• All breakout activities for today can be found on this page.
• Please keep the tab open for ease.
• Scroll to each new activity when the time comes.
• Please make sure that all voices are heard and select a speaker, if and when required, to share a summary of what has been discussed. 

Breakout Activity One:

Receptive/Expressive Communication Activity

Instructions

1. The person whose name is first alphabetically will be the leader of this activity.

2. Your leader will decide who will be Speaker A and who will be Speaker B.

3. Your leader will guide you through each part of the activity below:

PART ONE

In a moment, SPEAKER A is going to talk for one minute about their weekend and SPEAKER B is just going to listen.

OK – off you go [1 minute].

And stop!

How did that feel? Easy? Good!

PART TWO

Now, SPEAKER B is going to talk about their weekend for one minute. BUT they are not allowed to use any words containing the letter ‘e’.

Ready? Off you go! [1 minute].

And stop!

How did that feel? 

Were you able to speak as fluently as your partner? 

How did that make you feel? 

SPEAKER A - how did it feel listening as your partner was struggling to put their thoughts into words? Frustrating? Annoying?

Discuss:

What was the purpose of this exercise? 

How might it relate to your role? 

Breakout Activity Two: Case Studies

Instructions

Your Leader  will be the person born latest in the year.

The Leader will guide you  through the activity, ensuring all voices are heard.

1. Discuss each Case Study and

2. Consider the related Discussion Prompts

3. Share insights

4. Consider wider Learning Points

Case Study One (Room One)

Case Study Two (Room Two)

Case Study Three (Room Three)

Case Study Four (Room Four)

Case Study 1 – Planning Committee

Scenario

A planning officer is presenting a complex application. They are highly knowledgeable but visibly nervous. They avoid eye contact, speak very precisely, and refer frequently to their notes.

During the presentation:

• A councillor interrupts several times for clarification

• Another says, “Can you just summarise this in plain English?”

• Papers were circulated late the night before

• The debate becomes fast-paced, with multiple councillors asking questions quickly

• The officer begins to lose their place and appears flustered

After the meeting, the officer tells a colleague they “dread presenting to committee” and feel they are “not very good at it”.

Discussion Questions

• What might be happening here from a neurodivergent perspective?

• Which behaviours in the room increased cognitive load?

• How might this affect future confidence and performance?

• What could councillors do differently without reducing robust scrutiny?

Learning Point

Planning committees often unintentionally create maximum cognitive pressure through pace, interruptions, jargon, and late papers.

Case Study 2 – Scrutiny Committee

Scenario

An officer presents a report. A councillor challenges it robustly:

“I don’t think this has been thought through properly.”

The tone is firm but not intended to be hostile.

The officer becomes visibly defensive, struggles to respond, and later emails their manager saying they felt “publicly criticised” and “embarrassed”.

The councillor is surprised, saying:

“I was just doing my job. I challenge everyone like that.”

Discussion Questions

• How might rejection sensitivity responses explain this reaction?

• What is the difference between robust challenge and perceived personal criticism?

• How can tone, phrasing and sequencing of questions reduce emotional impact?

• What alternative wording could have been used?

Learning Point

For some neurodivergent people, public scrutiny can feel like personal attack, even when it isn’t intended that way.

Case Study 3 – Housing Resident Meeting

Scenario

A housing resident attends a meeting to discuss ongoing repairs. They:

• Bring pages of notes

• Speak at length and in great detail

• Become frustrated when interrupted

• Struggle when asked broad, open questions like “So what would you like us to do?”

A councillor later comments:

“They were very difficult to deal with.”

The resident leaves feeling unheard and overwhelmed.

Discussion Questions

• What signs of neurodivergence might be present?

• Why might open questions increase anxiety?

• How could the councillor structure the conversation differently?

• What practical communication adjustments could improve this interaction?

Learning Point

Some residents need structure, clarity and step-by-step conversation, not an open conversational style.

Case Study 4 – Public Consultation Event

Scenario

The council holds a public consultation in a busy hall with:

• Bright lights

• Multiple conversations happening at once

• Long posters full of text

• Officers expecting residents to walk around, read, and ask questions

One resident walks in, looks around for a minute, and leaves without engaging.

A councillor later says:

“It was well attended, but some people just aren’t interested.”

Discussion Questions

• What sensory barriers might exist here?

• How might this environment feel for an autistic or ADHD resident?

• How could the event be made more neuro-inclusive at low cost?

• What assumptions are being made about engagement?

Learning Point

Neurodivergent residents may disengage not from lack of interest, but because the environment is overwhelming.

Debrief Question for All Case Studies

Which of these behaviours have you seen — or done — in real council settings?

Some helpful links to assist with this activity:

ACAS information on Reasonable Adjustments

GOV.UK information

Additional Case Studies (Colleague examples)

Case Study 1: James – Software Developer/ ADHD

James is a talented software developer who consistently generates innovative ideas. He thrives under pressure and enjoys problem-solving, especially when tackling complex coding challenges. His energy and enthusiasm are contagious, often motivating the team.

However, James struggles with maintaining focus during long meetings and can become distracted by notifications or side conversations. He sometimes misses deadlines because he underestimates how long tasks will take. His manager has noticed that while his individual contributions are excellent, his project documentation is often incomplete.

Strengths:

- Creative thinker, excellent at generating solutions.

- Thrives in fast-paced, high-pressure situations.

- Motivates and energises others.

Challenges:

- Difficulty sustaining attention during lengthy tasks or meetings.

- Time-management issues and missed deadlines.

