Understanding and supporting neurodivergent students

This article was written by Kate Plumb, a neuroaffirmative psychologist working with children and adolescents. Kate also has a primary school teaching qualification and has worked as a school counsellor in many high school settings. 

Supporting neurodivergent students can be challenging, especially with all the jargon you likely didn’t come across at university, increased expectations for in-class support, and the general role-overload teachers face. Whether you’re new to the topic or looking to deepen your approach, this resource is designed to:

• provide clear and concise definitions of the terms neurodivergent, neurotypical, neurodiversity, neuroaffirmative and masking

• challenge common misconceptions about neurodivergence and student support

• outline common challenges neurodivergent students face in the classroom

• give you skills to understand and identify masking in neurodivergent students

• offer practical strategies to build on your existing classroom management skills, and to create regulated, meaningful classroom environments.

Note: This resource will primarily refer to autism, ADHD and SLD as examples of neurodivergence, as they constitute most of the identified neurodivergence in schools. It’s also important to note that the support discussed here is general in nature and doesn’t account for individuals’ particular needs and unique circumstances.   

Let’s start with a glossary

There are many words that describe nuances within neurodivergence and neurodiversity (which you can explore here and here). But here are the most common ones you should know.

• Neurodivergent (ND). This term describes the natural neurological variation in humans. While it’s usually used to describe a person who is autistic, or has ADHD or a Specific Learning Disorder (SLD) such as dyslexia, dyscalculia or dysgraphia, it can encompass many conditions. ‘Neurodivergent’ best describes an individual in terms of their traits, behaviours and thinking styles. 

• Neurotypical (NT). This term describes individuals who don’t display any neurodivergent traits. Despite our emerging understanding of neurodiversity and neurodivergence, a neurotypical approach remains the standard against which all behaviour and functioning is often compared.

• Neurodiversity: This term describes an affirmative approach that recognises neurological differences in how people’s brains work. In schools or workplaces, for example, this means recognising that there are both identified and unidentified neurodivergent people, and making sure the environment is supportive and inclusive for everyone.

• Neuroaffirmative: This term describes an approach that supports the unique thoughts, traits and behaviours of neurodivergent individuals without trying to ‘fix’ or pathologise their unique qualities.

• Masking. This term describes a psychological process where individuals hide their authentic traits as a way to gain social acceptance. While masking can provide short-term psychological safety, it often leads to longer term psychological harm.

What common challenges do neurodivergent students face?

While classroom environments can offer consistency and predictability, the learning needs of neurodivergent students are varied and diverse. The most common challenges that exist for neurodivergent students can include:

• social and emotional differences and difficulties that contribute to absenteeism, victimisation and the need for personalised learning plans

• communication difficulties that lead to misunderstandings, a reluctance to ask for help, or difficulty in following complex instructions

• heightened stress and anxiety upon returning to school after an absence

• sensory sensitivities to things such as flickering lights, noise and busy playgrounds

• changes in routine, even if planned and well communicated

• specific learning needs such as motor planning difficulties and trouble with task initiation

• lack of engagement when they find content irrelevant to their interests.

How can I recognise masking?

If there are neurodivergent students in your class, it’s likely that some of them are masking their differences and difficulties. 

Masking is when neurodivergent people feel they have to hide their authentic traits, which can be complex and tiring for them. Research shows that neurodivergent people experience higher rates of mental illness, with masking being a significant contributor.

Recognising masking can be tricky. But as you reflect on your classes, think about the student who:

• ‘seems fine’ most of the time

• has yet to find a consistent friendship group or behaves differently with different groups

• looks actively engaged but has incomplete bookwork

• has meltdowns after school or is incredibly dysregulated, according to their parents.

Do any particular students come to mind? By improving your ability to observe and identity masking behaviours in class, you can adjust your approach to better support neurodivergent students. 

Strategies you can use in the classroom 

Here are three simple strategies you can use to create a safe, regulated and engaging space for all students.

1. Reflect on your classroom ecosystem

Evaluate whether your classroom environment is a space where everyone (including you) can regulate and engage with learning. Here are some immediate changes you can make. 

• Give neurodivergent students a choice as to where they sit and with whom.

• Allow the use of sensory tools such as hats, glasses, headphones and ear plugs.

• Provide access to the content in multiple ways, such as on the board, on a learning platform or in a worksheet, to allow all students to choose their preferred way to access the material.

• Introduce a visual timetable of the lesson structure that enhances predictability and consistency for all students. Present this throughout the lesson, so that students can refer to it as needed. 

2. Understand the complexities of the neurodivergence experience  

By deepening your tacit understanding, you will improve the way you teach and create more supportive environments for your students, which will make them feel validated and understood. Here are some ways to do this:

• Familiarise yourself with the Double Empathy Problem. Check out both the text version and the visual version to see how it applies.

• Be flexible with your expectations. Remember that students’ skills and capacities can change.

• Adjust the learning outcomes. Tailor them to suit the needs of the whole class, to account for Cognitive Load Theory.

• Prepare students for transitions. Give them a heads-up about any changes in routine, to help them adjust.

• Look for extra resources. This will help to deepen your knowledge of the neurodivergent experience.

3. Encourage intra- and inter-school collaboration 

Start conversations with your teaching colleagues about supporting neurodiverse students, and collaborate with different wellbeing and learning support staff to share tips, ideas and expertise. This paradigm shift can really build and grow through the efforts of dedicated teachers such as yourself. You can also get extra support in the following ways:

• Speak to the students themselves and take an active interest in their experience as a neurodivergent student in your class.

• Engage with parents and external service providers for more individualised support, if you feel you have the capacity to do this.

• Seek formal professional learning from providers such as iCan Network, Reframing Autism and Autism LevelUP!.

• Lean into supports that are readily accessible at the school level and through the school system, such as your regional wellbeing, learning and support staff.

• Share specific classroom resources with other teachers who are seeking information on topics such as anxiety, how to be an ally and help-seeking strategies.

Why we need to challenge common misconceptions 

While many teachers understand that autism, ADHD and SLD have distinctive characteristics, there is often a misunderstanding that all students with the same diagnosis present similarly. 

In fact, each neurodivergent student has a unique profile, meaning that strategies that work for one student might not work for another. In some cases, a highly detailed learning plan is needed to ensure these students can access the curriculum on the same basis as their peers. 

Sometimes, teachers may be reluctant to put adjustments and accommodations in place to support neurodivergent students, as they may be facing challenges or concerns about:

• time and resource constraints

• uncertainty about how or why adjustments and accommodations are needed

• the inequality for students who don’t need similar levels of support.

While these concerns are understandable, research shows that inclusive teaching strategies benefit all students, as they create a more adaptable and supportive learning environment for everyone. 

Remember: the most meaningful changes are often the easiest to make! So, tap into your existing support networks, or seek specific support from others who have made adjustments and accommodations. Making appropriate changes can reduce your workload in the short, medium and long term.