Children with neurodiverse diagnoses, such as autism spectrum disorder and attention deficit hyperactivity disorder (ADHD), frequently encounter specific problems in cognitive and social development. This research looks into the possible benefits of incorporating robotics and coding into educational programmes. A total of 30 neurodiverse children aged between 7 and 18 years old took part in an educational intervention whereby robotics and coding were included in their school curriculum. A quantitative data analysis showed that the participants’ cognitive and social abilities improved dramatically as a result. Effective communication, collaborative skills, presentation skills, problem solving, confidence, and technical knowledge such as artificial intelligence, mechanical engineering, and programming all show statistically significant improvement. The findings highlight the significant benefits of robotics and coding in promoting cognitive and social development in neurodiverse children. This study contributes to a better understanding of the benefits of using these technologies into educational programmes, perhaps opening up new paths for fair development and inclusive learning settings.