In 2025, the government’s behaviour and attendance agenda promises calm, safe, and dignified schools - but for many neurodivergent pupils, “what works” in policy does not translate into belonging in practice. This article explores why behaviour cannot be reduced to compliance, how masking and refusal reveal hidden pressures, and why leadership, consistency, and high expectations … Continue reading Rethinking Behaviour and Belonging: Why “What Works” in 2025 Needs to Mean More