Growing Inclusivity Through the Hidden Disabilities Sunflower Scheme
As part of its work to foster inclusivity, acceptance and understanding, Paradigm Trust is rolling out the Hidden Disabilities Sunflower scheme across its schools.

Not all disabilities, conditions or chronic illnesses are always seen. For people living with these non-visible conditions, the absence of obvious symptoms can sometimes lead to misunderstanding, scepticism or even a lack of belief in their need for support. This initiative is set up to support these people, with a simple yet effective tool to quickly and subtly communicate their needs, so they can be treated with respect, empathy, and inclusivity.
The Challenge of non-visible disabilities
For many people, living with a non-visible disability can be a double burden: managing the condition itself while also facing a world that often fails to recognise their challenges. These hidden conditions — such as autism, ADHD, anxiety disorders, chronic pain, migraines, hearing loss, or diabetes—don’t always have external markers, which can lead to judgement or insensitivity. For instance, students who need extra time or support in class may face questions or disbelief, simply because they don’t “look disabled.”
However the initiative isn’t solely about pupils – staff and parents are also encouraged to take part in the scheme.
What Is the Hidden Disabilities sunflower?
The Hidden Disabilities Sunflower scheme was created to provide a recognisable yet discreet way for individuals with non-visible disabilities to communicate that they may need additional help, patience, or understanding. It is a movement aimed at transforming societal perceptions of disability. Since its launch in 2016, the initiative has spread globally, helping organisations and communities from education to transport and tourism adopt inclusive practices.
How it works
By wearing the sunflower logo on something such as a lanyard, badge, wristband, students with hidden disabilities can signal to peers, teachers and other staff that they may need accommodations or support. These items have the additional benefit that they can easily be put on or removed, making it easy to either wear all the time, or just when they feel they need to.
This creates a more inclusive environment by promoting awareness and equipping staff with the knowledge and training needed to better support students with non-visible disabilities. It ensures that every child, regardless of their challenges, feels seen and understood.
Spreading awareness of the sunflower
To ensure the scheme is effective it is important that everyone is aware of the sunflower’s significance.
Initially everyone who is employed at the school is briefed on what the initiative means, the purpose, the thinking behind it and the benefits it will bring. This extends beyond the teaching staff to everyone who works at the school such as administrators, cleaning staff, midday supervisors and contractors. Training is also given to help staff recognise and respond appropriately to the sunflower symbol. This includes understanding different non-visible conditions, practising empathy and tailoring support to individual needs.
The purpose of the sunflower is then explained to pupils in whole school assemblies, Parents and carers are made aware that Paradigm Trust is participating in the Hidden Sunflower scheme via the school newsletters, and other contact points such as coffee mornings, parent consultations and academy council meetings.
To ensure the initiative remains front of mind, reminders are made over following weeks and months in classes, base groups, year groups gatherings and other ways. Using tactics such as spotlighting a different hidden disability every week keeps the subject fresh, and also increases knowledge of the subject.
The sunflower scheme is integrated into the broader inclusion efforts which already exist in the schools, encouraging kindness and understanding among all students. Peer education is an essential part of this, fostering a culture where differences are embraced.
Building a sunnier future
By using the scheme in schools, the Trust is able to positively affect the wider community too. Families who might not fully understand the significance of the sunflower will become familiar with the initiative and start wearing the symbol in places other than school, becoming advocates and spreading understanding amongst their contacts. It reinforces the message that inclusivity is not confined to the classroom—it’s a societal value.
The Trust is always working to create an inclusive environment where everyone feels valued and supported. Using the sunflower supports this, offering those with non-visible disabilities a sense of belonging and validation, and fostering empathy and understanding amongst the community as a whole.
Building the Future: STEM at Paradigm
Learning about Science, Technology, Engineering and Mathematics (STEM), is pivotal for preparing students for a rapidly evolving world.
In the UK, the emphasis on STEM subjects in schools has grown significantly over the past decade, following the recognition that these disciplines are strong drivers for innovation and economic growth.
STEM in Schools
Paradigm Trust begins STEM education early, teaching children in the EYFS by incorporating Computational Thinking concepts into lessons through pattern seeking, tinkering and creating.
Coding begins in Year 1 and is built upon in every year following. Pupils use code.org, a system used by over 80 million students around the world. Content and exercises are tailored for each year group, with complexity increasing as children get older.
Alongside coding, pupils are taught to type. Every computing lesson begins with practice – children in Key Stage 1 use a programme called Keyboard Climber, then graduate to Typing Club in Key Stage 2.
Children are also taught to use different digital tools to create everything from ebooks to music. In Year 5 pupils will learn how to create their own websites, and make 3D models using TinkerCAD. When they reach Year 6, pupils use Google Sheets to create budgets for their own parties and Microsoft Publisher to produce their graduation books.
