For many neurodivergent students, the traditional education system can feel like a constant struggle. Crowded classrooms, strict schedules, and a one-size-fits-all approach often leave students with ADHD, dyslexia or anxiety stressed and disengaged
One in seven children in the UK are estimated to be neurodivergent, and a lack of training and support in mainstream schools means they often face bullying, higher rates of suspensions due to behaviour differences schools struggle to accommodate, absence, and poor mental health.
Meanwhile, at Minerva Virtual Academy (MVA) – the UK’s fast growing independent online school for 11-18 year olds – 55% of students are neurodivergent and thriving, highlighting that it’s not a question of ability – it’s that mainstream education isn’t designed for the way they learn.
At MVA, flexibility, mentorship, and flipped learning replace rigid timetables. Students study core content independently before joining live classes to explore ideas in depth, supported by teachers who understand different learning needs. This helps students gain ownership and confidence in their studies.
So far, results have been extraordinary. Among students referred to Minerva when their schools had run out of ways to re-engage them, attendance reached 96% in 2024 to 2025. This stands in stark contrast to the national picture, where 38% of students with Special Educational Needs are persistently absent. In core subjects, MVA students consistently achieve above national averages, with 90% achieving grades 9 to 4 in English Language and 71.5% in Mathematics.
Yet according to Hugh Viney, founder and CEO of MVA, the benefits go well beyond academics. “The most powerful outcome is personal growth. Students gain independence, self-belief, and the understanding that their education can be shaped around their needs, not the other way around.”
That focus on holistic growth – confidence, engagement, and wellbeing – is central to MVA’s ethos. With small classes, individual mentoring, and learning plans that evolve with each student, the school creates a sense of security and belonging. For many, it’s the first time education feels like something built for them, rather than something they must constantly fit themselves around.
For neurodivergent learners, virtual schooling can transform education from a source of anxiety into an environment of achievement and belonging. As Viney notes, “Confidence is the most consistent and transformative outcome we see” – a reminder that when learning meets the needs of the individual, students can flourish both in and beyond the classroom.