Educational leaders in the North of the UK noticed a drop off in performance when pupils transitioned from primary to secondary school. They suspected that pupils who were able to get their neurodivergent needs met at primary schools did not have the strategies in place to manage the complexity and demands of a secondary setting.

One university department noticed that only 49% of their students were achieving a 1^st class or 2:1 honours degree. The rest were getting a 2:2, a 3^rd class degree or were failing. The university leaders wanted students to take responsibility for understanding their own learning systems, their neurodiversity, their needs to stay motivated and engaged and then to use this knowledge to fulfil their potential.