Once children have made the transition to Ipswich Academy, the Trust’s secondary school, maths resources from STEM Learning are used in the base group activities, in maths competitions and in careers sessions. Students have the opportunity to take Level 2 Further Maths GCSE and Statistics GCSE, and in Summer 24 Ipswich Academy saw its best ever results in these subjects.
Schools in the Trust also use external resources, where relevant, to improve students’ engagement with the STEM subjects. VR headsets are used with Year 7s to explore Space, and specialist entomologists visit the school so students are able to see and handle invertebrates.
Also at Ipswich Academy, students are working on a STEM project with Sizewell C Co (the company building the new nuclear power station on the Suffolk coast), which has supplied resources to develop STEM skills, such as Sphero coding, and pneumatic and hydraulic engineering, to overcome a range of challenges linked to actual problems. Later in the year students get a chance to visit the build site to showcase their work, tour the power station, and meet people who already work in the STEM industries. This helps the students to increase their engineering and maths skills, and understand their relevance to the real world.
The significance of STEM
According to a report by EngineeringUK, the STEM sector contributes significantly to the UK economy, with engineering alone accounting for 26% of the UK’s GDP. The UK, like many other nations, faces a skills gap in STEM industries, so by equipping students with strong STEM skills we put them in an advantageous position to secure important, well-paid careers.
STEM careers are among the highest-paying and most in-demand jobs, with salaries 20% higher than other sectors. Promoting STEM education can enhance social mobility by providing students from diverse backgrounds with access to lucrative career paths. Encouraging more students to pursue STEM subjects, particularly those from underrepresented groups, can help bridge socio-economic gaps.
STEM subjects inherently teach problem-solving and critical thinking skills. These disciplines encourage students to explore, experiment and find solutions to complex problems. Such skills are not only essential for STEM careers but are also valuable in everyday life and across many other sectors.
STEM education is a powerful tool that equips students with the skills and knowledge needed to thrive in a rapidly changing world. Paradigm Trust’s comprehensive approach to STEM, starting from early years and continuing through secondary school, demonstrates the impact of integrating these subjects into everyday learning. Through partnerships, hands-on projects, and real-world applications, students not only develop technical expertise but also gain a deeper understanding of the vital role STEM plays in the world.
Nurturing Minds and Bodies: Healthy Eating in Schools
Establishing healthy eating habits during childhood gives a strong foundation for a lifetime of wellbeing. Schools play a crucial role in promoting healthy dietary behaviours, so by creating an environment that prioritises nutritious food choices, we give our pupils the ability and the confidence to make informed decisions about their diet and cultivate habits that support their physical and intellectual growth.
Healthy eating is not purely about physical health. It has a wider effect, improving cognitive function, academic performance and a person’s overall wellbeing. Research has consistently proven the connection between nutrition and academic achievement, with studies showing students who have balanced diets perform better academically and display evidence of improved concentration and memory.
A study published in the Journal of School Health found students who consumed a higher quality diet, including more fruits, vegetables, and whole grains, had better academic performance compared to those with poorer dietary habits. Research published in the British Journal of Nutrition indicates nutrients (such as omega-3 fatty acids) are essential for cognitive development in children, and an adequate intake of vitamins and minerals, such as iron and zinc, has been linked to improved cognitive function and attention span.
Education and awareness are the first steps in helping pupils and students understand the importance of healthy eating. By including nutrition education in the Paradigm Trust curriculum across the stages, we are able to teach them about the importance of balanced diets, food groups, the importance of vitamins and minerals, and nutritional value. This culminates in our Hospitality and Catering option that students can take at KS4.
As well as standard lessons, the Trust organises workshops and guest lessons featuring professionals from the food and health industries to engage pupils and provide them with practical knowledge about healthy eating. Farm trips are arranged so children can understand more about the provenance and seasonality of food, and we use resources including digital media and printed posters in schools to reinforce key messages about nutrition and healthy food choices.
Alongside learning about the principles of nutrition and healthy eating, pupils have practical cooking lessons to teach them these valuable life skills. They introduce the concept of creating nutritious meals from scratch instead of relying on unhealthy pre-prepared food, and give an understanding of the processes involved in cooking.
To encourage healthy eating habits, it’s important that students always have access to nutritious food while at school. School lunches at Paradigm Trust schools are provided by Lunchtime Co., a caterer that prepares its menus carefully, following the School Food Standards Guidance in combination with the nutrition criteria of the Government Buying Standards for Food and Catering Services. Variety is a key consideration in what they create, so different fruits, vegetables, grains, pulses, meat and fish are incorporated across the week, to serve food that looks good and tastes good too.
