Contents

1. Introduction for Tutors
2. Module 1 – Foundations of Neurodiversity
   • 1.1 Tutor Focus – Understanding Neurodiversity
   • 1.2 Tutor Focus – Historical & Cultural Context
3. Module 2 – Neuroscience & Behaviour
   • 2.1 Tutor Focus – Neuroscience Basics
   • 2.2 Tutor Focus – Psychological & Behavioural Aspects
4. Module 3 – Communication & Double Empathy
   • 3.1 Tutor Focus – Double Empathy & Relational Practice
   • 3.2 Tutor Focus – Communication Barriers & Repair
5. Module 4 – Coaching Principles & Ethics
   • 4.1 Tutor Focus – Core Coaching Principles
   • 4.2 Tutor Focus – Ethics, Consent & Boundaries
6. Module 5 – Co-Creating Plans & Adaptive Techniques
   • 5.1 Tutor Focus – Co-Creating Coaching Plans
   • 5.2 Tutor Focus – Adaptive Techniques & Scaffolding
7. Module 6 – Tools & Resource Networks
   • 6.1 Tutor Focus – Technology & Aids
   • 6.2 Tutor Focus – Resource Networks
8. Module 7 – Case Studies & Role-Play
   • 7.1 Tutor Focus – Case Study Construction
   • 7.2 Tutor Focus – Role-Play & Observation
9. Module 8 – Academic Skills & Final Assessment
   • 8.1 Tutor Focus – Final Essay
   • 8.2 Tutor Focus – Case Study Portfolio
10. Module 9 – CPD & Professional Practice
    • 9.1 Tutor Focus – CPD Planning
    • 9.2 Tutor Focus – Building a Community of Practice
11. Appendix A – Tutor Guidance & Professional Standards
12. Appendix B – Templates & Professional Tools
13. Assessment Tracker
14. Back Page & Programme Close

Introduction for Tutors

The NeuroCoach Level 5 Programme prepares practitioners to work in a neuro-affirming, strengths-based way with autistic, ADHD, dyspraxic, dyslexic, and otherwise neurodivergent clients. This handbook is written specifically for tutors responsible for delivering the programme, supporting learners, and ensuring consistent, ethical assessment practices.

While learner materials focus on content and exercises, this handbook focuses on:

• The intent behind each module and lesson.
• Likely learner responses, misconceptions, and challenges.
• Effective tutor prompts, questions, and framings.
• Alignment with the Dynamic Development Plan (DDP).
• SQA-style assessment expectations for all applied and reflective tasks.

Throughout the course, you will support learners in developing both theoretical understanding and applied coaching skills. Strong tutor practice ensures that assessments are fair, consistent, and grounded in the values of dignity, autonomy, and systemic thinking that define the NeuroCoach Programme.

Neurocoach Tutor Handbook

Lesson 1.1 – Understanding Neurodiversity

Tutor Handbook – Guidance & Expectations

This lesson introduces the foundational shift from “disorder thinking” to the neurodiversity paradigm. Learners should move away from **classification** and diagnosis as primary perspectives, and towards social context, identity, sensory experience, and lived expertise.

Lesson Purpose (Tutor Lens)

The purpose is to help learners move away from **classification** and diagnosis as primary perspectives, and towards social context, identity, sensory experience, and lived expertise.

Core Emphases

Tutor Priorities

• Challenge pathologising statements gently but firmly.
• Encourage personal reflection rather than externalising blame.
• Reinforce the difference between *traits* and *symptoms*.
• Model neuro-affirming language throughout.
• Use examples of lived experience (with consent or **anonymised**) so learners ground theory in the realities of real ND people.

Applied Task 1.1 – What to Look For

Learners are asked to reflect on their biases and **assumptions**. Strong responses will:

• Identify specific **assumptions** from upbringing, **education**, workplaces.
• **Analyse** how those **assumptions** created blind spots.
• Show willingness to reframe beliefs.
• Reference ND-affirming principles (e.g., social model, double empathy).

Watch For

Indicative SQA Band Expectations for Lesson 1.1

Neurocoach Tutor Handbook

Lesson 1.2 – Historical and Cultural Context

Tutor Handbook – Guidance & Expectations

This lesson explores how history has shaped present-day stigma, **assessment models**, and exclusion. Learners should understand that neurodivergent oppression is not accidental — it is **systemic**, cultural, and **political**.

Lesson Purpose (Tutor Lens)

The purpose is to **ensure** learners understand that neurodivergent **oppression** is not accidental — it is **systemic**, cultural, and **political**.

Key Areas of Focus

Tutor Prompts

• “What beliefs about ND have you **absorbed** without **realising**?”
• “Whose voices have been **historically excluded**?”
• “How does this history shape the **coach’s ethical responsibilities**?”

Applied Task 1.2 – What to Look For

Strong reflective **submissions** should demonstrate:

• Awareness of how history shapes modern ND experiences.
• **Critique** of outdated or **harmful narratives**.
• Recognition of **systemic injustice** and exclusion.
• Links to coaching ethics and responsibility.

Watch For

Indicative SQA Band Expectations – 1.2 Historical & Cultural Context

Module 2 – Foundational Knowledge: Brain & Behaviour

Module 2 bridges philosophical understanding with biological and psychological knowledge. Learners explore how the brain processes information, regulates emotion, and shapes **behaviour** — and how these mechanisms differ across neurotypes. The goal is not clinical diagnosis, but providing a **compassionate**, explanatory framework that supports neuro-affirming coaching practice.

Tutors must **emphasise** that biological **explanations** do not justify deficit-based language. Instead, neuroscience and psychology deepen our understanding of lived experience and help identify **environmental**, relational, and sensory factors that shape **behaviour**.

Module Structure

• Lesson 2.1 – Neuroscience Basics: **foundational** concepts for brain-based understanding.
• Lesson 2.2 – Psychological & Behavioural Aspects: **behaviour** as communication, not compliance.

