How does a neurodivergent child survive the unpredictable, often hostile environment of the primary school playground? Sometimes, it requires starting over with a clean slate. Other times, it requires a vivid imagination.

In Episode 6, we continue our Manchester recordings by diving deep into JK's early school years. We explore the stark contrast between the safe, predictable world of toys and imaginary friends, and the confusing, often hurtful world of neurotypical peers.

From hyper-fixating on the Fleet Air Arm while other kids talked about football, to the physical frustration of having a brain that moves infinitely faster than your handwriting, this episode is a raw look at the academic and social hurdles of an AuDHD childhood. But it is also a story of finding your unique superpower—and discovering how a simple story on a rainy day can finally bridge the gap between a neurodivergent child and their classmates.

In this episode, we cover:

• The "Clean Slate" Strategy: Why moving schools frequently can actually be a relief for a neurodivergent child looking to escape bullies and preconceptions.
• Safe Predictability: Why we project personalities onto toys and imaginary friends to create a safe harbor from an unpredictable world.
• The ADHD Writing Disconnect: The intense frustration of having "a billion pages" of ideas in your head, but lacking the mechanical motor skills to write them down fast enough.
• Finding Connection: How JK bypassed the exclusion of the sports field by becoming the class storyteller on rainy days in the cloakroom.
  

Takeaways for Parents & Educators: If a child is struggling to write, it doesn't mean they don't grasp the material. Their brain might just be outpacing their motor skills. Give them alternative ways to express their ideas—like typing or audio transcription—and watch them thrive.

In the second stop of our UK tour, we touch down in Manchester to tackle one of the most misunderstood phases of neurodivergence: Early Childhood.

Before the diagnoses, the coping strategies, and the legal/corporate careers, what does an AuDHD childhood actually look like? In this episode, Maverik turns the mic on JK to explore the reality of growing up "hyperactive" in the 1980s.

We dismantle the pervasive myth of the "naughty child," exposing how traditional parenting and educational systems often punish neurodivergent kids for simply trying to regulate their own nervous systems. From destroying shop window displays to hiding under the covers with a torch to read Tintin, this is a raw look at the neurodivergent brain searching for stimulation in a world designed for neurotypicals.

In this episode, we cover:

• The "Naughty Child" Pipeline: Why emptying baking ingredients on the floor isn't misbehaviour—it is an under-stimulated brain seeking input encounters with pediatricians and the devastating loss of Monster Munch and orange squash.
• The Classroom Battleground: How rigid teaching methods (especially in subjects like maths) set neurodivergent students up for failure, frustration, and bullying.
• The Attention Span Myth: Why an ADHD child who "can't sit still" can suddenly hyper-focus and read an entire book in one sitting.
• Obsession as a Refuge: How repeating the same books, cartoons, and special interests acts as a vital tool for emotional regulation and certainty.
  

  Takeaways for Parents & Late-Diagnosed Adults:
  
  Don't strive for the "perfect" child.
  Encourage their deep interests, stop forcing them to learn linearly if their brain doesn't work that way, and never be afraid to ask for help.

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Was it a rebellious phase, or a survival strategy to fit in?

In the final primary school chapter of TheNeuroPod, James Kenyon (The Wingman) and James “Maverick” Hollis wrap up the "Primary Odyssey" with a look at the year 2000—a time when "normal" was the only accepted standard. Maverick reveals the moment he finally "snapped" after a stinging confrontation with a teacher who labeled his autistic traits as "juvenile" and "not normal."

The duo discusses the radical shift Maverick made: abandoning his role as a quiet rule-follower to join the "unruly squad." From sitting at the back of the bus on a school trip to France to intentionally getting sent out of Latin class, James explains how he used "troublemaking" as a form of social camouflage. It’s an insightful look at how the need for acceptance can drive neurodivergent children to "mask" through mischief, and how that newfound confidence eventually led to a triumphant acceptance into his first-choice boarding school.

