The Ultimate Guide to GCSE Maths for Neurodivergent Students (2025/26 Syllabus)

Many parents assume their child struggles with maths because they "aren't a maths person."

For neurodivergent students, this is rarely true. The barrier is often not the mathematics itself, but the working memory required to hold numbers in their head, or the processing speed needed to finish the paper.

Students with ADHD often make "silly mistakes" when challenges with attention regulation cause them to overlook small details, such as misplacing a decimal point or writing a 5 when they meant to write a 4. Students with dyslexia struggle to decode wordy questions, and students with dyscalculia struggle with number sense. Many neurodivergent students struggle with working memory, processing speed and organisation.

These are not intelligence issues. These are access issues.

This guide explains how to hack the GCSE Maths exam for the neurodivergent brain, updated for the 2025/26 syllabus (AQA, Edexcel, OCR).

Part 1: The 2025/26 Syllabus Update (The Formula Sheet)

There is significant news for students sitting exams in the 2025 and 2026 series. The Department for Education has confirmed that formula sheets will continue.

This means students will not need to memorise complex formulas such as the Quadratic Formula, the Sine and Cosine Rules, or Volume equations. They will be provided on a separate sheet in the exam hall.

This is a specific advantage for neurodivergent students who struggle with working memory. It removes the "cognitive load" of recall, allowing the brain to focus entirely on solving the problem.

Strategy: How to Use the Sheet Effectively

Do not simply assume the sheet will help. Many students waste valuable minutes scanning the sheet because they are unfamiliar with it.

1. Download It Now: Go to your exam board website (AQA, Edexcel, or OCR) and print the 2025/26 sheet today.
2. Colour Code It: During revision, have your child highlight sections in different colours (e.g., Geometry in green, Algebra in pink). This builds a visual memory of where the information is on the page.
3. Practice Information Retrieval: When doing practice papers, the student should have the sheet on the desk. If a question asks for the "Volume of a Sphere," they must practice finding that specific line on the sheet immediately.

Note: Students must still know basic relationships that are not on the sheet, such as how to calculate speed (Speed = Distance / Time).

Part 2: Access Arrangements for Maths

Maths exams are not just about calculation; they are about processing speed, reading comprehension, and motor skills. Ensure you have the right Access Arrangements in place.

The Basics (Form 8)

Access arrangements are not automatic. They require a formal application called "Form 8."

• Timeline: Schools typically assess students in Year 9 or Year 10.
• Normal Way of Working: To use an arrangement in the exam, the student must use it in normal lessons - this proves their "normal way of working". If your child wants extra time in their final exam, they must use extra time in their mocks.

25% Extra Time

Maths papers are strictly timed. 25% extra time provides approximately 22 minutes in a standard 90-minute paper.

How to use it: Do not simply work slower. Use the "Traffic Light" Method:

• Green (First Pass): Go through the paper and answer every question you know immediately. If a question looks complex or wordy, skip it.
• Amber (Second Pass): Go back to the skipped questions. Use the extra time to break them down without panic.
• Red (Checking): Use the final 10 minutes strictly for checking. Look for common errors: missing units (cm/m), missing negative signs, or incorrect copying of the number from the question. This is an especially important step for students with ADHD.

A Reader (Computer or Human)

Modern maths exams rely heavily on "word problems." A student with dyslexia might misread "perimeter" as "parameter" or miss a vital instruction like "give your answer to 2 significant figures."

• The Rule: A reader can read the questions to you in a Maths exam. They can read the scenario, the numbers, and the units. They cannot explain what the question means.
• Recommendation: We recommend a Computer Reader (reading pen or software) over a human. It allows the student to re-read a question as many times as needed without feeling embarrassed or rushed.

The Squared Paper Hack

Students with dyspraxia or spatial difficulties often struggle to keep numbers aligned in columns. If numbers drift across the page, 132 can easily become 13.2, leading to lost marks.

• The Fix: Ask your SENCO for graph paper or a modified answer booklet with larger grid squares. This forces alignment and keeps calculations tidy.

Scribes vs. Laptops

A scribe writes down what the student dictates.

• Warning: We rarely recommend scribes for Maths. To get "method marks," the student must show their working out. Dictating a complex algebraic step (e.g., "3x squared plus 2y over 4") is mentally exhausting and prone to communication errors.
• Better Option: A laptop is also difficult for maths notation. The best option for most students is handwriting on enlarged squared paper, unless their handwriting is completely illegible.

