Neurodiversity Training, Consultancy and Keynote Speaking for schools

CPD Training

Practical, expert-led training that goes beyond awareness — building genuine understanding of neurodiversity across your whole school.

From twilight sessions to full training days, each programme is grounded in lived experience and school leadership, and designed to change not just what your staff know, but how they see the children and colleagues in front of them.

Available as standalone sessions or a full eight-module programme across the year.

Consultancy

Working alongside school and trust leaders to build neuroinclusive cultures that are lived — not just written into a policy document.

Whether you are developing your inclusion strategy, responding to a specific challenge, or preparing for the December 2026 deadline, consultancy is bespoke, evidence-informed and rooted in the reality of how schools actually work.

Keynote Speaking

A keynote that challenges how schools think about neurodiversity — and leaves leaders, staff and organisations with a framework for genuine change.

Drawing on 25 years in education and his own experience as the first serving UK headteacher to speak openly about ADHD nationally, Chris speaks at conferences, trust INSET days and sector events with honesty, authority and purpose.

What schools are saying

“Chris delivered an outstanding training session on ADHD and neurodiversity. What sets his work apart is the rare combination of depth, breadth and real insight into the realities of school life and the students and families we serve.

This was not generic awareness training.

Chris challenged us to look beyond labels while maintaining high expectations, inclusive practice and a genuine sense of belonging for every student.

His blend of professional expertise and lived experience gave the session real credibility, and the impact has continued well beyond the training itself.

I would strongly recommend Chris to other schools.”

Chris KOMODROMOS

Headteacher

Churchill SPECIAL FREE School

We had the privilege of receiving whole staff training with Chris, followed by a consultancy session with the SLT and found the whole experience to be invaluable.

What made his contribution particularly powerful was the way he drew on his lived experience, bringing a depth of understanding that theory alone cannot provide. His rare combination of personal insight and professional expertise (of teaching and leading schools)

His works stands out as both impactful and inspiring and I have no doubt her will continue to make a significant difference in this field.

I look forward to continue working closely with Chris to extend his expertise across our school community, ensuring even more staff, parents, and children benefit from his exceptional support and guidance.

TARA MARSHALL

Headteacher

Highfields Primary School

Chris Benson - Writing

See a child differently; see a different child

If you are a school, trust or organisation that wants to go beyond neurodiversity celebration weeks and build a culture where every person, adult and child, can genuinely belong and thrive — I would love to work with you.

The neurodivergent children in your school are not failing to meet the standard. They are meeting a different one — one the system has not yet learned to see.

When we change how we look at a child, we change what becomes possible for them. That is not idealism. That is the role of a genuinely inclusive school.

Start Your
Next Adventure

Rooted in purpose, shaped by vision, driven by results.
Welcome to a space designed for ideas that move people. With a focus on quality, clarity, and connection, we're here to help you make an impact that lasts.

Start Your
Next Adventure

Rooted in purpose, shaped by vision, driven by results.
Welcome to a space designed for ideas that move people. With a focus on quality, clarity, and connection, we're here to help you make an impact that lasts.

Chris Benson

I entered teaching 25 years ago to make a difference and do the right thing. In 2025, I stepped away from a system that had lost confidence in its own judgement — mistaking safety for progress, and caution for care.

I’ve experienced the education system from multiple positions: first as a child with untreated ADHD, later as a teacher and school leader in the UK and internationally — and now as a parent to two neurodivergent children, including a daughter for whom school became impossible to face for almost a year.

As a school leader, I chose to speak publicly about my ADHD. I did so because I’ve seen how easily difference is misunderstood when debate is driven by headlines and soundbites rather than lived reality.

I also know what it feels like to be a parent sitting on the other side of the table — feeling lost, frustrated, and unsure what to do for the best, while worrying about what your child is learning about themselves along the way.

Over more than 25 years in education, I’ve seen and lived how the same child or adult can thrive in one setting and struggle in another, not because of ability or effort, but because of how environments respond to difference.

Children don’t experience systems as policies or frameworks. They experience them as classrooms, relationships and daily interactions. When support comes late, or the environment doesn’t fit, they don’t interpret that as complexity — they interpret it as not belonging.

Today, I work with individuals, families, educators, school leaders and organisations to bring clarity where there is confusion, strengthen conditions where people are struggling, and create environments in which children, families and professionals truly belong and thrive.

Who I work with

Make an enquiry

Please use the enquiry form below to outline your context and what you’re hoping to explore. This might include individual work, training, consultancy or support at an organisational level.

Introductory Calls

Initial conversations are used to understand your situation, consider whether my experience is a good fit, and discuss possible next steps. There’s no obligation, and I’ll be honest if I don’t think I’m the right person to help.