/2025

In my doctoral research, I’m interested in individuals' lived experiences I’m engaging with participatory methods I’m interested in knowledges that are situated in spaces within the school

Auto-generated description: An illustration showing three interconnected concepts around my approach: Experiential, Participatory, and Situated, with arrows and symbolic images.

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Charlotte Brooks @thegoo.se · 30/01/2025

How are the findings from my Master’s research informing my #AutRes PhD on the school experiences of autistic nonbinary young people? I’m asking participants what they found supportive at school (and what they wish was different) I’m anti... thegoo.se/2025/01/30/how-are-the-fi…

Auto-generated description: Quotes from Charlotte Brooks' research participants discuss the empowerment of autistic individuals in research and the hope for reduced negative life events through increased understanding.

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Charlotte Brooks @thegoo.se · 22/01/2025

How are the findings from my Master’s research informing my #AutRes PhD on the school experiences of autistic nonbinary young people? I’m guided by what past participants think research should focus on I’ve asked for feedback on study mate... thegoo.se/2025/01/22/how-are-the-fi…

Auto-generated description: Quotes from Charlotte Brooks' research participants emphasize meeting people where they are, listening, sharing knowledge, and grounding research in lived experience.

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Charlotte Brooks @thegoo.se · 21/01/2025

My experience of PMS as an #ActuallyAutistic person is of an enhanced sensory and emotional experience. This can include overwhelm and emotional distress, but also a hyper-realness that draws my attention to the beauty in little things. Like a... thegoo.se/2025/01/21/my-experience-…

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Charlotte Brooks @thegoo.se · 17/01/2025

How are the findings from my Master's research informing my PhD on the school experiences of autistic nonbinary young people? - I'm focusing on underrepresented perspectives - I'm giving a choice of interview modality so non-speaking people... thegoo.se/2025/01/17/how-are-the-fi…

Auto-generated description: Quotes from Charlotte Brooks' research participants question the visibility of nonbinary, agender, genderfluid, and gendervague individuals, and states that research often focuses on white people.

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Charlotte Brooks @thegoo.se · 09/01/2025

Welcome to a series of #AutRes posts highlighting key findings of my Master’s research1 where I interviewed nonbinary autistic people about what future research about them should look like. 3. Research should look at ways forward. Participants felt that resea... thegoo.se/2025/01/09/100200

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Charlotte Brooks @thegoo.se · 09/01/2025

Welcome to a series of #AutRes posts highlighting key findings of my Master’s research1 where I interviewed nonbinary autistic people about what future research about them should look like. 2. Research should be community led. Participants were engaged with r... thegoo.se/2025/01/09/100100

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Charlotte Brooks @thegoo.se · 09/01/2025

Welcome to a series of #AutRes posts highlighting key findings of my Master’s research1 where I interviewed nonbinary autistic people about what future research about them should look like. 1. Research should include a diverse range of people a... thegoo.se/2025/01/09/welcome-to-a-s…

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Charlotte Brooks @thegoo.se · 06/01/2025

📖 I’ve submitted my first book chapter! It’s for a book on Neurodivergent Education and Lifelong Learning being edited by @keatesresearch.bsky.social and @krysiawally.bsky.social! I’m so excited! My chapter reviews research on the experiences of nonbinary autistic young people #AutRes ""

A webpage displays information about an upcoming book project titled Neurodivergent Education and Lifelong Learning: From Babble to Later Life, including a chapter submission on autistic and nonbinary youth.

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