Tutor Priority

Encourage learners to approach neuroscience with **curiosity** rather than clinical detachment. Reinforce the truth that difference ≠ disorder. Bring learners back to one core question:

By the end of Module 2, learners should be able to:

• **Explain** key brain systems (executive function, reward pathways, sensory processing).
• Describe how ND differences arise through brain–body–environment interaction.
• Reframe **behaviour** as communication, not defiance or compliance failure.
• Apply neuroscience **compassionately** in coaching decisions.

Linked learner pages: Lesson 2.1 – Neuroscience Basics; Lesson 2.2 – Psychological & Behavioural Aspects.

Lesson 2.1 – Neuroscience Basics

Tutor Handbook – Guidance & Expectations

This lesson introduces essential cognitive and neurological concepts using a **non-medical**, **strengths-based approach**. Learners should gain **clarity** and relevance rather than complex biological detail.

Lesson Purpose (Tutor Lens)

The purpose is to help learners understand how executive **functioning**, sensory processing, emotional regulation, and motivation differ across neurotypes. The lesson uses accessible **models** (e.g. the railway network analogy) to support **comprehension**.

Key Tutor Themes

• Executive function differences (**planning**, working memory, **initiation**).
• Sensory processing differences (**hyper/hypo-sensitivity**, **thresholds**).
• Emotional regulation – **amygdala**, threat **response**, safety cues.
• Dopamine pathways – reward, **anticipation**, motivation.
• The brain as a dynamic network, not a static **organ**.

Tutor Priorities

• Avoid **jargon** unless **carefully explained**.
• Reinforce that differences are not deficits.
• Connect neurobiology directly to everyday lived experience.
• Discourage “armchair diagnosing” or clinical **assumptions**.
• Ask learners how the concept improves their **compassionate coaching stance**.

Tutor Prompts

• “How does this help you understand the client’s experience more fully?”
• “What **environmental** or relational factors could influence the brain system you’re **describing**?”
• “Where might this concept be **misunderstood** or **overgeneralised** in practice?”

Applied Task 2.1 – What to Look For

The applied task typically requires learners to **explain** a neuroscience concept or apply it to a coaching scenario. Look for:

• **Clarity** and **accuracy** of **explanation**.
• **Integration** of ND-informed concepts (sensory load, executive function, regulation).
• Practical relevance to coaching, not abstract theory.
• Avoidance of **myths** or **pathologising** language.

Watch For

• Incorrect neuroscience (e.g., “Autistic brains lack empathy”).
• **Deterministic thinking** (“their brain makes them do this”).
• **Descriptions resembling clinical diagnosis** or symptom lists.
• **Overgeneralisation** (“all autistic people…”).

Indicative SQA Band Expectations for Lesson 2.1

Lesson 2.2 – Psychological & Behavioural Aspects

Tutor Handbook – Guidance & Expectations

This lesson helps learners interpret **behaviour** through an ND-informed psychological **frame**: behaviour as communication. They should **analyse behaviour** with respect to sensory experience, emotional state, trauma history, **environment**, and energy.

Lesson Purpose (Tutor Lens)

The purpose is to shift learners away from **compliance-based interpretations** (“won’t do”) toward contextual, relational understanding (“can’t do right now under these conditions”). **Behaviour** should be viewed as a **signal**, not a **problem**.

Important Themes

• Sensory **profiles** and overwhelm.
• **Masking** and **burnout cycles**.
• **Demand avoidance** (**context-driven**, not oppositional).
• **Interoception** and emotional awareness.
• **Environment**, trauma, and relational cues.

Tutor Prompts

• “What is this **behaviour communicating**?”
• “What **unmet need or barrier** sits underneath it?”
• “How might context or trauma shape this **pattern**?”
• “What **environmental shift** could change this **behaviour**?”

Applied Task 2.2 – What to Look For

• Ability to interpret **behaviour systemically**.
• Use of ND-affirming psychological **models**.
• **Clarity** and depth of **explanation**.
• Avoidance of **pathologising** or moral **judgement**.

Watch For

• **Describing behaviour as “bad”, “defiant”, or “lazy”**.
• **Ignoring context**, sensory load, or trauma.
• **Assuming the aim is to “fix” the behaviour**.
• **Behaviourist framings** without **analysis**.

Indicative SQA Band Expectations for Lesson 2.2

Module 3 – Communication & Social Understanding

Module 3 translates neurodiversity philosophy into communication and relational skills. Learners explore how neurodivergent communication styles are shaped by sensory processing, cognitive patterns, and social experience — and how to coach respectfully within this.

The **emphasis** is on mutual understanding, agency, and safety, not on teaching neurodivergent people to “fit in”. Coaches are invited to adjust their own communication first, reducing misunderstanding and creating **conditions** where clients can show up as themselves.

Module Structure

• Lesson 3.1 – Effective Communication Techniques
• Lesson 3.2 – Social Skills Development

Tutor Priority

Make it clear that the goal is relational safety and clarity, not social conformity. Bring learners back to questions such as:

By the end of Module 3, learners should be able to:

• Use neuro-affirming communication strategies in sessions and written contact.
• **Recognise** double empathy dynamics and shared **responsibility** in **misunderstanding**.
• Adapt pace, tone, questioning style, and format to ND needs.
• Coach clients in agency-based social navigation, not compliance or masking.

Linked learner pages: Lesson 3.1 – Effective Communication Techniques; Lesson 3.2 – Social Skills Development.

Lesson 3.1 – Effective Communication Techniques

Tutor Handbook – Guidance & Expectations

This lesson introduces the **foundations** of neuro-affirming communication. The goal is not to “fix” neurodivergent communication, but to **equip** the coach to create understanding, **clarity**, and **relational safety**.

Lesson Purpose (Tutor Lens)

Learners should understand that communication is a two-way, context-dependent process. **Misunderstanding** is not located “inside” the neurodivergent person; it arises in the relational space between people, shaped by language, pacing, sensory load, and power.

Core Techniques

• Radical clarity – simple, concrete phrasing; avoiding ambiguity and **idioms** where possible.
• Allowing processing time – pauses, silence, and “take your time” as **active tools**.
• Multiple modalities – **combining written**, verbal, and visual **supports**.
• Predictable patterns – consistent session structure, clear **signposting**, fewer surprises.
• Gentle check-ins – asking rather than assuming (“Is this making sense?”, “Do you need a pause?”).

