Why us?
We’re More Than A Non-Medical Help Provider
We’re a team of dedicated individuals who are passionate about making a difference with a deep commitment to supporting students and apprenticeship learners across the UK. We are influencing knowledge, and shaping models of good practice on how we think, feel and understand lived experiences of Neurodiverse learners in Higher education.
What drives us? Simply put, we love what we do. .. and we are good at it. Our team is empowered, diverse, and inclusive, taking pride in delivering individually tailored support to help students reach their peak. From learning needs assessments to academic and mental health support we’re here to help every step of the way.
We firmly believe that our success lies in the people we work with. We take great care in creating a supportive environment for our staff, knowing that only when they are at their best can they provide the best possible care to our students.
Our approach is founded on over 20 years of evidence-based practice, integrating the best research evidence of clinical expertise and professional knowledge. But our strategy doesn’t stop there. We focus on getting to know our students, understanding their preferences, and using this knowledge to inform our practice.
In addition to our core services, we’re proud to offer personalized wrap-around support services to apprenticeship learners. Taking a holistic approach to learning, we assess course-specific learning needs and deliver targeted academic and wellbeing support mapped to KSBs and EPA requirements. Our focus on individualized support ensures that each apprentice can further develop their unique strengths and talents, enabling them to excel during apprenticeships and in their future careers.
We work collaboratively with apprentices, employers, and training providers to unlock progress through inclusion.
Our consultancy, specialist training, and Continuing Professional Development (CPD) programs upskill and introduce new ways of thinking and working to better support neurodiverse talent to work and thrive.
At the heart of everything we do is a deep passion for learning and personal growth. We’re inspired by experiences, fueled by hard work and dedication, and committed to providing the best possible support to those we believe in.
Your assurance of quality
We adhere to the Quality Assurance Framework for non-medical help (NMH) providers and support workers delivering Disabled Students’ Allowance (DSA), provided through the English student support package (including DSAs administered by Student Finance England), and funded by the Department for Education (DfE).
Optimum Student Support practitioners are individual members or registrants of BACP/UKCP and work in accordance with the Ethical Framework for the Counselling Profession.
We ensure all the practitioners we choose to work with us, whether Specialist Mentors, Tutors, Counsellors, Psychotherapists or Coaches, share our value and ethos of putting each student’s and client’s requirements and wishes at the centre of everything they do.
Our Optimum Student Support staff members are committed and adhere to these core values:
- All students should expect to receive high quality support to enable them to demonstrate their academic ability.
- All students should expect to receive high quality support that is designed to enable the independence of the student.
- Support should be delivered in an agreed manner that suits the learning needs of the student and is compatible with the education of the student’s course and programme of study.
- A clear structure is in place to ensure services can be measured against each other on a like-for-like basis.
Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is characterised by a predominance of either inattentive or hyperactive-impulsive symptoms, or a combination of both. The condition involves challenges in managing attention, with considerable variability in how individuals focus on tasks based on their relevance. ADHD individuals often seek sensory stimulation and may have a strong need for movement, which can aid in concentration, anxiety regulation, or serve as a form of release. Organisational tasks can be particularly challenging, and there may be difficulties in retaining information in working memory. Written instructions or note-taking can be beneficial. Support in breaking down tasks and managing organisation is often needed.
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Neurodiversity
Neurodiversity acknowledges the natural variations in human brain function and behavioural traits as integral to human diversity, viewing conditions like autism, ADHD, dyslexia, dyspraxia, and dyscalculia not as disorders but as different aspects of neurocognitive functioning. It advocates for societal shifts towards greater acceptance, rights, and accommodations for those with neurological differences, emphasizing inclusion and support. The concept of a "spiky profile" integrates with this view, illustrating how individuals may exhibit significant strengths in certain areas while facing challenges in others, further highlighting the diverse spectrum of human abilities and the need for tailored support.
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Dyspraxia
Dyspraxia affects both fine and gross motor skills, significantly impacting writing, typing, and self-care activities. Dyspraxic individuals may also face challenges with memory, attention, perception, and processing, leading to difficulties in planning, organisation, executing actions, or following instructions in the correct order.
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Dyscalculia
Individuals with dyscalculia struggle with mastering arithmetic skills, calculations, number sense, and mathematical reasoning. Challenges often extend to understanding quantities, time, and abstract numerical concepts. Dyscalculia is frequently accompanied by working memory difficulties. Approximately 50% of individuals with dyscalculia also face reading challenges, and many experience significant maths anxiety.
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Dyslexia
Dyslexia is a learning difficulty that affects the ability to develop automatic and fluent word reading and spelling skills. It is often associated with challenges in phonological awareness, which involves understanding and manipulating the sounds in words, and may also impact orthographic processing—the recognition of whole words, letter strings, or spelling patterns. Dyslexic individuals might be self-conscious about reading aloud, which can also hinder comprehension, and may avoid using complex vocabulary in writing to prevent spelling errors. Though not officially part of the diagnostic criteria, dyslexic individuals often struggle with organisation, sequencing, and may have low academic self-esteem. A notable discrepancy exists between their confidence in verbal tasks versus written tasks.
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Autism
According to current diagnostic criteria, autistic individuals face challenges primarily in social communication and exhibit restricted, repetitive patterns of behaviour. The severity of these challenges can vary significantly. Many autistic individuals have sensory sensitivities that are particularly challenging in new and unfamiliar environments. Furthermore, they often prefer structured and predictable settings, benefiting from ample time to process information and adapt to changes. Social anxiety can pose a significant challenge in unstructured and unpredictable social situations. While the challenges of autism might be less visible in certain settings, they can still have a profound, cumulative effect on mental health, well-being, and may lead to burnout.
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