Frequently Asked Questions

Neurodiversity Hub Wirral

Frequently Asked Questions 

Why is my child struggling now when they were fine in primary school? 

Some children have learning needs that go unnoticed in primary school. This is more common with quiet children or those whose behaviour draws attention more than their learning. 

Secondary school brings new challenges: 

  • More independence – managing books, timetables, and movement around school 

  • More sensory input – noisy corridors, bells, strong smells, uniforms 

  • Greater social expectations – making new friends, handling fallouts, changing friendship styles 

  • More abstract learning – understanding emotions in English, seeing different views in history 

  • More change – different teachers, classrooms, seating, and supply teachers 

Many neurodivergent children have a spiky learning profile. This means they are strong in some areas and struggle in others. If their strengths match what school values, teachers may expect them to perform well in all areas, which can lead to frustration. 

Skill levels can also change daily due to sensory overload, stress, or tiredness. If a child feels they’re falling behind, they may lose motivation and confidence. 

Neurodivergence often includes differences in executive functioning—skills like planning, organising, and remembering. These demands increase in secondary school. Children may fall behind not because they can’t learn, but because they need different support.

What does a ‘spiky profile’ mean in a cognitive assessment?

A cognitive assessment looks at a child’s learning and thinking skills. Common assessments include: 

  • Wechsler Intelligence Scale for Children – Fifth Edition (WISC–5)

  • British Ability Scales – Third Edition (BAS–3)

These tests compare a child’s performance with others of the same age. They give an overall score, but this is just a snapshot. Many factors can affect performance on the day. 

Children with neurodivergent needs often show different levels of ability across tasks. This creates a profile—a picture of strengths and challenges. 

Understanding Spiky Profiles

What Is a Spiky Profile?

A spiky profile means a child or young person performs very differently across different areas of learning. For example: 

  • They may do well with visual tasks but struggle with verbal reasoning. 

  • They may understand words easily but find it hard to process them quickly. 

  • Their working memory or processing speed may vary. 

How to Support a Spiky Profile 

Support should build on strengths to help with challenges. For example: 

  • Use visual strategies to support word-based learning if visual tasks are a strength. 

  • Adjust teaching methods to match the child’s learning profile. 

It’s important that everyone supporting the child understands these differences. Being strong in one area doesn’t mean the child can perform at that level in all areas. Misunderstanding this can lead to unrealistic expectations. 

What Does a Learning Disability Mean?

In the United Kingdom, Learning Disability is the same as Intellectual Disability (used internationally). It means a child or young person has significant challenges in two areas: 

  1. Thinking and learning skills

  1. Daily living skills – like self-care, dressing, toileting, socialising, and using transport 

A diagnosis is made if these challenges are present before age 18. Support will be needed to help with both school learning and everyday life skills. The level of support will vary for each child. 

Does a Low Score Mean My Child Has to Go to a Special School?

Not necessarily. Most children with learning needs go to mainstream schools. Teachers are trained to support a wide range of abilities. 

If your child needs extra help, the school may use: 

  • An Individual Education Plan (IEP)

  • The Assess, Plan, Do, Review (APDR) cycle 

You should be invited to discuss these plans and take part in reviews. If you’re unsure about the support your child is getting, speak to their teacher or the Special Educational Needs Coordinator (SENCO). 

If the school can’t meet your child’s needs with their current resources, they may suggest an Education, Health and Care (EHC) needs assessment. This may lead to an EHC Plan, which is a legal document that outlines the support your child needs. 

Most children with an EHC Plan stay in mainstream schools. Some go to special schools, but this is usually for children with the most complex needs. You can still choose a mainstream school if that’s what you prefer.

What Is a Cognitive Assessment Like?

Being asked to do a cognitive assessment can feel worrying, but many children enjoy it—especially if they like puzzles or games. 

Here’s what to expect: 

  • You don’t need to revise. 

  • You can say no if you don’t want to do it. 

  • You can have someone with you, like a parent or carer. 

  • The adult with you may be asked not to help with answers. 

  • The assessment can take place somewhere comfortable, even at home. 

  • The Psychologist will explain everything clearly and help you feel relaxed. 

  • You can ask questions during the assessment. 

  • Reasonable adjustments (like enlarged text) will be available. 

  • You can stop at any time if you feel tired or overwhelmed. 

  • If needed, the assessment can be finished on another day. 

The assessment helps adults understand how you think and learn. The Psychologist will write a report to help your parents, carers, and teachers support you better.