Tutor Prompts

• “How could this question be clearer or more concrete?”
• “Where might **ambiguity**, rushed pace, or noisy **environments** create overload?”
• “How is the coach’s style **contributing** to the communication **dynamic**?”
• “What might safer, slower, or more **visual** look like in this situation?”

Applied Task 3.1 – Assessment Focus

Applied work in 3.1 often asks learners to **critique communication examples** or **redesign scripts/emails**. In **responses**, look for:

• Awareness of double empathy: **recognition** that both parties shape understanding.
• Clear **identification** of ineffective vs effective communication in given scenarios.
• Use of ND-appropriate strategies (**clarity**, pacing, **multiple modalities**).
• **Reflective awareness** of the coach’s impact and **responsibility**.

Watch For

• “Communication as compliance” thinking (clients must adapt to **majority norms**).
• **Assumptions** that the ND person is “the problem” in **misunderstandings**.
• **Overloading** clients with questions or rapid-fire content.
• **Dismissive language** about preferences (“they’re just being difficult”).

Indicative SQA Band Expectations for Lesson 3.1

Lesson 3.2 – Social Skills Development

Tutor Handbook – Guidance & Expectations

This lesson **reframes** “social skills” as mutual understanding and agency, not conformity. Social **navigation** for neurodivergent individuals involves **self-advocacy**, **boundary-setting**, and choosing **environments** that match sensory and communication styles.

Lesson Purpose (Tutor Lens)

Learners should move away from training ND people to “pass” or mask in hostile **environments**. Instead, they are invited to support clients in understanding their own social needs, making informed choices, and **negotiating relationships** on more equal **terms**.

Focus Areas for Tutors

• Supporting learners to avoid compliance-training approaches (e.g. eye-contact rules, forced small talk).
• Highlighting social reciprocity and **mutual responsibility** – all parties contribute to **misunderstandings** and repair.
• Teaching agency-led scripts (e.g., “I need a moment to process that”, “Can we switch to chat instead of video?”).
• Helping learners understand contextual social **expectations** without moral **judgement** (e.g. varying norms across workplaces, cultures, or communities).

Tutor Prompts

• “What does social success mean to the client, on their **terms**?”
• “Which **environments** feel socially safe or unsafe for this person?”
• “How can we support **agency** rather than pressure or **performance**?”
• “Where might this client **reasonably** choose not to engage?”

Applied Task 3.2 – Assessment Focus

Applied work in 3.2 often includes **designing or critiquing social-support strategies** or **scripts**. In learner **responses**, look for:

• A clear ND-affirming framing of social development (**choice, agency, self-knowledge**).
• Evidence of agency-based strategies rather than pressure to conform.
• Awareness of sensory, processing, and energy differences in social situations.
• **Reflection** on how the environment and norms impact social ease or distress.

Watch For

• Any approach that **explicitly or implicitly** teaches masking or imitation as a primary goal.
• Strategies that **prioritise** others’ comfort over the client’s safety and **wellbeing**.
• “One size fits all” social advice with no attention to context, identity, or culture.
• Moral language around social preferences (e.g. “should be more sociable”).

Indicative SQA Band Expectations for Lesson 3.2

Module 4 – Coaching Principles, Ethics & Goal-Setting

Module 4 is the programme’s transition into **professional practice**. Learners move from “I care about neurodivergent people” to “I am practising as a Neurocoach with ethical clarity, boundaries, and a structured approach to goals”. This module connects the values of Modules 1–3 with **decision-making, consent, safety, and accountability**.

Ethics and **goal-setting** must be understood as relational, contextual, and grounded in dignity — not as rigid rules or productivity **tools**. Your role is to guide learners towards **ethical reasoning**, **consent-led practice**, and **values-driven planning** based on the Dynamic Development Plan (DDP).

Module Structure

• Lesson 4.1 – Coaching Principles and Ethics
• Lesson 4.2 – Goal-Setting and Accountability

Tutor Priority

By the end of Module 4, learners should be able to:

• **Explain** and apply **core coaching principles** in ND-specific **contexts**.
• **Recognise ethical dilemmas** and **analyse** them using **clear reasoning**.
• **Co-create meaningful, DDP-aligned goals** rooted in a client’s “Why”.
• Design **accountability structures** that support rather than pressure.

Linked learner pages: Lesson 4.1 – Coaching Principles and Ethics; Lesson 4.2 – Goal-Setting and Accountability.

Lesson 4.1 – Coaching Principles and Ethics

Tutor Handbook – Guidance & Expectations

This lesson anchors learners in a **professional ethical stance**. They must understand how power, **consent**, language, trauma, and **boundaries** shape Neurocoaching practice. **Expect strong discussions** around **disclosure**, masking, safeguarding, and the **difference** between supporting and rescuing.

Lesson Purpose (Tutor Lens)

Learners should move beyond “being kind” into working with clear structure, responsibility, informed consent, professional boundaries, and ND-aware ethics.

Key Emphases

• Autonomy and informed consent as **non-negotiables**.
• **Non-maleficence** and **beneficence** in ND **contexts** (avoiding harm through masking pressure).
• **Confidentiality**, its limits, and clear **communication** of those limits.
• Scope of practice — **distinguishing** coaching from therapy or **advocacy**.
• Power-awareness and **double empathy** as ethical concepts.

Common Learner Challenges

• Confusing empathy with **boundary removal** (“coach as friend”).
• **Minimising** ethical issues by relying on “good intentions”.
• Unclear role **boundaries** (coaching vs therapy).
• **Underestimating** the effects of power on ND clients.

Suggested Tutor Moves

• Use **anonymised case vignettes** with ethical **tensions**.
• Use the **reasoning ladder**: What’s happening? → Whose needs? → Options → Consequences.
• Ask learners to **articulate their ethical reasoning** in writing.
• Link back to Modules 1–3 (language, autonomy, context).

Applied / Reflective Work – Assessment Focus

• Clear **identification** of the actual ethical issue (not vague discomfort).
• **Explicit reference** to coaching principles and ND **considerations**.
• Use of **neuro-affirming language**.
• A **structured decision-making process**, even informal.
• Awareness of when to **signpost, refer, or decline work**.

