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Was it a rebellious phase, or a survival strategy to fit in?

In the final primary school chapter of TheNeuroPod, James Kenyon (The Wingman) and James “Maverick” Hollis wrap up the "Primary Odyssey" with a look at the year 2000—a time when "normal" was the only accepted standard. Maverick reveals the moment he finally "snapped" after a stinging confrontation with a teacher who labeled his autistic traits as "juvenile" and "not normal."

The duo discusses the radical shift Maverick made: abandoning his role as a quiet rule-follower to join the "unruly squad." From sitting at the back of the bus on a school trip to France to intentionally getting sent out of Latin class, James explains how he used "troublemaking" as a form of social camouflage. It’s an insightful look at how the need for acceptance can drive neurodivergent children to "mask" through mischief, and how that newfound confidence eventually led to a triumphant acceptance into his first-choice boarding school.

⏱️ Chapters:

• 00:00 – Intro: Ready to buzz the tower?
• 01:45 – The Dressing Down: "Why can't you be like everybody else?"
• 04:30 – The Snap: Deciding that following the rules isn't working
• 07:15 – Joining the Squad: Initiation and keeping secrets
• 09:40 – The Latin Class Incident: Switching sides from teacher to rebel
• 11:50 – The Back of the Bus: Finding acceptance on the France trip
• 14:30 – Social Masking: Talking about girls and "playing the part"
• 18:15 – The Common Entrance Success: How social safety boosted academic performance
• 21:30 – The Watershed Moment: Proving the naysayers wrong
• 23:45 – Maverick’s Final Word: A message for teachers on behavior changes
  

🔑 Key Takeaways

• The Damage of "Normal": How being told to "grow up" and "be normal" by an educator can make an autistic child feel broken rather than supported.
• Rebellion as Camouflage: Why a sudden shift into a "naughty" peer group can actually be a sophisticated form of masking to avoid further adult criticism.
• The Social/Academic Link: How the feeling of peer acceptance (even through a persona) provided the confidence Maverick needed to pass his exams and excel.
• Initiation & Loyalty: The role of "rule-following" even within unruly groups—how James used his innate ability to follow strict codes to gain trust with his new friends.
• A Lesson for Educators: If a quiet, reserved student suddenly joins the "loudest" group, look beneath the surface. It may be a response to an injustice or a sign of undiagnosed neurodivergence.

Support our NeuroInclusion Odyssey for the price of a pint! Join the Pint Club on Patreon (£6/month) → bonus behind the scenes content, patreon shout out in our shows, and have real impact on NeuroInclusion. 👉 patreon.com/c/NeuroPod

Follow TheNeuroPod on: Facebook | Instagram | TikTok | YouTube

TheNeuroPod is written and presented by James Hollis and James Kenyon. Producer: Veronika Ipser

#NeuroInclusion #AuDHD #AutismAwareness #Masking #Neurodivergent #UKPodcast #ActuallyAutistic #TheNeuroPod

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Was it mental illness, or was it just a young boy with a vivid imagination?

In this episode of TheNeuroPod, James Kenyon (The Wingman) and James “Maverick” Hollis take to the neurodiverse skies to revisit the primary school years—specifically age 10. Maverick opens up about a startling memory from the 1990s: being flagged by teachers for potential "schizophrenia" simply because his imaginary play was so intense.

The duo explores how Maverick created an imaginary "Sergeant Major" to provide the motivation and support he wasn't getting in the classroom. They discuss the trauma of negative reinforcement, the fear behind being the "best-behaved" child, and the crushing moment a Headmaster tried to write off his future—and how his parents fought back.

It’s a raw look at how curiosity is often killed by impatience, and why neurodivergent kids need community, not just labels.

