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Official Report: search what was said in Parliament

The Official Report is a written record of public meetings of the Parliament and committees.  

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Dates of parliamentary sessions
  1. Session 1: 12 May 1999 to 31 March 2003
  2. Session 2: 7 May 2003 to 2 April 2007
  3. Session 3: 9 May 2007 to 22 March 2011
  4. Session 4: 11 May 2011 to 23 March 2016
  5. Session 5: 12 May 2016 to 4 May 2021
  6. Session 6: 13 May 2021 to 8 April 2026
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Displaying 1943 contributions

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Equalities, Human Rights and Civil Justice Committee [Draft]

Neurodivergence

Meeting date: 10 February 2026

Maggie Chapman

Thank you all. You are all very welcome and I really appreciate you attending this morning. We will now move to questions from members, and I will start with Pam Gosal

Equalities, Human Rights and Civil Justice Committee [Draft]

Neurodivergence

Meeting date: 10 February 2026

Maggie Chapman

Thank you, Pam. Rhoda, I know that you are interested in some of this, too, so I will bring you in now.

Equalities, Human Rights and Civil Justice Committee [Draft]

Neurodivergence

Meeting date: 10 February 2026

Maggie Chapman

Thanks very much, Fergus. Pam, is there anything that you want to pick up on?

Equalities, Human Rights and Civil Justice Committee [Draft]

Neurodivergence

Meeting date: 10 February 2026

Maggie Chapman

Thanks, Mia. The point from this morning that you highlighted is clear. Equality and inclusion are good for everyone. They do not disadvantage.

Equalities, Human Rights and Civil Justice Committee [Draft]

Neurodivergence

Meeting date: 10 February 2026

Maggie Chapman

Before I come to Marek, I will pick up on the point that measures can be easy to implement and low cost. What is preventing people from doing those things? Is it a lack of awareness? Is it fear? Is it a combination of a range of different things?

Equalities, Human Rights and Civil Justice Committee [Draft]

Neurodivergence

Meeting date: 10 February 2026

Maggie Chapman

Paul, over to you.

Equalities, Human Rights and Civil Justice Committee [Draft]

Neurodivergence

Meeting date: 10 February 2026

Maggie Chapman

Of course, there might be cultural or historical reasons why they start off from that position, but I take your point.

Equalities, Human Rights and Civil Justice Committee [Draft]

Neurodivergence

Meeting date: 10 February 2026

Maggie Chapman

That is a failure to recognise the whole person, the whole family and the whole community that we live in.

I would like to pick up on a few other points from what we have already heard. I apologise that I cannot remember who it was, but somebody talked about reverse mentoring—it might have been David Cameron. That is a nice example of doing things a little bit differently. Do you have other examples, either as employers or from working with employers, of the support that is available for employees but also for employers, colleagues and the workforce in general to better understand why that person thinks the way they think?

Equalities, Human Rights and Civil Justice Committee [Draft]

Neurodivergence

Meeting date: 10 February 2026

Maggie Chapman

I do not think that you have taken it off track at all. I think that part of what has led us to some of the issues that we face is siloing and compartmentalisation and not seeing the holistic picture. That certainly came through very strongly in our first session this morning, when we were focused on education.

Now might be the time, Alan, for you to speak about parents and carers, and looking at that whole picture for people.

Equalities, Human Rights and Civil Justice Committee [Draft]

Neurodivergence

Meeting date: 10 February 2026

Maggie Chapman

I would like to connect those threads with what we heard about education in our first round-table session this morning. I know that not all of you heard that, so I mention that there was a comment that teenage young people are struggling in school or not attending because schools have not made—or cannot or will not make—reasonable adjustments, or because something changes for a young person and they cannot cope. If the types of qualifications and the assessments and requirements for exams that we have in schools are not beneficial for people with different forms of neurodivergence, what role can employers play in making our curriculum do better?

Fergus, I am looking at you and hoping that you will comment on that. It seems that we have a solid body of evidence and clear examples of why the curriculum for excellence does not quite get it—it could have got it, but it does not quite get it. What do we need to do differently so that the information that comes with young people as they leave school helps them? How can we assess them in a more rounded way? I do not know whether that question makes sense, but it has been going around in my brain for a bit.