Watch For

• **Deficit-based framing** of ND clients (“not resilient”, “too emotional”).
• **Solutions that bypass consent** (“they need to…”).
• **Boundary confusion** — learners drifting into therapy or crisis support roles.
• **Underestimating** the effects of power on ND clients.

Indicative SQA Band Expectations for Lesson 4.1

Lesson 4.2 – Goal-Setting and Accountability

Tutor Handbook – Guidance & Expectations

This lesson teaches learners to **co-create goals** rooted in the client’s “Why” and supported by the DDP framework. **Accountability** becomes a **collaborative scaffold**, not pressure or **surveillance**.

Lesson Purpose (Tutor Lens)

Learners must move beyond generic SMART goals into values-led, flexible, ND-sensitive planning. Your role is to help them build meaningful, realistic, **co-created goals** embedded within **supportive environments** and **tools**.

Key Emphases

• Start with the client’s Why (identity, hopes, motivations).
• Break goals into small steps matching energy and **processing capacity**.
• Embed **supports** (**tools**, people, places) rather than expecting “try harder”.
• **Accountability** as collaboration, not pressure.
• Review and **renegotiate** **regularly**.

Tutor Prompts

• “Where does this goal connect to the client’s Why?”
• “What would make this step 10–20% **easier**?”
• “Who or what can help **share the load**?”
• “How will you know when the plan needs **adjusting**?”

Applied Work – Assessment Focus

• A **coherent link** from narrative → Why → goals → steps → supports.
• Client voice and **agency** clearly present.
• Plan **reflects ND realities** (**time-blindness**, **fatigue**, sensory needs).
• **Evidence** of planned review and **flexibility**.

Watch For

• **Compliance** or **performance-driven goals** not aligned with the client’s Why.
• Plans written from the coach’s perspective (“I will…”).
• No **environmental** or support **considerations**.
• **Overly complex plans** leading to overwhelm.

Indicative SQA Band Expectations for Lesson 4.2

Module 5 – Developing the Individual Coaching Plan & Adaptive Techniques

Module 5 is where learners must demonstrate that they can take everything **learned** in Modules 1–4 and translate it into a coherent, structured, DDP-informed coaching plan. This module marks the shift from **knowledge → integration → practice**.

Your **emphasis** as tutor is on **joined-up thinking**. Tools, goals, **supports**, **reasoning**, and **communication** must appear as an **integrated approach** that respects dignity, agency, and the Dynamic Development Plan (DDP) structure.

Module Structure

• Lesson 5.1 – Developing the Individual Coaching Plan
• Lesson 5.2 – Adaptive Coaching Techniques

Tutor Priority

By the end of Module 5, learners should be able to:

• **Construct** a **structured, DDP-aligned coaching plan** for a specific client.
• Identify strengths, **barriers**, and **supports** in a **non-pathologising** way.
• Adapt session pacing, style, and structure based on client needs.
• **Reflect** on their coaching decisions and how these impact client **wellbeing**.

Linked learner pages: Lesson 5.1 – Individual Coaching Plan; Lesson 5.2 – Adaptive Techniques.

Lesson 5.1 – Developing the Individual Coaching Plan

Tutor Handbook – Guidance & Expectations

Lesson 5.1 requires learners to build a **full Dynamic Development Plan (DDP)-aligned coaching plan**. They must show **clear structure, ND-affirming language**, and **evidence of genuine co-production**.

Lesson Purpose (Tutor Lens)

This lesson moves learners from scattered **observations** into a **clear, usable plan**. The goal is for learners to **map identity** (“Why”), strengths, **barriers**, goals, actions, **supports**, and review in a **structured, compassionate format**.

Core Components of a Strong Plan

• The client’s “Why” – identity, values, hopes, motivations.
• Strengths and interests – not generic; specific and meaningful.
• Challenges – **described contextually** (sensory, **environmental**, systemic).
• Goals – **co-created, paced, values-led**.
• Actions & supports – **tools**, people, **routines**, **settings**.
• Review & flexibility – how and when the plan will be adjusted.

Common Learner Difficulties

• Plans written from the coach’s **perspective** (“I will…”).
• Too many goals → **overwhelming** for ND clients.
• Strengths listed but not **used to guide actions**.
• **Deficit-based** or diagnostic **shorthand**.

Suggested Tutor Moves

• Show **examples** of “weak vs strong” plans.
• Invite learners to rewrite **deficit statements** into **ND-affirming language**.
• Use the test: “If the client read this, would they feel respected, understood, and hopeful?”

Applied Task 5.1 – Assessment Focus

• Clear **DDP structure** and **coherent flow**.
• Client voice **central** throughout.
• ND-informed understanding of sensory, **EF**, and emotional needs.
• **Evidence** of review and adaptability.

Watch For

• **Compliance-driven goals**.
• Plans that **blame the client** (“they need to be more **organised**”).
• No structural **supports** or **environmental** **considerations**.
• **Overly complex plans** leading to overwhelm.

Indicative SQA Band Expectations for Lesson 5.1

Lesson 5.2 – Adaptive Coaching Techniques

Tutor Handbook – Guidance & Expectations

Lesson 5.2 trains learners to adapt coaching pace, modality, structure, and **environment** based on real-time client needs. **Adaptation** must be **intentional, ethical**, and grounded in **consent** — not **improvisation** or rescuing.

Lesson Purpose (Tutor Lens)

Learners must understand *when*, *why*, and *how* to adapt. The focus is on **flexibility** that supports autonomy, sensory safety, and executive function.

Adaptation Domains

• Pace – allowing pauses, shorter sessions, slower flow.
• Modality – text, **visual**, written, **asynchronous** options.
• **Environment** – **adjusting sensory load** and predictability.
• Content – shifting focus when the client is **overwhelmed**.
• Structure – balancing plan **consistency** with present needs.

Tutor Prompts

• “What does the client’s energy/sensory state tell you today?”
• “What has changed in the **environment**?”
• “How can you **co-author** this **adaptation** with the client?”
• “Is this **adaptation** **supportive** — or **rescuing**?”

