Stop Labelling, Start Supporting: UK Brain Expert Urges a New Approach to Understanding Young People
By Health Correspondent
Children in the UK for years have been placed in narrow diagnostic categories—and one leading UK brain expert believes this approach may be preventing young people from realising their full potential.
Dr Andrew Curran, a best-selling author, neurologist, and neurobiologist with more than 25 years of experience, argues that while diagnoses can be helpful, relying too heavily on labels such as “autistic,” “ADHD,” and “ADD” can sometimes overshadow the individual strengths and unique abilities of each child.
“Everyone needs to understand themselves fully and it should be started very early. Children need support, understanding, and environments that help them thrive,” he said.
“Labels can play a part, but they should never define a child. Our aim should always be to help young people understand themselves in their totalities and to reach their potential.”
He added: “A huge proportion of people in Silicon Valley are neurodiverse. Some of the most creative, world-changing innovations have come from neurodiverse minds. We need to ensure children feel valued for who they are, and to understand their capabilities holistically and not be limited by a category.”
Dr Curran emphasises that schools and teachers across the UK are working incredibly hard—often under enormous pressure—to meet the needs of all learners.
His concern is not with schools themselves, but with a system that can unintentionally push children toward labels before fully exploring their strengths, learning profiles, and emotional needs.
“Schools want the very best for their pupils,” he stresses. “I’ve visited schools for 25 years, and the dedication is extraordinary. What we need is a shift in understanding—a recognition that every young person learns differently, and that difference is something to nurture.”
Curran, who is also the author of The Little Book of Big Stuff About the Brain, reprinted six times, has long championed emotional literacy and brain-based learning.
His work highlights the importance of understanding how young people think, feel, and process the world around them.
He is now calling for a nationwide conversation involving parents, teachers, policymakers, and employers—a movement toward seeing neurodiversity as one of society’s greatest untapped strengths.
“Neurodiversity is not a deficit—it’s potential,” he says.
“If we want to build a more innovative and emotionally intelligent future, we need to support young people in understanding themselves, rather than placing them into boxes that don’t reflect their brilliance.”
Dr Curran will soon embark on a UK tour blending neuroscience, music, and leadership insight to explore emotional intelligence and how understanding our brains can enhance wellbeing and productivity.
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But his message reaches far beyond the stage: every child deserves to feel seen, supported, and empowered.
“Children are waiting to shine,” he says. “With the right understanding, we can help them do exactly that.”
