The PET Project & Building Belonging (Why Neurodiversity and Inclusion Matter in Education)

Recent coverage in FE Week shines a spotlight on the work of Fleur Sexton and the evolution of PET‑Xi — a training provider built around inclusion, neurodiversity and a refusal to give up on young people others have written off. The article highlights how PET‑Xi’s culture, leadership and delivery model challenge traditional ideas of what education and training should look like, particularly for young people who are NEET or at risk of exclusion.

The story of PET‑Xi illustrates a wider truth across the education and skills sector: belonging matters. Many young people disengage not because they lack ability, but because systems are inflexible, environments are unwelcoming, or difference is treated as disruption rather than strength. At PET‑Xi, neurodiversity is normalised rather than managed, creating spaces where young people feel accepted, safe and able to take risks with their learning.

This approach aligns closely with what research and frontline experience consistently show — learners are far more likely to re‑engage when they feel understood and valued as individuals.

What FE Week also makes clear is that outcomes do not happen by accident. PET‑Xi’s results are closely tied to its culture: smaller cohorts, high staff engagement, strong pastoral support and leaders who model authenticity. Staff are encouraged to bring their whole selves to work, mirroring the environment created for learners. This culture of trust and openness translates directly into better engagement, progression and sustainability for young people who have previously struggled within mainstream provision.

The article also reflects the difficult decisions many providers face as funding, demographics and learner needs shift. PET‑Xi’s pivot towards supporting more children and young people demonstrates the importance of organisational agility and values‑led leadership in responding to national challenges around rising NEET numbers and increasing complexity of need.

As conversations continue about education reform, fair access to opportunity and social mobility, examples like PET‑Xi offer important lessons. Inclusion cannot be bolted on; it must be designed in. Neurodiversity should be recognised as an asset. And provider cultures that prioritise wellbeing, belonging and trust are not soft — they are effective.

Education systems work best when they are built around people, not processes. The PET‑Xi story is a reminder that when young people are accepted for who they are, they are far more likely to succeed.