Applied Work – Assessment Focus

• **Rationale** for **adaptations** linked to ND **knowledge**.
• Clear respect for **consent** and **autonomy**.
• **Connection** back to the DDP plan.
• **Reflective awareness** of the coach’s **influence** on safety and stress.

Watch For

• **Adapting without client involvement**.
• Using **adaptations** to avoid discomfort rather than support growth.
• **Over-accommodation** that reduces **agency**.

Indicative SQA Band Expectations for Lesson 5.2

Module 6 – Tools and Resource Networks

Module 6 translates planning into practical tools and support ecosystems. Learners deepen their understanding of how technology, aids, people, places, and **environments** collectively **reduce cognitive load** and enhance **autonomy**.

Your role as tutor is to **ensure** learners move beyond “listing tools” toward purposeful, **evidence-informed selection** based on client needs, context, **consent**, and **sustainability**.

Module Structure

• Lesson 6.1 – Technology and Aids
• Lesson 6.2 – Resource Networks

Tutor Priority

By the end of Module 6, learners should be able to:

• Identify **appropriate tools** and **explain** why and how they help.
• Introduce tools in a **gradual, low-pressure, neuro-affirming way**.
• **Map formal and informal networks** around a client (people, places, **communities**).
• **Recognise fragile ecosystems** and plan steps to strengthen them ethically.

Linked learner pages: Lesson 6.1 – Technology and Aids; Lesson 6.2 – Resource Networks.

Lesson 6.1 – Technology and Aids

Tutor Handbook – Guidance & Expectations

Lesson 6.1 introduces **practical supports** — apps, **visual timers**, reminders, **sensory tools**, **organisers** — and teaches learners how to integrate them without **overwhelming** clients. **Small, sustainable changes** are **prioritised**.

Lesson Purpose (Tutor Lens)

The focus is on intentional, low-friction tools that reduce everyday friction, **support executive function**, and **enhance regulation**. Tools must always be **chosen collaboratively** and used within the client’s **lived context**.

Key Tutor Emphases

• Start with one or two tools that solve a specific **problem**.
• Use a test-and-learn cycle (trial → feedback → adjust).
• **Prioritise low-cost or built-in tools** before paid or complex ones.
• **Consider privacy**, sensory factors, **data impact**, and **notification load**.
• The client chooses the tool, not the coach.

Tutor Prompts

• “What everyday **friction** is this tool reducing?”
• “How will you know if this **aid** is helping rather than **nagging**?”
• “What setup **support** does the client actually need?”
• “If this tool disappeared tomorrow, what would happen?”

Applied Work – Assessment Focus

• Tools **matched to specific ND profiles** and contextual **challenges**.
• Clear **explanation** of how the tool supports sensory or EF needs.
• **Awareness** of cost, **accessibility**, privacy, and **consent**.
• Avoidance of productivity **obsession**; focus on **autonomy** and **quality of life**.

Watch For

• **Lists of tools** with no deep **reasoning**.
• **Assumptions** that “tech is always better.”
• Using tools to enforce masking or **unrealistic performance**.

Indicative SQA Band Expectations for Lesson 6.1

Lesson 6.2 – Resource Networks

Tutor Handbook – Guidance & Expectations

Lesson 6.2 expands the focus from individual tools to the client’s wider ecosystem. Learners explore how people, places, and **communities** shape regulation, identity, and **capacity**. Resource mapping is **essential precursor work** for Modules 7–9.

Lesson Purpose (Tutor Lens)

Learners should understand that outcomes are **co-created by environment, relationships, and context** — not internal **traits** alone. A resource network **sustains change** long after sessions end.

Areas to Explore

• Family, friends, partners, **co-workers**.
• Peer **communities** (**online/offline**), ND-led spaces.
• **Education**, health, **benefits**, **advocacy**, and support services.
• “Safe places” vs draining **environments** (home, cafés, community hubs).
• Gaps, risks, **over-reliance**, or **unsustainable dependencies**.

Tutor Prompts

• “Who helps this client feel more like themselves?”
• “Where are they spending energy to **survive**?”
• “Which **relationship** or place provides genuine safety?”
• “What small **ecosystem shift** could have a big effect?”

Applied Work – Assessment Focus

• **Accurate mapping** of formal and informal **supports**.
• **Analysis** of risks, gaps, and strengths within the **ecosystem**.
• **Realistic, ethical suggestions** for strengthening networks.
• **Respect** for the client’s **boundaries**, identities, and **preferences**.
• **Awareness** of **intersectional factors** where relevant.

Watch For

• **Assumptions** that social contact is **inherently good**.
• **Overgeneralising** (“they need more friends”).
• **Ignoring systemic factors** such as class, **disability**, or **discrimination**.

Indicative SQA Band Expectations for Lesson 6.2

Module 7 – Applied Coaching Practice

Module 7 moves learners from theory (Modules 1–6) into the active practice of Neurocoaching. The focus shifts to structured **decision-making**, ethical **application**, and **self-aware reflective practice** in realistic, complex scenarios. Learners must demonstrate the ability to **integrate knowledge** from sensory processing, executive function, DDP planning, and communication ethics to **support client autonomy**.

Your role as tutor is to **emphasize** the contextual, relational, and safety-driven approach. **Encourage** learners to manage their own **anxiety** and avoid rescuing, **ensuring** all actions are **co-authored** with the client.

Module Structure

• Lesson 7.1 – Real-World Scenarios: Applying **integrated knowledge** to case studies.
• Lesson 7.2 – Role-Playing Exercises: Practising in-the-moment ethical and adaptive skills.

Tutor Priority

**Encourage** the transition from simply identifying concepts to **explaining the *implications* for coaching** **action** in ambiguous situations. **Reinforce** that structured **reasoning** is vital when pressure is high.

By the end of Module 7, learners should be able to:

• **Integrate** and apply **knowledge** from all previous **modules** to complex case studies.
• Demonstrate **structured, ND-affirming reasoning** in **decision-making**.
• **Practise ethical awareness** regarding **consent**, pacing, and emotional regulation.
• Provide **professional, self-aware written reflections** on their practice.

Linked learner pages: Lesson 7.1 Real-World Scenarios; Lesson 7.2 Role-Playing Exercises.

