Trainee is wondering what adjustments are reasonable to accommodate his neurodivergence

Akin is a few weeks into his first school placement, within a programme that follows a split-week pattern: four days in school and one day with the central training provider. He has just begun to take regular responsibility for teaching some lessons, but as these commitments have increased, he has found it increasingly difficult to work effectively.

As an undergraduate, Akin had developed a good range of strategies to address particular challenges associated with his ADHD, and he had expected that similar approaches would support him through his PGCE. But he is now realising that there are specific difficulties associated with working as a teacher and that he needs to be much more open about his needs and preferred ways of working. He is worried, however, about sharing his diagnosis, fearing that he will be seen as awkward or overly demanding...