Jason is a Senior Clinical Lecturer in Neurodevelopment at the University of Glasgow and an Honorary Consultant in Child and Adolescent Psychiatry. His work is grounded in a neuro-affirmative approach, advocating for strengths-based, inclusive practices that support neurodivergent individuals.

His research focuses on neurodivergence in children and young people, particularly the co-occurrence of different neurotypes and the lived experience of being neurodivergent. He explores equality and accessibility issues faced by neurodivergent individuals and is committed to identifying how services and systems can be restructured to better support this population. His work spans clinical, educational, and policy contexts, bridging research with real-world applications.

Jason has a strong commitment to education and workforce development. He is currently leading the creation of a national Neurodevelopmental Practitioner course and collaborating on the development of an Infant Mental Health course within the University of Glasgow. His work aims to enhance professional understanding and service delivery in neurodevelopmental and mental health care.

Jason also has lived experience of neurodivergence. He is autistic and the father of two neurodivergent daughters, which deeply informs his research, teaching, and advocacy.

Jason’s research is grounded in a neuro-affirmative approach, and seeks to answer the over-riding question: How can children and young people experience a state of healthy Neurodivergence?Jason's work aims to enhance understanding of neurodivergent children and young people. His work explores both individual experiences of neurodivergence and the broader systemic factors that shape outcomes for this population. His key research interests include:

• Neurodiversity & Neurodivergence – Investigating the diversity of cognitive and sensory profiles within the neurodivergent population, with a focus on the co-occurrence of different neurotypes, such as autism and ADHD, and the implications for identity, support, and service provision.

• Neurodivergent Phenomenology & Lived Experience – Exploring how neurodivergent individuals experience and navigate the world, including sensory, cognitive, and social differences. His work incorporates first-person perspectives to ensure that research and practice are shaped by lived experience.

• Equality & Inclusion – Investigating systemic barriers to equity for neurodivergent individuals, including disparities in education, healthcare, employment, and social policy. His research aims to promote inclusion and accessibility, reducing structural inequalities that impact neurodivergent well-being. This includes his work on the Neurodiversity in Scottish Schools (NISS) project, which seeks to identify and implement strategies that enable neurodivergent young people to thrive within the Scottish education system.

• Systems Development & Improvement – Developing innovative service models that better meet the needs of neurodivergent children, young people, and families. His research explores how health, education, and social care systems can be reconfigured to provide more effective, timely, and neuro-affirmative support.

• Applied Research for Service Transformation – Engaging in collaborative research with practitioners, policymakers, and lived experience experts to improve pathways for identification, support, and intervention. This includes alternative assessment models such as rapid neurodevelopmental assessments and neurodivergent-affirming therapeutic approaches.

• “Ghost Parents” & Hidden Caregivers – Investigating the experiences of parents and caregivers who feel invisible or unheard within service systems, particularly in the context of neurodivergent children. This collaborative research aims to highlight their perspectives and improve professional engagement with families navigating complex care pathways.

Jason’s work bridges clinical practice, research, and policy, aiming to transform understanding, reduce inequities, and create more inclusive environments for neurodivergent individuals and their families.

List by: Type | Date

Grants and Awards listed are those received whilst working with the University of Glasgow.

• The feasibility of Therapeutic Assessment and Neuro-Divergence Assessment (TANDA)
  National Institute for Health Research
  2025 - 2026
   
• Neurodiversity in Scottish Schools (NISS) - Phase One
  Economic and Social Research Council
  2024 - 2025
   
• Grampian Test of Change
  NHS Grampian
  2024 - 2024
   

Jason is an experienced educator with a strong commitment to enhancing neurodevelopmental and psychiatric education across undergraduate and postgraduate levels. His teaching emphasises neurodiversity-affirming approaches, ensuring that future clinicians and professionals are equipped with the knowledge and skills to support neurodivergent individuals effectively.

He is the co-lead of the BSc in Psychological Medicine intercalated degree course and plays a key role in curriculum development for psychiatry within the Undergraduate Medical School at the University of Glasgow. He also provides specialist neurodiversity-focused teaching to undergraduate medical students, integrating contemporary research and lived experience perspectives into medical education.

Jason is the course lead for Infant Mental Health and Neurodiversity in Practice, a core component of the MSc in Infant Mental Health at the University of Glasgow. In addition, he teaches across a range of courses on neurodivergence, child and adolescent psychiatry, and mental health, both within and beyond the university setting, contributing to professional training and continuing education initiatives.

His teaching philosophy is centered on interactive, inclusive, and applied learning, ensuring that students and professionals develop both theoretical understanding and practical skills to support neurodivergent individuals in clinical and community settings.