Lesson 7.1 – Real-World Scenarios

Tutor Handbook – Guidance & Expectations

Lesson 7.1 **transitions** learners from conceptual understanding to applied **decision-making** in realistic coaching scenarios. The cases **intentionally** include **ambiguity**, **competing pressures**, and **incomplete information**. Your role as tutor is to help learners **integrate content** from Modules 1–6 — **communication**, ethics, sensory processing, executive function, **behavioural interpretation**, and DDP-aligned **planning** — into **structured**, **neuro-affirming reasoning**.

Core Emphases

• **Behaviour** is **contextual** — avoid individual-blame or **pathologising** **explanations**.
• **Interpret behaviour** through **sensory load**, emotional regulation, masking, energy, and relational safety.
• Use ND-affirming language and avoid compliance-led **interpretations**.
• **Encourage structured reasoning**: *What is happening → Why → What does this mean for coaching?*
• Protect autonomy, informed consent, and psychological safety.

Important Tutor Roles

• Guide learners away from “quick fixes” or **behaviour-control** **approaches**.
• **Reinforce contextual**, **environmental**, and **relational factors** **influencing behaviour**.
• **Ensure** learners **articulate reasoning**, not just solutions.
• Model **ethical awareness**, **especially** regarding **consent**, **boundaries**, and **power dynamics**.
• **Encourage comfort** with **complexity** and **uncertainty**.

Tutor Prompts

• “What **unmet need or barrier** might be **driving this behaviour**?”
• “What **elements** of sensory or emotional load might be **present** here?”
• “How is the **environment shaping** this interaction?”
• “What would a strengths-based **interpretation** look like?”
• “What does **consent** look like in this **scenario**?”

Applied Task 7.1 – What to Look For

**Strong scenario-analysis submissions** will:

• Identify contextual sources of difficulty rather than client “deficits”.
• **Recognise sensory**, emotional, and **relational dynamics**.
• Demonstrate **ethical awareness** and **power-sensitivity**.
• **Integrate knowledge** from earlier **modules** (e.g. EF, sensory processing, **communication**, **DDP structure**).
• Recommend coaching actions with a clear, ND-affirming rationale.

Watch For

• **Deficit-based interpretations** (“non-compliant”, “defiant”, “irrational”).
• **Solutions that rely on pressure, control, or masking**.
• **Over-reliance** on techniques without **relational understanding**.
• **Pathologising** or **diagnostic-style reasoning** without context.
• Any language implying “normal vs abnormal”.

Indicative SQA Band Expectations – Lesson 7.1

Module 7 – Lesson 7.1

Lesson 7.2 – Role-Playing Exercises

Tutor Handbook – Guidance & Expectations

Lesson 7.2 provides learners with a structured opportunity to **practise neuro-affirming coaching skills** in a **dynamic, relational environment**. The aim is not **performance**, but self-awareness, reflective practice, and ethical attunement. Tutors must **emphasise safety, consent, emotional regulation**, and pacing **throughout**.

Core Emphases

• Creating a psychologically safe environment before, during, and after **role-play**.
• Focusing on relational presence rather than **technique-for-technique’s sake**.
• **Understanding** how ND **processing differences** shape pacing, questioning, and sensory needs.
• **Supporting** learners to **notice** and **adjust in-the-moment** based on cues.
• **Encouraging genuine reflection, not self-criticism**.

Important Tutor Roles

• Model **calm, predictable communication**.
• **Ensure consent** before exposing learners to emotionally **charged scenarios**.
• Offer scaffolded feedback that is **affirming, specific**, and **actionable**.
• **Prevent** the **exercise** from sliding into “mock therapy” or emotional **excavation**.
• Guide learners to **recognise** their internal states (**overfocus, anxiety, people-pleasing**).

Tutor Prompts

• “How did you decide when to pause or slow down?”
• “What **signals** did you notice about the client’s **processing** or **comfort**?”
• “Where did you feel **unsure** — and what did you do with that feeling?”
• “How might sensory load have shaped that moment?”
• “Which choices were **intentional**, and which were **habitual**?”

Applied Task 7.2 – What to Look For

Learners complete a **written reflection** (typically **400–500 words**) after the **role-play**. **Strong submissions** will:

• Provide clear examples from the **role-play** rather than **generalities**.
• Identify moments of **strength** and moments needing **refinement**.
• Demonstrate awareness of ND communication needs.
• **Reflect** on emotional, sensory, or **relational dynamics**.
• **Link their learning** to **Modules 1–6** (**communication**, EF, **behaviour**, ethics, tools).

Watch For

• **Overly self-critical reflections** with no learning.
• **Reflections focused on “fixing” the client** rather than **self-awareness**.
• **Descriptions** with no **connection** to **ND-affirming skills**.
• **Statements** that imply the coach must **take control or rescue**.
• **Role-play drifting into therapy** or **personal disclosure**.

Indicative SQA Band Expectations – Lesson 7.2

Module 7 – Lesson 7.2

Module 8 – Assessment & Integration

Module 8 focuses on the summative assessment **process**, **requiring** learners to **synthesise** all **theoretical**, **ethical**, and **practical knowledge** gained **throughout** **Modules 1–7**. The goal is to produce a **coherent**, **academically rigorous final paper** and **case study** **demonstrating** the **learner’s transformation** into an analytical, reflective neuro-affirming professional **anchored** in the **Dynamic Development Plan (DDP)** **framework**.

Your role as tutor is to guide learners toward critical synthesis, **ensuring** they **develop a clear central argument** and move **beyond mere description** into **deep analysis** and **application**. **Academic integrity** and the use of **neuro-affirming language** are **paramount**.

Module Structure

• Lesson 8.1 – The Final Paper: Structure, **academic expectations**, and **critical synthesis**.
• Lesson 8.2 – Building Your Case Study: Applying DDP and **ethical reflection** to a client **scenario**.

Tutor Priority

The **priority** is to help learners **articulate** their central thesis and **demonstrate** how **DDP principles** shape their practice, **particularly** **regarding autonomy** and **strengths-based support**.

