Nothing About Us, Without Us – Unique Training Solutions

Nothing About Us, Without Us: Across the UK, training rooms are being reshaped by voices that, for too long, were underrepresented or unheard.

Back

At Unique Training Solutions, the delivery of the Oliver McGowan Mandatory Training is not just about meeting requirements—it is about meaningful cultural change. At the centre of this transformation are Experts by Lived Experience (EBLEs), whose insight, honesty, and courage are redefining what effective learning truly looks like.

For many of these co-trainers, the role is deeply fulfilling. It brings pride, purpose, and a sense of contribution that extends far beyond the classroom. One trainer describes feeling “fulfilled and proud,” knowing they are helping to raise awareness and support others who may have faced similar challenges.

There is a strong sense that their work actively improves how people understand and respond to autism—particularly in situations that might otherwise escalate. By sharing lived experience, they help professionals move toward calmer, more respectful, and more supportive interactions.

This is where the training becomes truly powerful. Learners are not simply presented with theory—they are invited into real stories. Trainers consistently highlight how their lived experiences bring depth and authenticity that cannot be replicated through textbooks or slides. Hearing directly from someone who navigates the world as an autistic person every day makes the learning “real, relatable, and impactful.” These are unscripted, honest reflections of life, offering insights into both the challenges and the strengths that come with autism.

The opportunity to engage directly with learners is another defining feature of the training. Co-trainers speak about the value of meaningful, two-way discussions—spaces where questions can be explored openly, and understanding can grow organically. These conversations allow trainers to share not only their own experiences, but also those of other autistic people they know, broadening the perspective even further. It becomes a shared learning environment, far removed from passive, one-directional teaching.

Importantly, these discussions also challenge harmful narratives. Trainers actively encourage learners to move away from pseudoscience and outdated assumptions, instead seeking knowledge from autistic and neurodivergent individuals themselves. This shift is critical. It places lived experience at the centre of understanding and reinforces the idea that those most affected must be part of the conversation.

For the trainers, the impact is both professional and deeply personal. Many describe feeling empowered by the role—particularly within spaces like healthcare, where they may previously have been viewed through a clinical lens. In the training room, they are not patients; they are educators, professionals, and experts. This change in dynamic is significant. It not only builds confidence but also challenges perceptions, showing learners the importance of seeing individuals beyond labels.

There is also a strong sense of belonging and identity within the organisation. One trainer reflects on the Māori word for autism, takiwātanga, meaning “in their own space and time.” They describe how their work environment mirrors this idea—providing a space where they can truly be themselves, feel seen, and be heard. Others speak of the facilitators and fellow trainers as feeling like family, highlighting the supportive and inclusive culture that underpins the work.

The role is not without its demands. Delivering sessions often requires immense emotional energy. Trainers speak candidly about leaving sessions feeling drained, having given “100%” of themselves regardless of how they felt at the start of the day. Yet this effort is driven by a clear sense of purpose. Even if just one person leaves the room with a changed perspective, a deeper understanding, or a commitment to do better, it is considered worthwhile.

And the feedback suggests that the impact is far-reaching. Learners frequently share that the training is unlike anything they have experienced before. They describe it as more engaging, more honest, and more thought-provoking. Some say it has prompted them to reflect on situations they had never previously considered, while others note how it has influenced not just their professional practice, but their personal relationships as well.

The diversity of lived experience within the training team adds further richness. Trainers bring perspectives shaped by their own journeys—whether that includes navigating mental health challenges, experiencing sensory differences, or supporting family members with learning disabilities. One trainer highlights how being a sibling of someone with a learning disability offers learners an additional, valuable viewpoint. Another shares their experience of living undiagnosed for 37 years, often being misunderstood or perceived as mentally ill, underscoring the importance of early and accurate diagnosis.

These stories resonate deeply. For individuals who are newly diagnosed, they offer hope and reassurance. For professionals, they highlight the critical role of awareness, observation, and timely intervention. Trainers also emphasise the dynamic nature of autism—how it varies from person to person and even within the same individual depending on the environment. This challenges the misconception of autism as something fixed or uniform, encouraging a more nuanced and responsive approach.

For many co-trainers, the role also brings a sense of healing and perspective. One reflects on how shifting focus away from themselves and using their experiences to benefit others has helped them move from a place of feeling like a victim to one of empowerment and purpose. This forward-looking mindset not only supports their own wellbeing but also enhances the impact they have on others.

The importance of being valued cannot be overstated. Trainers highlight how being paid for their role is a crucial aspect of this. Too often, people with lived experience are invited to share their stories as a token gesture. Here, their expertise is recognised as exactly that—expertise. They are given a platform where people are expected to listen, engage, and learn. This validation reinforces the message that neurodivergent voices matter and deserve to be central in shaping services and systems.

There is also a strong commitment to advocacy and future change. Many trainers are motivated by a desire to improve access to education and employment opportunities for autistic people. Others see their work as contributing to a broader cultural shift—one that will benefit future generations, particularly children, who will grow up in a world that better understands and supports their needs.

For some, the work carries an even deeper significance. Personal experiences connected to the origins of the training serve as a powerful reminder of why this work matters. One trainer shares their own experience of a severe reaction to medication, similar to that experienced by Oliver, and describes how they feel they survived in order to share their story. For them, delivering the training is not just a role—it is a way of honouring a memory and contributing to meaningful change.

At its heart, this training embodies the principle: nothing about us, without us. True inclusion cannot be achieved without the active involvement of those with lived experience. By placing autistic voices at the centre, the training not only raises awareness but also drives real improvements in understanding, practice, and outcomes.

Ultimately, the impact of this work extends far beyond the training room. It is about changing mindsets, challenging systems, and creating a more compassionate and informed society. Through honesty, vulnerability, and expertise, these co-trainers are lighting up spaces that traditional learning has too often left in the dark.

They are not just delivering training—they are transforming lives, including their own.