But it’s not just lunchtimes that are important for healthy eating, there needs to be a focus throughout the school day. Paradigm Trust has implemented measures to ensure pupils are always able to eat healthily; from EYFS, when pupils are supplied with daily fruit and vegetable snacks, to secondary school where vending machines contain a wide range of healthier options.
To create a supportive environment for healthy eating, we design school spaces that encourage healthy behaviours. These range from providing designated eating areas to integrating health-oriented messages throughout the school. A supportive environment reinforces the importance of healthy eating and complements educational efforts.
Establishing healthy eating habits in children and young people is only possible with full buy-in from the adults in their lives. By gaining support from parents, teachers and other prominent influences, it becomes easier to promote a culture of healthy eating. This can take many forms, such as including stakeholders in school meal planning, nutrition education, and extracurricular activities to build a shared commitment to student health.
Promoting healthy eating in our schools is a vital investment in the wellbeing and future of our children and young people. By prioritising nutrition education, providing access to nutritious food, teaching culinary skills, engaging stakeholders and creating supportive environments, we empower students to make informed choices that support their physical, cognitive and emotional health.
The value of extracurricular activities
Extracurricular activities can play an incredibly important role in a student’s educational journey. They give children and young people the chance to explore beyond their classrooms, providing them with the opportunities to discover new interests and learn new skills.
Another significant benefit is that they provide wraparound care for children and young people, benefitting working parents/carers as well as the students who attend the extracurricular clubs.
However, it is important to recognise that not all students have equal access to these opportunities. Disadvantaged children often find themselves on the periphery, missing out on the numerous benefits that extracurricular activities offer. So schools must find strategies to open up access to all students, so their background or current circumstances does not impede them.
The benefits of extracurricular activities
A study published in the Economics of Education Review by Stephen Lipscombe found that when it came to extracurricular activities, athletic participation is associated with a 2 percent increase in maths and science test scores. Club participation is associated with a 1 percent increase in maths test scores, and involvement in either type of activity is associated with a five percent increase in Bachelor’s degree attainment expectations.
It’s absolutely crucial however, to not make the mistake of approaching these extra-curricular activities solely as a support for subjects on the mainstream curriculum. Each one has their own intrinsic value and can spark an interest or uncover a passion which students carry with them for years to come, either simply as a pastime, or something that influences their choice of a profession in later life.
Paradigm’s core principle is that its curriculum prepares pupils to lead fulfilling lives and to play an active, positive and productive role in our democratic society. In essence, the value of extracurricular activities lies in the holistic development they offer, contributing to well-rounded individuals ready to face the challenges of the future.
Extracurricular activities often provide an opportunity for the cultivation of social skills and teamwork. Whether through sports teams, games clubs, music ensembles or other activities, students learn to collaborate, communicate effectively, and appreciate the importance of collective effort. These experiences have the potential to not only contribute to personal growth but also prepare students for the collaborative nature of the world of work.
Taking part in extracurricular activities is also a positive way for children and young people to build cultural capital. Participation exposes students to a variety of new experiences and environments, and this exposure can help them develop a broader understanding of different cultures, perspectives, and ways of life. Participating in arts, music, drama and other creative activities can allow students to express themselves and develop an appreciation for various forms of cultural expression. This exposure enhances their cultural capital by fostering creativity and aesthetic awareness.
Finally, clubs can also encourage pupils’ attendance, as they provide something additional that a pupil may look forward to coming to at school.
Removing barriers
As many extracurricular activities come with a fee, cost can be prohibitive for some students. To mitigate this at Paradigm some schools work with organisations such as Magic Breakfast Clubs which allow them to reduce the cost significantly. Others pool resources with nearby schools and run activities jointly, making them more cost-effective for families and schools alike. And through Paradigm’s Hinterland programme activities such as music lessons are subsidised and supported in a way that both reduces costs and also encourages more pupils to take part.
As noted above, extracurricular activities can act as wraparound care, benefitting working parents, however the reverse can also be true. Pupils may have responsibilities at home outside school hours which prevent them from staying late, such as looking after younger siblings, or the parents themselves. Or the early start / late finish may not fit with times parents can do the school run. To accommodate this, schools across the Trust hold many clubs during lunch breaks, which gives students who are unable to stay after hours the chance to enjoy extracurricular activities. The Hinterland curriculum also moves some experiences which would be extra-curricula in many schools into the full curriculum, making them accessible to all.
By having a wide range of extracurricular activities on offer, children and young people have access to learning and experiences they may not receive otherwise, helping them become more rounded individuals for the future. And by putting measures in place to overcome barriers and help every child access them, we can make the biggest difference in pupils’ lives.