By the end of Module 8, learners should be able to:

• **Structure** a long-form **academic paper** with a **clear thesis** and **logical flow**.
• **Integrate** and **critically analyse concepts** from **Modules 1–7**.
• Apply **DDP principles** to a coaching case with **depth** and **precision**.
• Meet all **academic requirements** for **referencing**, **word count**, and **writing standard**.

Linked learner pages: Lesson 8.1 The Final Paper; Lesson 8.2 Building Your Case Study.

Lesson 8.1 – The Final Paper: Structure and Expectations

Tutor Handbook – Guidance & Expectations

Lesson 8.1 **prepares** learners for **drafting** the **summative final paper** (**2,800–3,200 words**). Tutors must **emphasise academic structure, critical thinking, integration across modules**, and the **ability to apply DDP, neuro-affirming principles, and reflective practice** to **real-world coaching contexts**. This is the **transition** from “competent practitioner” to “**analytical, reflective neuro-affirming professional**.”

Core Emphases

• Developing a clear central argument **rooted** in **course theory**.
• Integrating Modules 1–7 into **one coherent academic narrative**.
• **Demonstrating critical engagement** with **neurodiversity literature**.
• Applying theory to practice in a **grounded, authentic way**.
• **Maintaining accurate, respectful, neuro-affirming language** **throughout**.

Important Tutor Roles

• Help learners select a **strong, focused central argument** for the paper.
• Model how to move from description → analysis → application → reflection.
• **Encourage** learners to **reference the DDP explicitly** within their **structure**.
• **Support** learners in **avoiding** “information **dumping**” without **synthesis**.
• **Ensure referencing is accurate, ethical, and appropriate** for **Level 5/6 writing**.

Tutor Prompts

• “What is the **central thesis** or **argument** of your paper?”
• “How does **Module X explicitly support** your point?”
• “Where are you analysing rather than just describing?”
• “How is your **DDP application visible** in this section?”
• “Does this **example clearly illustrate** your **theoretical point**?”

Applied Task 8.1 – What to Look For

The applied task for Lesson 8.1 (**summative paper**) is **assessed** on **academic skill**, **integration**, and **application**. **Strong submissions** will:

• Present a clear, focused argument with a **logical academic structure**.
• Integrate learning from all modules (**1–7**) **naturally** and **coherently**.
• Show critical engagement with **course readings**, **theory**, and **lived experience**.
• **Demonstrate high-quality DDP-based reasoning and planning**.
• Use **accurate** and **respectful ND-affirming language**.

Watch For

• **Purely descriptive essays** with **little analysis**.
• **Papers** that **summarise modules** one by one with **no argument**.
• **Overly personal writing** that **lacks academic structure**.
• **Pathologising** or **medicalised language** slipped in without **critique**.
• **Large gaps in referencing**, or **heavy reliance on anecdote**.

Indicative SQA Band Expectations – Lesson 8.1

Lesson 8.2 – Building Your Case Study: From Reflection to Application

Tutor Handbook – Guidance & Expectations

Lesson 8.2 **requires** learners to focus on a **single client** (**real, anonymised**, or **composite**) to **demonstrate** how the **Dynamic Development Plan (DDP)** and **neuro-affirming principles** are **applied in practice**. The goal is to **provide a conceptually rich, grounded analysis** of a **real-world scenario**.

Lesson Purpose (Tutor Lens)

The **purpose** is to move learners from **long-form theory** (**Lesson 8.1**) to specific application, **requiring** them to **’zoom in’** and **connect assessment findings** (**strengths, challenges, environment**) **directly** to a **co-created** **DDP plan**, **demonstrating ethical** and **reflexive practice**.

Core Emphases

• Clear description of the **client context** and **presenting themes** (**with identities protected**).
• **Application** of **relevant concepts** (e.g. **cognitive load**, **double empathy**, **sensory regulation**).
• Mapping to the DDP: **client “Why”, goals, actions, supports, and review**.
• **Demonstrating co-production and client autonomy** **throughout** the **process**.
• Critical reflection on the **coach’s stance, limitations, and ethical considerations**.

Tutor Prompts

• “How does your **analysis explicitly link** the **client’s sensory profile** to their **challenges**?”
• “Where is the **client’s voice** and **autonomy visible** in the **DDP plan**?”
• “What **ethical tension** did you **encounter**, and **how did you resolve it professionally**?”
• “What **evidence** do you have that the **client genuinely bought** into this plan?”

Applied Task 8.2 – What to Look For (Case Study)

**Strong case study submissions** will:

• Provide a **rich, contextual description** of the **client** and **environment**.
• **Identify strengths, challenges, and environmental factors accurately**.
• Show explicit application of **ND theory** (e.g. EF, **double empathy**).
• **Map clearly** and **coherently** to **all stages** of the **Dynamic Development Plan (DDP)**.
• **Include an appropriate, brief critical reflection** on **ethical boundaries** and the **coach’s impact**.

Watch For

• **Generic client descriptions** without **context**.
• **Plans written primarily** from the **coach’s perspective** (“I decided…”).
• **Focusing only** on **deficits** **without identifying strengths**.
• **Ignoring environmental** or **systemic factors**.
• **SQA bands** from prior **modules** being **confused** with the **final summative bands**.

Indicative SQA Band Expectations – Lesson 8.2

Module 9 – Professional Development & Community

Module 9 shifts the focus from **competence** to sustained professional identity and **ethical growth**. It **ensures** learners view **Neurocoaching** as a **continuous journey** that **requires planned learning, self-reflection, and active participation** in the **wider neuro-affirming community**. The module **emphasizes** that **ethical practice** is **maintained through Continuous Professional Development (CPD)** and **peer support**.

Your role as tutor is to **transition** the learner from the **finite mindset** of *course completion* to the **lifelong responsibility** of *professional **stewardship***, **encouraging realistic** and **sustainable growth plans**.

Module Structure

• Lesson 9.1 – Ongoing Learning Opportunities: **Designing** a **sustainable, reflective CPD plan**.
• Lesson 9.2 – Community Engagement: **Understanding** the **ethical role** of **supervision** and **peer networks**.

Tutor Priority

The **priority** is to help learners **create a CPD plan** that is achievable and aligned with their neurotype and to **embed community engagement** as an essential ethical safeguard **against professional drift** and **bias**.