- Incomplete documentation of work.

1. How can James’s creativity and enthusiasm be harnessed more effectively in the team?

2. What adjustments could help James stay on track with deadlines and documentation?

3. How might supporting James also improve productivity for the wider team?

Case Study 2: Priya – Customer Support/Autism

Priya has worked in Customer Support for two years. She is known for her attention to detail, accuracy in data entry, and ability to follow scripts precisely. Customers appreciate her calm and polite manner, and she has one of the highest call-resolution rates on the team.
 
Priya struggles when unexpected questions arise outside of the script, and she becomes visibly anxious during unstructured team discussions. She avoids social gatherings and prefers to take lunch alone, which some colleagues misinterpret as unfriendly. Changes to her shift pattern without advance notice cause her stress.

Strengths:

- Highly accurate, detail-oriented, reliable.

- Excellent consistency in following processes.

- Calm and polite in customer interactions.

Challenges:

- Difficulty handling ambiguity and unexpected changes.

- Anxiety in unstructured group settings.

- Limited social interaction with colleagues.

Discussion Prompts

1. How might colleagues misinterpret Priya’s behaviour, and what could be done to prevent this?
2. What steps could reduce Priya’s anxiety during unexpected changes or unstructured discussions?
3. How can the manager balance Priya’s need for routine with the needs of the business?

Case Study 3: Ahmed – Finance Analyst/Dyslexia

Ahmed is a finance analyst who is strong in verbal communication and excels at seeing “the bigger picture.” He often identifies strategic patterns and risks others miss, and his presentations are clear and engaging.
 
However, Ahmed finds written tasks challenging. He struggles with spelling and grammar in reports, which sometimes undermines the professionalism of his work. He is hesitant to volunteer for written tasks in team projects, fearing judgement. Ahmed often works longer hours than colleagues to double-check his reports.

Strengths:

- Strategic thinker with strong verbal communication.

- Excellent at spotting patterns and trends.

- Clear and engaging in oral presentations.

Challenges:

- Written communication errors in spelling and grammar.

- Anxiety about colleagues’ perceptions.

- Works longer hours to compensate for difficulties.

Discussion Prompts

1. How do Ahmed’s strategic thinking skills benefit the team?

2. What risks might arise if Ahmed continues to overwork to compensate for his difficulties?

3. Which practical tools or team approaches could reduce Ahmed’s stress while showcasing his strengths?

Case Study 4: Sarah – Project Manager/Tourette Syndrome

Sarah is a capable project manager with strong leadership skills. She coordinates complex projects effectively, ensuring team members understand roles and deadlines. She is proactive, approachable, and well-liked.
 
Sarah also experiences motor and vocal tics that sometimes appear during meetings. While her colleagues are generally supportive, she has confided in her manager that she feels self-conscious and worries about being judged. Occasionally, clients ask questions about her tics, which leaves her feeling embarrassed.

Strengths:

- Strong leadership and coordination skills.

- Proactive and approachable team player.

- Highly effective at ensuring projects run smoothly.

Challenges:

- Visible motor and vocal tics that draw unwanted attention.

- Anxiety about others’ reactions.

- Emotional fatigue from self-monitoring in professional settings.

Discussion Prompts

1. How can Sarah’s leadership be recognised and reinforced while addressing her concerns about stigma?

2. What should the manager do if clients or colleagues react negatively to Sarah’s tics?

3. How might increasing awareness of Tourette Syndrome improve team culture and inclusivity?

Please scroll below these Case Studies to find further guidance and examples of Adjustments.

Making Council Buildings More Sensory-Friendly

Sensory-friendly environments don’t remove challenge—they remove unnecessary barriers.

Council Chamber (Meetings & Decision-Making Spaces)

•Provide clear agendas in advance with timings and structure

•Reduce unnecessary noise (e.g. minimise side conversations, microphone feedback)

•Use consistent lighting (avoid flickering or harsh fluorescent lights)

•Offer quiet seating areas or the option to step out without judgement

•Allow alternative ways to contribute (written input, chat, follow-up)

•Avoid sudden changes to format or timing where possible

Reception Areas (First Point of Contact)

•Create a calm, uncluttered environment (reduce visual overwhelm)

•Use clear signage with simple, direct language

•Offer quiet waiting spaces away from busy or noisy areas

•Provide visual indicators of waiting times or processes

•Train staff to use clear, patient, and non-pressured communication

•Minimise background noise (music, multiple conversations, phones ringing)

Consultation / Meeting Rooms (1:1 or Small Group)

•Offer choice of environment (quiet room, low lighting, minimal distractions)

•Allow people to choose seating position (e.g. not directly opposite if uncomfortable)

•Provide written summaries or visual aids alongside verbal information

•Build in processing time—don’t rush responses

•Offer breaks without drawing attention

•Check preferences in advance (e.g. communication style, sensory needs)

Office Spaces (For Staff and Internal Meetings)

•Provide access to quiet zones or focus spaces

•Allow flexible working options (home working, quieter hours where possible)

•Reduce sensory overload (e.g. lighting adjustments, noise-reducing options)

•Encourage use of headphones or noise-cancelling tools

•Avoid over-stimulation from cluttered desks or visual noise

•Build a culture where taking breaks is normalised

Across All Spaces (Consistent Principles)

•Use clear, predictable communication (what’s happening, when, how long)

•Avoid sensory surprises (sudden noise, interruptions, changes)

•Offer choice and flexibility wherever possible

•Normalise different needs—no one should have to “ask permission” to feel comfortable

•Provide visible information about support available