Inclusion is a hot topic in the children’s activity sector right now and rightly so.
Across schools, nurseries, activity clubs and public spaces, we are starting to look more closely at how we can be more genuinely neuro-inclusive, rather than just saying we are inclusive.
At Boogie Beat, this is something we’ve been deeply committed to for a number of years. It’s not a tick-box exercise for us, it’s an ongoing process of reflection, learning and adapting to the children and families in front of us.
Clear communication and inclusive resources
One of the ways we’ve strengthened our inclusive practice is by implementing Makaton across our sessions. We use signs, symbols and speech together to support clearer communication, understanding and engagement for all children not just those with additional needs.
We’ve also spent time reviewing our resources to make sure they are as accessible and inclusive as possible.
One small but powerful example is our wrist bells.
We didn’t introduce these because of a neurodivergent child, we introduced them because of a child with a physical disability who had moved from a wheelchair to a walking frame, which meant her hands were no longer free.
That one simple change meant she could still fully take part.
And for me, that perfectly sums up what inclusion really looks like in practice: noticing, adapting, and changing what we do to meet the needs of the children we are working with.
Learning, not assuming
As part of my ongoing commitment to inclusive practice at Boogie Beat Edinburgh, Mid and East Lothian, I recently completed the Silver Training Programme with Nicole Bateman, The Friendly SEND Advisor. Hannah at Head Office and other members of the wider Boogie Beat team have also completed this training, and some have gone on to achieve the Gold level.
Although I come from a teaching background and already had experience supporting children with a wide range of needs, this training gave me some really important reminders.
The biggest one?
Don’t be afraid to ask. And it is always better to ask than to assume.
Because just because you’ve worked with one neurodivergent child… that only means you’ve worked with one neurodivergent child.
Every child is different. Their needs, their experiences, their families and their ways of interacting with the world are all different. Good inclusion starts with meeting each child exactly where they are.
Getting it “wrong” is part of getting it right
Another huge takeaway for me was this:
It’s okay not to get it right.
In fact, you should expect not to get it right all the time. If we were getting it right every single time, we probably wouldn’t be staying curious, reflective or willing to adapt.
Sometimes a strategy works beautifully, until it doesn’t. And that’s not failure. That’s simply part of children growing, changing and developing. And it’s part of us learning alongside them.
Children listen in different ways
This really shows up in our community classes.
Our Movers classes run from around age 1 right up to age 5, and of course we also have parents, grandparents and carers in the room. That’s a huge mix of ages, personalities, needs and ways of being.
One of the biggest mindset shifts for me over the years has been letting go of the idea that everyone needs to follow my instructions at the same time.
Children listen in different ways.
I know this deeply from my own son. He was the child who would run around the room, often with something highly inappropriate in his mouth, flapping away, and looking like he wasn’t taking anything in at all.
But he was.
He would come home and sing every single song we had done in class.
He didn’t sing them in class – but he was listening.
And I share this with parents all the time, especially when they’re feeling anxious because their child isn’t sitting still or joining in “in the expected way”.
It’s okay. Your child is still learning. They’re just doing it in their way.
Creating spaces that feel safe for everyone
In our community classes, we work hard to create a sense of safety, welcome and acceptance for everyone who comes through the door.
That means letting children be who they are. It means supporting regulation in different ways. And it means remembering that participation can look very different from one child to another.
What’s next?
In practical terms, one of our next steps is creating visual support lanyards for our team. I used to use one when I was a teacher, and it allows you to give visual cues and support anywhere in the room not just when you’re standing beside a timetable or resource station.
And, of course, we’ll keep learning.
Because neurodiversity, inclusion and good practice are not static. There is always more to understand, more to reflect on, and more ways to do better.
And that’s exactly how it should be.
Written by Mairi Curle Owner Franchisee of Boogie Beat Edinburgh, Mid and East Lothian.