By the end of Module 9, learners should be able to:

• **Design a coherent, sustainable Continuous Professional Development (CPD) plan**.
• **Demonstrate critical self-assessment** **regarding professional strengths** and **growth areas**.
• **Articulate** the **ethical necessity** of **supervision** and **community** in **neuro-affirming practice**.
• **Identify and plan engagement** with **ND-led professional networks**.

Linked learner pages: Lesson 9.1 Ongoing Learning Opportunities; Lesson 9.2 Community Engagement.

Lesson 9.1 – Ongoing Learning Opportunities

Tutor Handbook – Guidance & Expectations

Lesson 9.1 **introduces** learners to the **principle** of Continuous Professional Development (CPD) as a **defining feature** of **ethical, sustainable Neurocoaching**. It **shifts** learners from **course-completion thinking** into **long-term professional identity** and **growth**.

This lesson **prepares** learners to **design an authentic CPD plan** that **strengthens** their **skills**, **builds professional confidence**, and **maintains alignment** with **neuro-affirming practice**. The focus is **not on quantity of activity**, but the coherence, purpose, and sustainability of the **learner’s long-term development approach**.

Core Emphases

• **CPD** as a continuous ethical responsibility, **not a tick-box exercise**.
• Reflection as a **lifelong habit**, **essential** for **ND-affirming practice**.
• **Clarity** around **strengths, gaps**, and **professional aims**.
• **Using supervision, peer communities**, and **literature** to **support growth**.
• **Long-term commitment** to **reducing harm**, **increasing insight**, and **refining skill**.

Important Tutor Roles

• Help learners **avoid generic, unrealistic CPD plans**.
• **Encourage plans** that **feel achievable** **rather than aspirational** or **idealistic**.
• Guide learners to **show clear reasoning** **behind their chosen activities**.
• **Model reflective, honest, non-defensive professional development**.
• **Ensure CPD activities** are **meaningfully connected** to **programme competencies**.

Tutor Prompts

• “How have you **identified your most important areas for growth**?”
• “Which **learning approaches genuinely work for your neurotype**?”
• “How will you **know** that your **practice is improving** **over time**?”
• “Where does **supervision** or **community support** **fit into your development**?”
• “Which **CPD activities** **feel sustainable for you year-on-year**?”

Applied Task 9.1 – What to Look For

The **reflective CPD task** should **demonstrate**:

• A **clear, meaningful rationale** for **chosen learning goals**.
• **Identification** of **strengths** and **development areas** **rooted** in **programme modules**.
• Realistic, sustainable CPD actions (**not lists** of **disconnected activities**).
• **Awareness** of **the role** of **peer support, supervision**, and **community**.
• **Commitment** to **staying aligned** with **neuro-affirming** and **ethical practice**.

Watch For

• **Overly vague plans** (“read more”, “attend workshops”).
• **Plans** that are **impossibly ambitious** or **clearly unsustainable**.
• **Over-focus on qualifications** **rather than applied professional growth**.
• **CPD framed as self-criticism** **rather than development** and **identity**.
• **Absence** of **ND-affirming grounding** (e.g., **ignoring Modules 1–7’s principles**).

Indicative SQA Band Expectations – Lesson 9.1

Lesson 9.2 – Community Engagement

Tutor Handbook – Guidance & Expectations

Lesson 9.2 **extends** the learner from **personal CPD planning** (**9.1**) into the wider professional ecosystem of **Neuroaffirming practice**. The focus is on how coaches **build, contribute to, and sustain a meaningful** **community of practice**.

This lesson **reinforces** that **coaching** **does not occur in isolation**. **Neurocoaches** must **participate** in **wider support networks, peer reflection spaces, ND-led groups**, and **cross-sector collaborations**. The **emphasis** is on **ethical contribution, mutual** **support**, and **community alignment** with the **values** of **Modules 1–8**.

Core Emphases

• **Coaching** as a relational, community-connected profession.
• Peer support and supervision as **safeguards** **against drift** or **bias**.
• **Engagement** with ND-led communities to **avoid professional “echo chambers”**.
• **Recognising power, privilege, and inclusion** **within professional spaces**.
• **Ethical contribution**: **sharing knowledge** **without dominating ND voices**.

Important Tutor Roles

• **Encourage** learners to **see community** as a protective factor, **not optional enrichment**.
• Help learners **reflect** on the **spaces** where they **feel safe, valued, and open to learning**.
• **Challenge assumptions** that **professional networking** is **purely career-driven**.
• **Support** learners to **identify ND-affirming, inclusive communities** **rather than generic groups**.
• **Emphasise reciprocity**—learners should **consider how they also contribute positively**.

Tutor Prompts

• “Which **communities genuinely support** your **identity** as a **practitioner**?”
• “How will you **ensure** you **remain connected** to ND-led voices and **lived experience**?”
• “What **forms of support** do you **need regularly** to **practise safely** and **ethically**?”
• “Where and how can you contribute meaningfully **without centring yourself**?”
• “What **barriers** **might stop you engaging** in **community**, and **how can you plan around them**?”

Applied Task 9.2 – What to Look For

This **reflective task** should **demonstrate**:

• A **clear understanding** of **what a community of practice** is and **why it matters**.
• **Identification** of meaningful communities, **not generic “professional groups”**.
• **Reflection** on **how engagement** with **peers, ND advocates**, and **lived-experience voices** will **strengthen practice**.
• A specific, realistic plan for **sustained engagement** (e.g., **monthly check-ins, supervision, ND-led spaces**).
• **Awareness** of **inclusion, power**, and **equity** **within community settings**.

Watch For

• **Descriptions** of “networking” **without meaningful professional** or **ethical depth**.
• **Reflections** that **centre self-promotion** **rather than contribution** or **learning**.
• **Reliance** on **non-ND-affirming spaces** or **communities lacking lived experience**.
• **Plans that ignore safeguarding, supervision**, or the **emotional load of practice**.
• **Any indication of competitive, exclusionary, or elitist approaches** that **contradict programme values**.

Indicative SQA Band Expectations – Lesson 9.2