⏱️ Chapters:

• 00:00 – Intro: Ready to buzz the tower?
• 01:45 – The Dressing Down: "Why can't you be like everybody else?"
• 04:30 – The Snap: Deciding that following the rules isn't working
• 07:15 – Joining the Squad: Initiation and keeping secrets
• 09:40 – The Latin Class Incident: Switching sides from teacher to rebel
• 11:50 – The Back of the Bus: Finding acceptance on the France trip
• 14:30 – Social Masking: Talking about girls and "playing the part"
• 18:15 – The Common Entrance Success: How social safety boosted academic performance
• 21:30 – The Watershed Moment: Proving the naysayers wrong
• 23:45 – Maverick’s Final Word: A message for teachers on behavior changes
  

🔑 Key Takeaways

• The Damage of "Normal": How being told to "grow up" and "be normal" by an educator can make an autistic child feel broken rather than supported.
• Rebellion as Camouflage: Why a sudden shift into a "naughty" peer group can actually be a sophisticated form of masking to avoid further adult criticism.
• The Social/Academic Link: How the feeling of peer acceptance (even through a persona) provided the confidence Maverick needed to pass his exams and excel.
• Initiation & Loyalty: The role of "rule-following" even within unruly groups—how James used his innate ability to follow strict codes to gain trust with his new friends.
• A Lesson for Educators: If a quiet, reserved student suddenly joins the "loudest" group, look beneath the surface. It may be a response to an injustice or a sign of undiagnosed neurodivergence.

Support our NeuroInclusion Odyssey for the price of a pint! Join the Pint Club on Patreon (£6/month) → bonus behind the scenes content, patreon shout out in our shows, and have real impact on NeuroInclusion. 👉 patreon.com/c/NeuroPod

Follow TheNeuroPod on: Facebook | Instagram | TikTok | YouTube

TheNeuroPod is written and presented by James Hollis and James Kenyon. Producer: Veronika Ipser

#NeuroInclusion #AuDHD #AutismAwareness #Masking #Neurodivergent #UKPodcast #ActuallyAutistic #TheNeuroPod

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Was it mental illness, or was it just a young boy with a vivid imagination?

In this episode of TheNeuroPod, James Kenyon (The Wingman) and James “Maverick” Hollis take to the neurodiverse skies to revisit the primary school years—specifically age 10. Maverick opens up about a startling memory from the 1990s: being flagged by teachers for potential "schizophrenia" simply because his imaginary play was so intense.

The duo explores how Maverick created an imaginary "Sergeant Major" to provide the motivation and support he wasn't getting in the classroom. They discuss the trauma of negative reinforcement, the fear behind being the "best-behaved" child, and the crushing moment a Headmaster tried to write off his future—and how his parents fought back.

It’s a raw look at how curiosity is often killed by impatience, and why neurodivergent kids need community, not just labels.

00:00 – Intro: The Neurodiverse Skies

01:50 – The "Schizophrenia" Label: Misunderstanding Autism in the 90s

04:39 – Meet the Sergeant Major: Imaginary friends as a survival tactic

09:23 – Rules & Anxiety: Being "good" out of fear

11:46 – The Maths Meltdown: A case study in negative reinforcement

16:24 – Killing Curiosity: "You should know the answer" 21:09 – The Headmaster who wrote me off (and the parents who didn't)

25:55 – Maverick’s Message: Patience and inquisitiveness

• The Misdiagnosis Danger: How vivid autistic imagination and loneliness were mistaken for schizophrenia by concerned teachers in the 90s.
• Coping Mechanisms: Maverick created an imaginary "Sergeant Major" to offer the encouragement and motivation he lacked from peers.
• Fear-Based Compliance: Being the "rule follower" at school wasn't always about respect; often, it was about avoiding the sensory overload of being shouted at.
• Negative vs. Positive Reinforcement: How a lack of patience in Maths crushed confidence, while autonomy in French allowed Maverick to soar.
• The Power of Advocacy: The critical moment Maverick’s parents refused to accept the school's low expectations for his future.
• Teacher Tip: Never shut down a "basic" question. Inquisitiveness is the engine of learning.
  ---

Support our NeuroInclusion Odyssey for the price of a pint!

Join the Pint Club on Patreon (**£6/month**) → bonus behind the scenes content, patreon shout out in our shows, and have real impact on NeuroInclusion. 👉 patreon.com/c/NeuroPod

---

Follow TheNeuroPod on:

Facebook | Instagram | TikTok | YouTube

---

TheNeuroPod is written and presented by James Hollis and James Kenyon.

Producer: Veronika Ipser

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#NeuroInclusion #AuDHD #AutismAwareness #Neurodivergent #UKPodcast #ActuallyAutistic

Please share/rate this podcast

James Kenyon sits down to chat with co-host James “Maverik” Hollis and explore Maverik’s undiagnosed autistic childhood in the 1990s at primary school – Maverik talks of his struggle with maths, bullying, masking, and the rare moments of real connection that kept him going.

In this raw and relatable conversation, Maverik (James Hollis) opens up to James Kenyon about growing up as an undiagnosed autistic kid in primary school. He shares the frustration of being labelled a “slow learner” (especially in maths), how certain teaching styles left him lost, and the daily reality of bullying and social exclusion. Yet there were bright spots: languages came naturally, history became a refuge, and carefully planned playground games gave him the predictability he craved.