00:00 – Intro: The Neurodiverse Skies

01:50 – The "Schizophrenia" Label: Misunderstanding Autism in the 90s

04:39 – Meet the Sergeant Major: Imaginary friends as a survival tactic

09:23 – Rules & Anxiety: Being "good" out of fear

11:46 – The Maths Meltdown: A case study in negative reinforcement

16:24 – Killing Curiosity: "You should know the answer" 21:09 – The Headmaster who wrote me off (and the parents who didn't)

25:55 – Maverick’s Message: Patience and inquisitiveness

• The Misdiagnosis Danger: How vivid autistic imagination and loneliness were mistaken for schizophrenia by concerned teachers in the 90s.
• Coping Mechanisms: Maverick created an imaginary "Sergeant Major" to offer the encouragement and motivation he lacked from peers.
• Fear-Based Compliance: Being the "rule follower" at school wasn't always about respect; often, it was about avoiding the sensory overload of being shouted at.
• Negative vs. Positive Reinforcement: How a lack of patience in Maths crushed confidence, while autonomy in French allowed Maverick to soar.
• The Power of Advocacy: The critical moment Maverick’s parents refused to accept the school's low expectations for his future.
• Teacher Tip: Never shut down a "basic" question. Inquisitiveness is the engine of learning.
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Support our NeuroInclusion Odyssey for the price of a pint!

Join the Pint Club on Patreon (**£6/month**) → bonus behind the scenes content, patreon shout out in our shows, and have real impact on NeuroInclusion. 👉 patreon.com/c/NeuroPod

---

Follow TheNeuroPod on:

Facebook | Instagram | TikTok | YouTube

---

TheNeuroPod is written and presented by James Hollis and James Kenyon.

Producer: Veronika Ipser

---

#NeuroInclusion #AuDHD #AutismAwareness #Neurodivergent #UKPodcast #ActuallyAutistic

Please share/rate this podcast

James Kenyon sits down to chat with co-host James “Maverik” Hollis and explore Maverik’s undiagnosed autistic childhood in the 1990s at primary school – Maverik talks of his struggle with maths, bullying, masking, and the rare moments of real connection that kept him going.

In this raw and relatable conversation, Maverik (James Hollis) opens up to James Kenyon about growing up as an undiagnosed autistic kid in primary school. He shares the frustration of being labelled a “slow learner” (especially in maths), how certain teaching styles left him lost, and the daily reality of bullying and social exclusion. Yet there were bright spots: languages came naturally, history became a refuge, and carefully planned playground games gave him the predictability he craved.

The two Jameses reflect on how small changes – more practical teaching, interest-led friendships, and genuine inclusion – could have transformed those years, and what today’s schools can still learn from Maverik’s story.

Chapters:

00:00 Introduction to Neurodivergence and Personal Stories

01:51 Challenges in Learning: A Personal Reflection

03:41 The Impact of Teaching Methods on Learning

05:55 Social Dynamics and Bullying in School

10:06 Finding Connection: Friendships and Interests

12:54 The Role of Predictability in Coping Strategies

18:30 The Importance of Inclusion in Education

Key Takeaways

• Maverik proudly identifies as autistic and AuDHD
• Being called a “slow learner” was deeply unfair – the teaching style was the problem, not him
• Maths felt impossible; languages clicked instantly
• Bullying and exclusion were daily realities
• True friendships formed over shared special interests (especially history)
• Planning games and routines were vital coping tools
• Moments of real inclusion were rare but life-changing
• Neuro-inclusive classrooms should actively connect kids with similar passions

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Support our NeuroInclusion Odyssey for the price of a pint!

Join the Pint Club on Patreon (**£6/month**) → bonus behind the scenes content, patreon shout out in our shows, and have real impact on NeuroInclusion. 👉 patreon.com/c/NeuroPod

---

Follow TheNeuroPod on:

Facebook | Instagram | TikTok | YouTube

---

TheNeuroPod is written and presented by James Hollis and James Kenyon.

Producer: Veronika Ipser

---

#NeuroInclusion #AuDHD #AutismAwareness #Neurodivergent #UKPodcast #ActuallyAutistic