About NEST

We all think, learn, feel, and process information from the world around us differently. Neurodiversity is a word used to explain the variation in the ways people’s brains work. 

The term neurodivergent refers to people who belong to a minority group (sometimes called a neurominority) in terms of how their brains process the world around them. 

Neurodivergent people experience, interact with, and interpret the world in distinctive ways. People with one or more of these diagnoses can all be described as neurodivergent:

• Attention Deficit Hyperactivity Disorder (ADHD)
• Autism
• Developmental Language Disorder (DLD)
• Dyscalculia
• Dyslexia
• Dyspraxia/Developmental Co-ordination Disorder (DCD)
• Epilepsy
• Fetal Alcohol Spectrum Disorder
• Intellectual Disability
• Specific Learning Disorder/Differences 
• Stammer
• Tourette’s and Tic Disorders 

Importantly, some people who are neurodivergent may not have a formal diagnosis. This can be for many reasons, including that it can be harder for some groups of people to access diagnosis and assessment, and that waiting lists can be very long.

Therefore, we believe it is important to think about the concept of neurodiversity – that all brains work differently – rather than focussing on diagnostic labels.   

Find more information about neurodiversity on the Salvesen Mindroom Research Centre webpage.

The concept of neurodiversity is important for reducing stigma around thinking and learning differences. However, it does not take away from the fact that some neurodivergent people may need additional support.

Research has shown that some neurodivergent people find it helpful to have support from neurodivergent peers, as they are the experts on their own experience. When individuals with shared experiences support each other, we can call this peer support. 

When neurodivergent students provide peer support for each other, the primary goal is to help neurodivergent young people feel that they can be themselves in an environment where others understand them. It also demonstrates an understanding that neurodivergent young people are the experts on their own experiences and can support one another, rather than always needing neurotypical people to ‘help’ them.  

For more information about peer support for neurodivergent people, read the following articles from members of our team:

‘Someone like-minded in a big place’: Autistic young adults’ attitudes towards autistic peer support in mainstream education.

A Group of Fellow Travellers Who Understand”: Interviews With Autistic People About Post-diagnostic Peer Support in Adulthood.

The NEST handbook and supporting resources were co-designed with a group of neurodivergent young people and a group of adults who work closely with neurodivergent young people (e.g., parents/guardians of a neurodivergent young person, teachers and education professionals who work with neurodivergent young people).

NEST groups have been piloted in four mainstream Secondary schools in Scotland, and their feedback has been incorporated into the handbook and supporting resources. 

You can read about the co-design process in our open-access publication:

Co-designing a neurodivergent student-led peer support programme for neurodivergent young people in mainstream high schools

The NEST ethos centres around three core concepts: 

• Inclusivity - that peer support groups are for all neurodivergent young people
• Belonging - fostering a sense of belonging within the NEST group and wider school community
• Acceptance - of neurodivergent identity and rights.

No - the NEST handbook and resource pack are free to download and use.

Yes - NEST was designed in the context of the Scotland’s education system and piloted in Scottish mainstream Secondary schools. This means that some of the content and resources relate specifically to the Scottish context. However, as NEST is not designed to be part of the curriculum, it is possible for this handbook to be used to set up NEST groups in other countries.

No - NEST has been designed for use in mainstream Secondary schools and we have worked with neurodivergent young people and their schools to check its suitability for this age group. As we haven’t designed NEST for use with younger children, we don’t recommend using it in Primary schools. Similarly, as the programme was designed for mainstream Secondary schools, it is not recommended for specialist schools or other contexts (e.g. community youth groups).

No - there is no required training to set up a NEST group and the handbook has been designed to provide all the information you need. While a NEST facilitator doesn’t need to do any specific training, it is important that they understand the aims and ethos of the group and have certain characteristics, such as a willingness to learn, good knowledge of neurodiversity, and strong facilitation skills. They should also be familiar with the handbook.

Yes - if you wish to translate the NEST handbook for your own use, you are permitted to do so. However, you may not distribute these new, adapted versions. Distribution includes any sharing beyond your own school or organisation, whether by posting copies online, sending them to members of a mailing list, or anything else. If you are planning to translate the NEST materials, please contact salvesenresearch@ed.ac.uk. 

We undertook a feasibility and acceptability study in four mainstream Scottish secondary schools, and we used their feedback to refine the handbook before final release. Overall, this study showed that NEST groups were feasible and acceptable for use in mainstream Scottish secondary schools.

Students who attended NEST groups reported that the groups provided a safe space to have fun with their peers and engage in their choice of activities. It also provided an opportunity to learn about neurodiversity and explore their feelings relating to their own neurodivergence. Facilitators found the NEST materials useful, enjoyed facilitating the group, and felt that it was beneficial to the students.

We have recently submitted a paper describing the feasibility and acceptability study. It's not published yet, but you can read this version in the meantime: Neurodivergent-Designed and Neurodivergent-Led Peer Support in School: A feasibility and acceptability study of the NEurodivergent peer Support Toolkit (NEST)

No - NEST is intended for use in school. However, you are welcome to recommend NEST to a school, if you think they’d be interested in it.

You might want to share information about the school’s NEST group with your child, and discuss with them whether they wish to attend, but ultimately this is their decision. For some students, going along to a NEST group might not be something they are interested in, or feel comfortable doing. Students often have a range of interests – neurodivergent students might have other groups they would prefer to join at school. Other students might simply not wish to join a group at school. No matter how great the NEST group is, it won’t be for everyone, and that’s okay.