Neuro-erse

This is the Jack we meet at the start of the animation. Jack is 13 years old and has always been full of energy. From the time he started primary school, teachers noticed that he found it difficult to sit still, follow long instructions, or wait his turn. In Year 2, while other children were able to quietly complete worksheets, Jack would be up out of his seat, asking questions, tapping his pencil, or chatting to whoever was nearby. He wasn’t trying to cause disruption he just couldn’t filter out all the thoughts racing through his mind or the noises in the classroom.

By the time he moved into secondary school, the gaps between Jack and his peers began to widen. The new environment, louder corridors, stricter rules, and changing classrooms intensified his challenges. Lessons that required sustained focus, like Maths or English, were especially tough. If he couldn’t grasp something quickly, frustration built up, sometimes spilling over into calling out, walking out of class, or snapping at teachers. These reactions often led to detentions, which only deepened Jack’s sense of failure. He started to believe he was “the naughty one,” even though he desperately wanted to do well.

At home, Jack’s mum describes him as “kind but restless.” He’s fiercely protective of his younger sister and loves playing football in the park, where he can release his energy and feel successful. But evenings can be difficult. Homework takes hours, often ending in tears and arguments. Jack’s emotions flip quickly he might be laughing one minute and slamming his bedroom door the next. His parents try to support him, but with limited time and their own stresses, they sometimes struggle to manage the intensity of his moods. His mum worries constantly about his low self-esteem, while his dad sometimes misreads Jack’s behaviour as laziness or disrespect.

Emotionally, Jack often feels like he’s “different.” He doesn’t always understand why he gets so wound up over things others seem to handle easily, like waiting in a queue or copying notes from the board. He feels embarrassed when teachers single him out, or when classmates laugh at him for blurting out answers. His impulsivity means he sometimes says things without thinking, which has led to fallouts with friends. These experiences leave him oscillating between anger and shame, carrying the sense that he’s “too much” for the adults around him.

Despite these challenges, Jack’s strengths are undeniable. He’s creative, curious, and quick to spot patterns or come up with new ideas. When he feels safe and supported, he can hyper-focus losing himself in drawing, coding on the computer, or watching documentaries. He wants to succeed, but too often the systems around him amplify his struggles rather than his abilities.

This is the Jack we meet at the start of the animation: a bright, capable young person, weighed down by misunderstanding and exclusion, but with enormous potential if only the right support is in place.