EFR is a forward thinking, innovative teacher training resource, student curriculum and parent empowerment programme in one. Designed by multidisciplined neurodiverse professionals collaborating from the following sectors:

Nursing and health care
Education
Psychology
Holistic practice
Sport and nutrition
Neuroscience
Psychiatry
Self-mastery and consciousness
Addiction and recovery

This easy to implement, time effective, scheme of work provides teachers with up to date, evidence based, information and training to understand the fundamentals of neurodiversity, as well as strategic lesson plans with quality assured, age-appropriate accompanying resources to underpin learning targets. Providing the “what”, “why” and “how” of reaching and teaching young neurodiverse minds. Written in line with national RSHE objectives, ensuring cross curricula links.

In a triangulated approach EFR works with the education setting, young person and home environment covering four core modules:

Coaching and Education – coaching and educational training for staff, parents, teachers, and young people, providing insight into the ADHD mind. Absolutely crucial to the future success of ADHD individuals it to understand how the ADHD mind learns and operates.

Understanding how to use the Neurodiverse Mind - providing practical strategies to nurture ADHD minds, taking them from barely coping to fully thriving – this section seeks to introduce and embed a whole school approach to inclusive and diverse teaching and understanding as well as strategies to thrive at home and in the wider community – now and in the future.

SEN to ZEN – The term special educational needs in respect of ADHD is outdated and inaccurate. ADHD is a difference in cognition, not something that can be trained, forced, punished or rewarded to operate like its neurotypical counterparts. In this section we underpin your developing knowledge of ADHD and offer an understanding of the history and methodology of holistic practices to support with self-regulation skills, including how to incorporate these correctly into modern day lifestyles to promote a positive inner atmosphere for ADHD beings.

Nutrition, Exercise and Sleep – The three most beneficial and powerful ways to naturally support ADHD are directly within our reach daily and yet so drastically overlooked! Sleep, nutrition and exercise can shape and maximise the affects of ADHD for their best – and for their worst. Understanding the role of physical activity on the brain, nutrition for cognition and circadian rhythm is vital for living, learning and thriving in an ADHD lifestyle.

Education

Educating Professionals

Making the 'hard to reach' easy to teach.

Environment
Creating an environment for success at home, school and internally

Ancient Practices in Today’s World

Correct applications over modern day tokenistic tools

You Are What You Eat

Neuroscience of food and mood, how to change your brain chemicals with nutrition

Coaching

Coaching

Implementing and embedding new practices

Executive Function

The 8 key core functions

Holistic Practice

Everything we need to overcome adversity is within us

Physical Exercise

The direct link between physical activity, mental health, mood, cognition, sleep and well-being

Practice

Understanding Neurodiversity

Extraordinary people do extraordinary things!

Emotional Regulation

Understanding internal and external needs

Effective Strategies

Breathwork, mindfulness and mediation from beginner to mastery.

Sleep and Circadian Rhythm

Understanding your internal body clock to set heathy sleep habits

For more information on EFR, you can email to book a free no obligation consultationto look at the framework overview, discuss any questions and request a FREE trial session.

To become an EFR trail blazing school in your local area – receiving the framework, session plans, staff training, whole school assembly and policy support FREE – you can request an application to trail blaze via email as well.

The Need for EFR - A National Snapshot of 'SEN' Statistics

According to the 2021/22 statistics from the governing body for schools in the UK (OFSTED) the increase of children and young adults from key stage 1 to key stage 4 (ages 5 to 16) with nuerodiverities are sitting at an all-time high with continued progressive figures expected over future years. This was further echoed in the DfE Special Educational Needs national data report of June 2022, which findings alarmingly identified the following:

The number of pupils with special educational needs (SEN) increased to 1.49 million pupils in 2022, representing 16.5% of all pupils.
The proportion of pupils with SEN had been decreasing since 2010 (21.1%), however it has increased for the last 5 years.
The proportion of pupils with a statement of SEN/ Education, Health and Care (EHC) plan increased to 4.0% in 2022, continuing a trend of increases since 2017. Prior to this, the rate had remained steady at 2.8%.
Pupils with an EHC plan made up 24% of all pupils with SEN in January 2022. The number of pupils with an EHC plan has increased by 9% between 2021 and 2022, and by a total of 50% since 2016.
In 2021 a wide variety of experts were brought together from across the UK to address ADHD in the criminal justice system – in the report ADHD in the Criminal Justice System – A Case for Change (2021) it was recorded that as little as 25% (with an estimated potential of 50% plus) of inmates incarcerated in UK prisons and juvenile detention centres suffered with undiagnosed ADHD. Facts that are further supported by Susan Young and Val Harpin (2012) The Challenge of ADHD and Youth Offending – with no movement in over a decade.

At the time of releasing this website in March 2024, NHS England have just launched a multidisciplinary taskforce of professionals from education, healthcare and criminal justice sectors to investigate and overhaul ADHD services nationally, on account of ADHD being the second most viewed health condition on the NHS website in 2023 (NHS England). World Health Organisation statistics of 2023 advise that around 1 in 20 children are estimated to be impacted by ADHD globally.

And yet still there is still so little done in our UK educational systems to identify, understand, support and nurture this rapidly growing demographic of young neurodiverse people… until now.