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A short film following the experiences of two young women’s neurodivergence (Autism and ADHD) and the difficulties they encountered in the education system as they journeyed to understand themselves. This documentary highlights the issues surrounding diagnosis for women and girls in the UK and was created in partnership with the BFI during the BFI documentary residential 2024.

Not So Typical

Ruby: As a kid, I didn't really realise that I thought differently and I felt differently. I just felt like a bit of an outsider at times, and I felt like I didn't fully have control in how I was behaving and how I was feeling as much as other people did.

Eva: I had so many friendship issues in school. Um, primary school and secondary school specifically because I wasn't diagnosed, I ended up calling myself a nomad friend. I would move from group to group. I actually struggled really badly with bullying. That period of my life of just being like, I can't change who I am and you're bullying me for it. I got really upset.

Ruby:  I remember always feeling like I couldn't settle into a group in school. I got bullied quite badly through like year 7 to year 9 and that was all surrounding, like how I was like, and I never really fully understood it. But people were just always like, you're too much like you're too loud. You're too intense. If I didn't do my homework, it was because I was lazy or my attendance was really low because I couldn't be bothered to come into school kind of thing. Whereas there was actually like an issue that was going on that was just completely undetected. I was diagnosed with ADHD at 17 years old. I think when it came to getting my diagnosis, it took quite a long time. There's always waiting lists. I started looking into getting the diagnosis at around 15, and I didn't actually get my formal diagnosis and assessment until I was 17.

Eva: I was diagnosed with autism when I was 16, a month before my 17th birthday. My brother's diagnosis was the spurring point of mine. Girls are diagnosed later than boys, especially with autism and a lot of medical conditions. When they first did the research on the topic, they only did it on white boys. They only use them as their subject, and so their symptoms, in a way, are the ones that they look for.

Ruby:  I actually don't really know how I got through school with it being undetected by teachers, because I think, to be honest, like when I look back, I was quite textbook ADHD. I am someone that can't sit still. I've always been fidgety. There's a lot of issues with concentration. I've just felt very misunderstood at school and feel like when you're not made for the society that we live in, you are isolated within such a massive group of people and it can feel like so detrimental to like your mental health. When I think about it, it makes me feel really sorry for that girl, because at the time I was only like, you know, 14, 15 and when you feel like you don't fit into like society, like society was not built for you, you like, you have no other place to go.

Eva: Primary school. I used to cry in a corner when I was overwhelmed, and it was a corner because no one could come behind me. I was safe, no one could touch me. I was there, but it was a lot of almost loneliness. At secondary school I just hated the noise. It was always really loud and so I liked to sit outside, even if it was raining, because it's not noisy outside.

Ruby: When I actually got my diagnosis. I remember speaking to my mother was being like, it's crazy that that was never suggested to us. I got tested for bipolar, I got tested for all sorts of things, but they never even thought about it.

Eva: I find with a lot of people I've spoken to, they're like, oh, they said I had borderline personality disorder. They said I had bipolar. Um, and they get all these misdiagnoses because everything had been done for men. Why aren't we talking about something that half the population of the world goes through or will go through in their life?

Ruby: I think when it comes to women, there is a lot of issues when it comes to getting diagnosed because women's ADHD can manifest in such a different way. I think because women in general kind of have to put on a facade anyway. We're used to performing. That's constantly what I've been doing my whole life. When I was a child, I was always told I was bossy. So then I think I then internalised that and I was like, I can't be that because people don't like bossy women. So yeah, I definitely tried to be something I wasn't, but then that made it so that I was just struggling inside. Whereas now, like I viewed the world just completely differently after I got my diagnosis.

Eva: My diagnosis did empower me. It kind of gave me a reason, and with a reason I could go about doing the things I wanted to do. It definitely gave me freedom, and I feel like I found empowerment in the freedom.

Ruby: I'm so much healthier with my mind. I'll take up however much space I need.

 

Not So Typical

Video length - 06.03
Published date - Apr 2024
Keystage(s) - 3 and 4
Downloadable resources

Meet Abi – they’re a bit different, in many amazing ways! Abi’s autism can make life challenging sometimes, but it’s also given them some gifts. Smart, curious and open to other cultures, Abi has been on a mission to find the right faith for them and Hinduism speaks to their soul. In the film Abi describes their day to day life, their autism, their love of languages, identifying as non-binary and why Hinduism works for them – excitingly, Abi gets to experience their first public Diwali.

Produced by Morgan Tipping.

Directed, edited and animated by Tommy Chavannes – https://tommychavannes.com/

Component 2: Thematic studies - Religious, philosophical and ethical studies - Students should be aware of different religious perspectives on the issues studied within and / or between religious and non-religious beliefs such as atheism and humanism.

Area of Study 1 - The aims and objectives of this qualification are to enable students to: ● develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism

Component Group 2–Religion, philosophy and ethics in the modern world from a religious perspective - dialogue within and between religions and non-religious beliefs; how those with religious and non-religious beliefs respond to critiques of their beliefs including the study of a range of attitudes towards those with different religious views – inclusivist, exclusivist and pluralist approaches.

1.1 - Develop learners’ knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism Understand that religious traditions in Great Britain are diverse and include the following religions: Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as non-religious beliefs, such as atheism and humanism

2.3 Component 3 (Route A) - The compulsory nature of this component ensures that learners know and understand the fact that the religious traditions of Great Britain whilst being, in the main, Christian are also diverse and include the following religious traditions as well as other religious and non-religious beliefs such as humanism and atheism. This knowledge may be applied throughout the assessment of the specified content.

Autism, Hinduism & Me

Video length - 05.59
Published date - Sep 2022
Keystage(s) - 2, 3 and 4
Downloadable resources