Educating Yorkshire returns with Lewis’s candid look at life with autism

Educating Yorkshire has returned to Channel 4, rejoining Thornhill Community Academy in Dewsbury, Yorkshire. In Sunday’s instalment, year nine pupil Lewis, 13, opens up about living with autism since his diagnosis at eight and reflects on how it affects his schooling. The revival follows the show’s 2013 premiere, and after 12 years the school is back in the spotlight with the fourth episode of the new run.

Speaking to the camera, Lewis describes his autism: "With my autism, I can go on and on about something, go off on a tangent." The episode follows his day-to-day experience in a mainstream school, including moments with his extra support teacher, Mrs Burton, who notes that a trip into a busy school environment can be overwhelming for him. At one point she observes: "Going out into a busy mainstream school with students who shout random outbursts is probably quite overwhelming for Lewis." Lewis adds a personal layer to the day: "Or I can be so stressed at one moment, and then completely calm the next. I don't know how to honestly explain it." Later, during their conversation, the teacher asks about his friendships at the mainstream school, and Lewis responds: "I don't bother talking to them. They act too childishly." In a later exchange, the topic shifts to pride in his neurodiversity, and Lewis offers a blunt assessment: "No never. Never. Why would you be proud that is considered to what would be a minimised version of brain damage?" The teacher counters: "But it makes you who you are. It’s not brain damage." Pushing back on the idea, Lewis asks: "If it was for a machine you would say its damage, but for a human it's not. Why is that?" The moment underscores the show’s aim to highlight the lived experience of students navigating neurodiversity in a mainstream setting. He also reflects on his social dynamics, noting, "I don’t talk to them much; they act too childishly." The episode also captures the emotional weight of balancing school life with the realities of autism.

Viewers took to social media to offer support for Lewis, with many praising his honesty and resilience. Messages on X, formerly Twitter, included expressions like "Oh bless Lewis #EducatingYorkshire" and supportive calls for him to stay true to himself: "Lewis just be you please don’t give a flying **** what others think! #EducatingYorkshire." Others drew parallels to broader messages about neurodiversity and SEND (special educational needs and disabilities) support, with fans saying the show helps people understand what some students endure and the importance of 1:1 support.

The episode comes after an earlier part of the series that depicted another pupil, Amy, a year eight student diagnosed with Tourette’s syndrome over the summer break. Amy candidly described her feelings after the diagnosis, telling the cameras that she sometimes feels that there is little she likes about herself. She said, "The only reason I go [to school] is for the hash browns and my friends." The NHS describes Tourette’s as a neurological disorder marked by tics, which can include repetitive sounds or movements that the person does not choose. In the programme, Amy speaks openly about the impact of her tics and the challenges of self-confidence, with staff responding by creating regular wellbeing sessions to support her.

The show also portrays Amy’s friendship with Marcii, who explains how the two support one another against peers who question or mock Amy’s tics. A staff member emphasizes the need for students to look in the mirror and see value in themselves, while Amy struggles to identify five traits she likes about herself. The scene underscored the series’ broader goal of portraying neurodiversity with nuance and empathy, beyond sensational headlines.

Educating Yorkshire has long been a lens on how students in mainstream schools navigate learning, friendships, and identity. The current run’s focus on Lewis’s experience—paired with previously aired moments from Amy’s story—adds to the conversation about how schools accommodate and celebrate differences. Viewers are reminded that supporting students with autism, Tourette’s, and other challenges often requires dedicated staff, time, and resources, including one-to-one support, mental wellbeing sessions, and inclusive classroom practices.

As the fourth episode continues to unfold, Thornhill Community Academy remains the stage for a broader discussion about education, inclusivity, and the real-life perspectives of students who live with conditions that shape their days in school. The program’s return reinforces a cultural moment in which audiences are asking for more authentic portrayals of neurodiversity on screen, paired with concrete efforts to provide the support these students need to thrive.