The two Jameses reflect on how small changes – more practical teaching, interest-led friendships, and genuine inclusion – could have transformed those years, and what today’s schools can still learn from Maverik’s story.

Chapters:

00:00 Introduction to Neurodivergence and Personal Stories

01:51 Challenges in Learning: A Personal Reflection

03:41 The Impact of Teaching Methods on Learning

05:55 Social Dynamics and Bullying in School

10:06 Finding Connection: Friendships and Interests

12:54 The Role of Predictability in Coping Strategies

18:30 The Importance of Inclusion in Education

Key Takeaways

• Maverik proudly identifies as autistic and AuDHD
• Being called a “slow learner” was deeply unfair – the teaching style was the problem, not him
• Maths felt impossible; languages clicked instantly
• Bullying and exclusion were daily realities
• True friendships formed over shared special interests (especially history)
• Planning games and routines were vital coping tools
• Moments of real inclusion were rare but life-changing
• Neuro-inclusive classrooms should actively connect kids with similar passions

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Support our NeuroInclusion Odyssey for the price of a pint!

Join the Pint Club on Patreon (**£6/month**) → bonus behind the scenes content, patreon shout out in our shows, and have real impact on NeuroInclusion. 👉 patreon.com/c/NeuroPod

---

Follow TheNeuroPod on:

Facebook | Instagram | TikTok | YouTube

---

TheNeuroPod is written and presented by James Hollis and James Kenyon.

Producer: Veronika Ipser

---

#NeuroInclusion #AuDHD #AutismAwareness #Neurodivergent #UKPodcast #ActuallyAutistic

Episode 1: “I feel the need… the need for NeuroInclusion!” – Autism and Early Years

James Kenyon sits down with his co-host, 'Top Gun' fanatic, James 'Maverik' Hollis to explore Maverik’s undiagnosed autistic childhood. From sensory overload and emotional explosions to the passions that kept him flying high — this is the authentic story of a proud autistic voice.

Chapters:
00:00 Introduction to Neuro Inclusion

01:35 James's Early Years and Learning Challenges

04:40 Social Interactions and Friendships

09:05 Sports and Competitive Spirit

12:57 Passions: Steam Engines and Military History

21:02 Artistic Expression and Sketching

28:28 Managing Emotions and Sensory Overload

30:34 Key Takeaways on Neuro Inclusion

Key Takeaway: Early support could have changed everything.

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Support our NeuroInclusion Odyssey for the price of a pint!

Join the Pint Club on Patreon (**£6/month**) → bonus behind the scenes content, patreon shout out in our shows, and have real impact on NeuroInclusion. 👉 patreon.com/c/NeuroPod

---

Follow TheNeuroPod on:

Facebook | Instagram | TikTok | YouTube

---

TheNeuroPod is written and presented by James Hollis and James Kenyon.

Producer: Veronika Ipser

---

#NeuroInclusion #AuDHD #AutismAwareness #Neurodivergent #UKPodcast

Let it be known that we, Messrs’ James Hollis and James Kenyon, have now officially launched our NeuroDivergence and NeuroInclusion Podcast -

The NeuroPod.

As proud AuDHD North East of England graduates, come and join our dynamic duo where we will discuss all things NeuroDivergence and NeuroInclusion as we tour the Northern UK heartlands, and continue the conversation internationally across the English Channel in some of Europe’s most historic cities. 

But remaining with the United Kingdom to begin with, we are delighted to announce that the first stop on our epic Neuro-Odyssey will be….Liverpool!

Ever wondered what to do with the rest of your NeuroDivergent lives once you leave school or graduate from university? Want to deal effectively with an annoying line manager while still thriving in your career? Want to know who’s in and who’s out when dating and seeking NeuroDivergent romance?

If you’re enticed by all of these prospects and more, don’t delay - follow our YouTube page as we debate and discuss NeuroDivergence with our lively discussions, Q&A sessions, and special guest appearances. And may we also give advanced notice of our much anticipated departure from King’s Cross Platform 9 3⁄4 for what promises to be a tour de force of NeuroDivergent Hogwarts. 

In the meantime, please enjoy a short clip from our first introductory discussion where we give our listeners an idea of the hopes that we have for The NeuroPod.

Finally, please give this post a like and a share if you think that your network connections may benefit from learning about The NeuroPod or if you are keen to support our vital work in spreading our positive message of NeuroDivergence and NeuroInclusion.