Clinical practice placements are where nursing students develop confidence, competence and a professional identity. For many students, placements are exciting opportunities to learn. For neurodiverse students, however, they can also bring additional challenges such as sensory overload, communication differences, difficulties with processing information or the anxiety of starting in a new environment.

The recently published RCN Neurodiversity Guidance for Universities, Students, Practice Assessors and Supervisors reminds us that neurodiversity is not a deficit. Rather, it recognises that people think, learn and process information differently, bringing unique strengths, talents and perspectives to nursing practice.

As nurse educators and clinicians, we have a responsibility to ensure that both pre-registration and post-registration students feel welcomed, valued and supported. The most important starting point is creating a culture where conversations about support needs are normalised. The guidance recommends asking all students routinely whether they require reasonable adjustments, rather than waiting for disclosure. This simple approach helps reduce stigma and encourages openness.

Practice Assessors and Practice Supervisors play a crucial role in student success. A supportive relationship can make the difference between a student merely surviving placement and genuinely thriving. Many neurodiverse students already understand what strategies help them learn effectively. Listening to their experiences and involving them in discussions about adjustments can help identify practical solutions that work for everyone.

Small adjustments can have a significant impact. These may include providing clear instructions, allowing additional processing time when asking questions, using visual prompts, arranging regular check-ins, identifying a quiet space for reflection or supporting the use of reminder apps and notebooks.

Neurodiverse students may also benefit from demonstrations delivered in different ways, opportunities to practise skills repeatedly, and constructive feedback that is clear and specific. It is equally important to recognise strengths. Neurodiverse nurses and students often bring creativity, empathy, resilience, innovative problem-solving and exceptional attention to detail. By focusing on strengths alongside support needs, we help students build confidence and contribute fully to patient care. 

For Practice Assessors and Supervisors, education and awareness are key. Understanding neurodiversity, reasonable adjustments and inclusive supervision approaches can improve learning experiences and reduce unnecessary barriers.

Working collaboratively with universities, academic assessors and placement teams ensures that support plans remain relevant and responsive throughout a placement. By embracing neurodiversity, we can help shape a future nursing workforce that reflects the richness of the communities we serve and ensures every learner has the opportunity to succeed.

I suggest that all Practice Educators read the RCN's neurodiversity guidance.