Part 3: Strategies for Specific Needs

For ADHD: The "Working Memory" Hack

ADHD brains struggle to hold multiple steps in their head at once. Mental maths is often the enemy!

• The Rule: Write. Everything. Down.
• Why: GCSE Maths awards "Method Marks." If your child tries to do a 3-step calculation in their head and gets the final number wrong, they get 0 marks. If they write down the calculation and make a small error, they might still get 2 out of 3 marks.
• The External Brain: Treat the paper as an external hard drive. Offload every thought onto the page immediately.

For Autism: The "Show Your Working" Block

Autistic students often have strong pattern recognition and can "see" the answer instantly. They find it illogical to write down steps that seem obvious.

• The Risk: They get the answer right (1 mark) but lose all the method marks (3 marks). If they make a tiny calculation error, they get 0.
• The Re-Frame: Do not ask them to "show working." Ask them to "write a manual." Tell them to think of the examiner as a computer that cannot understand the answer unless it is given the code (the steps) to get there.

For Dyslexia: The Vocabulary Trap

Wordy questions are overwhelming. Dyslexic students often fail questions because they misinterpret specific "command words." Create a cheat sheet for these "Trap Words":

• "Product" means Multiply.
• "Difference" means Subtract.
• "Estimate" means Round to 1 significant figure first (do not calculate exact numbers).
• "Perimeter" (distance around) vs "Area" (space inside). These words look similar and are easily confused under stress.

Use the CUBES method to process these questions:

• Circle the numbers.
• Underline the question.
• Box the keywords (like "Product").
• Eliminate unnecessary information.
• Solve.

For Dyscalculia: Concrete Visuals

Dyscalculia is a specific difficulty with number sense. Abstract algebra (2x + 3y) can feel meaningless.

• The Solution: Bar Modelling.
• How it works: Instead of just writing numbers, draw blocks to represent values. This turns an abstract algebra problem into a visual puzzle.
• Example: "Ratio of 2:3" becomes 2 blocks for Alice and 3 blocks for Bob. You can visually see that Bob has more.
• Revision Tip: Use physical counters or LEGO bricks during revision to "build" the maths problem before solving it.

Part 4: Revision That Actually Works

Neurodivergent students often find "doing past papers" boring and demoralising. Try these alternatives.

1. Interleaving (The "Fruit Salad" Method)

ADHD brains crave novelty. Doing 2 hours of solid Algebra is painful and ineffective.

• The Strategy: Mix it up. Do 15 minutes of Algebra, then 15 minutes of Geometry, then 15 minutes of Data.
• Why: This forces the brain to constantly retrieve different rules, which builds stronger long-term memory connections. It also mimics the real exam, where questions are mixed up.

2. The "Red Pen" Method

Don't just mark a paper and look at the score.

The Strategy: When marking a past paper, use a red pen to categorise why a mark was lost.

• S: Silly mistake (knew it, just rushed).
• K: Knowledge gap (didn't know the formula).
• Q: Question misread (didn't see "2 significant figures").

The Insight: If most errors are "S" or "Q," you don't need more maths tuition; you need exam technique coaching.

3. The 5-Minute Start (Beating Procrastination)

The hardest part of revision for students with executive dysfunction is starting. The task feels too big, and the student (understandably!) wants to avoid a painful or uncomfortable experience.

• The Hack: Tell your child they only have to do maths for 5 minutes. Set a timer.
• The Rule: After 5 minutes, they are allowed to stop.
• The Reality: Usually, once they have started, motivation kicks in, and they continue. Most tasks aren't as difficult as anticipated! Starting is the hurdle.

Summary Checklist for Parents

1. Formula Sheet: Download the 2025/26 version and stick it on the fridge.
2. Equipment Check: Does your child have the exact calculator they will use in the exam? They need to build muscle memory with the buttons now.
3. Method Marks: Enforce the rule: "If it's not written down, it doesn't count."
4. Access Arrangements: Confirm with the SENCO that 25% extra time is approved.

Specialist Maths Support

Standard maths tuition often focuses on drilling questions. SEN maths tuition tailored to neurodivergent brains focuses on how to process the question.

At Sunbeam Education, our tutors specialise in Maths for students with ADHD, Dyslexia, Autism, and Dyscalculia. We teach the visual methods (like Bar Modelling) that make numbers make sense.

Looking for a specialist tutor? Match with a SEN Tutor today