Author chat: Scott Evans on AuDHD, inclusive children’s books and why every brain deserves a story

As a former librarian and now a primary teacher, well-written, enjoyable books must play a big role in your life. When did you realise books were important to you?

Books have always been a constant in my life. First, as a child fascinated by words, helped in no small part by my parents, grandparents and even a great-grandmother who, although they did not necessarily love reading themselves, showed me its importance and made it part of my everyday life.

That said, it might come as a surprise that I have not always loved reading. During my secondary school years, I fell out of love with it completely. That experience has stayed with me and inspires my teaching because I know what it feels like to be disengaged, to not see yourself as a reader or to struggle to find a book. Because of that, I try to create a classroom where those connections can happen and where every child has the chance to find their way in.

What changes in children’s publishing have you noticed in your time, first as a librarian and now as a teacher?

Looking back, one of the most striking changes I have seen is in inclusive children’s literature. When I was at primary school 25 years ago, and later on, when I first worked in libraries about 15 years ago, inclusive books were present but in small numbers and often limited in scope. Representation could feel tokenistic rather than meaningful.

Now, as a teacher, I see there has been a clear and welcome shift. We are seeing more stories where diverse characters are not just included; they are centred, celebrated and allowed to be fully rounded characters. Neurodivergent characters, disabled characters and those from a wide range of cultures and family structures are far more visible in books that feel real and relatable.

There has been real progress with inclusive children’s literature, but there is still more to be done. Representation must deepen as well as widen, with more authentic voices shaping the books that children encounter. It is not just about who is present in books, but how they are portrayed, with care, nuance and honesty, rather than stereotype or simplification.

This means continuing to broaden whose stories are told, who gets to tell them and which books are published and promoted. It means challenging the industry as a whole by questioning and making thoughtful choices about what is placed in front of children. The aim is not simply visibility, but belonging. Every child should be able to recognise something of themselves in what they read, while also developing an understanding of lives beyond their own. That balance matters, and it will only be achieved when inclusive voices are no longer treated as the exception but the expectation, and are embedded at every stage of the publishing journey.

What has increased access to inclusive stories meant for the children you teach?

In the classroom, this has been transformative. Children recognise themselves in books in ways they did not before. I have seen pupils light up when they realise, “That’s like me,” or recognise something of their own lives on the page. Just as importantly, I have seen children deepen their understanding of others. Inclusive books do more than support identity; they help build a sense of community, within the classroom and beyond.

Could you tell us a little bit about your AuDHD experiences and reading?

My experience of being AuDHD has always been closely connected to how I read and learn. As a child, I showed signs of hyperlexia (which is an advanced ability to read well beyond what is expected for a child’s age) from very early on. I was able to read factual books, encyclopaedias and even camera manuals by the age of three. By four, I had started learning Japanese with my dad. Reading was not just a hobby for me; it was how I made sense of the world and followed my curiosity in a way that felt natural and exciting.

Did you have access to books with neurodivergent characters as a child?

Despite reading so widely and growing up in the 1990s, neurodivergence was not widely talked about or understood in the way it is today. That lack of awareness was reflected in what was available to read. Most of the books I came across did not reflect neurodiversity, so while I was constantly learning, neither I nor others were seeing ourselves represented in literature. This meant that, although I had strong reading skills, I did not always have the tools to understand myself.

Although some characters, such as Matilda Wormwood, whom I greatly identified with at the time because of my own voracious reading, Luna Lovegood from the Harry Potter series, Elmer from Elmer by David McKee, and the Tiger from The Tiger Who Came to Tea by Judith Kerr, could be interpreted as showing neurodivergent traits, they were not written or understood in those terms at the time. Because of this, that sense of clear and intentional representation was largely missing, and readers like me did not have the language or awareness to interpret them in that way. Even when there were moments of relatability, there was still no clear representation or recognition.

How do books with neurodivergent characters impact your school community?

Books that feature neurodivergent characters can have such an important impact on a school community now. For neurodivergent students and staff (who make up around one in five people), seeing characters who share similar experiences can be validating and reassuring. It can help them feel understood and less alone, and can also support a stronger sense of identity and self-acceptance.

As someone who was diagnosed as an adult, books played a significant role in that process for me. They also helped others in my family to better understand how I think and experience the world, as being able to point to shared examples in books made those conversations easier.

Your new book, All Brains Are Wonderful: An Inclusive Guide for Talking About You and Your Brain Power!, is a non-fiction guide for children aged 7+. How important was it for you to create this book?

Creating All Brains Are Wonderful: An Inclusive Guide for Talking About You and Your Brain Power! was incredibly important to me, both personally and professionally. It felt like an opportunity to create something I did not have growing up.

As a child, even though I read widely and deeply, I did not have access to clear, affirming information about neurodivergence that I could understand. There was very little language around it, and even less that was written in a way that felt accessible, positive and inclusive. Because of that, I wanted to create a book that would give children the words, understanding, and confidence that many of us did not have at that age.

Tell us a bit about the book’s content

The book is structured in a way that supports that understanding of neurodivergence step by step. It begins with science, introducing the brain in an accessible way so children can start to understand how it works. It then moves into society, where it explores how neurodiversity is experienced. This includes looking at the past and how neurodivergence was viewed historically, alongside how awareness and understanding are continuing to grow today. Finally, it focuses on taking action, giving readers practical ideas about what they can do — whether that is advocating for themselves, supporting others or helping to create a more inclusive environment.

Could you share a little about the book’s development and the wider publishing team behind it?

A key part of the process was that the team behind the book included neurodivergent voices as well. This meant that the content was shaped by lived experience at every stage. That made a real difference in ensuring the book felt authentic, respectful and genuinely representative.

The illustrations were a vital part of bringing the book to life. The Boy Fitz Hammond approached the task with real care, creating bright, bold and eye-catching visuals that immediately draw readers in. They also help to clarify the ideas and make them more accessible, so the book feels not only informative but also engaging and inviting to read.

How has the book been received so far?

It has recently been named as part of the EmpathyLab 2026 Read for Empathy Collection, which is incredibly special to me. It reflects the purpose behind the book, which is to build understanding and connection through reading. I really hope it continues to reach readers far and wide, so that more children, families and educators can access it and use it as a starting point for important conversations.

Ultimately, this book is about giving children the words and pictures to understand themselves and the confidence to be proud of who they are and to express that openly and unapologetically.

All Brains Are Wonderful: An Inclusive Guide for Talking About You and Your Brain Power! by Scott Evans, illustrated by The Boy Fitz Hammond and published by b small is out now!

Looking for books featuring neurodivergent characters? Check out our featured books and booklists.

Sophie Hostick-Boakye is the IBC Awards and Book Box Coordinator, and an avid reader of children’s books with her two sons, who always have lots of feedback on the books they read together.