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Neurodivergence is a word you may hear more often these days. According to the UK听, the term 鈥榥eurodivergent鈥� is used to describe people who think, learn, and behave differently from 鈥榯ypical鈥� societal norms.

In the UK, are neurodivergent 鈥� 15% of the total population. That number is likely to be higher as awareness and late diagnoses occur. Among children and young people, suggest that the identification of neurodivergent conditions like ADHD has already risen since 2000.

Online information and conversations about mental health are helping people understand neurodivergence in themselves and others. In the school setting, neurodivergent individuals can excel as much as neurotypical students, but they require different forms of support. Teachers can create a more inclusive classroom by being able to recognise common signs of neurodivergence and learning how to accommodate those differences.

What is neurodivergence?

Neurodivergence is an umbrella term that describes the different ways that people experience and interact with the world around them. Being neurodivergent means to be part of a minority group that diverts neurologically from a majority 鈥榥eurotypical鈥� group in society.

Neurodivergence is classed as a disability but it does not indicate deficits. Instead, it highlights the variation of sensory processing, motor abilities, cognition, social comfort, and focus as neurobiological differences. Neurodivergent conditions include (but are not limited to):

• Autism Spectrum Disorder (ASD) 鈥� persistent challenges in social interaction, communication, and restricted or repetitive patterns of behaviour, interests, or activities. Symptoms vary widely in type and severity, hence a 鈥榮pectrum鈥�.
  
• Attention Deficit Hyperactivity Disorder (ADHD) 鈥� pervasive patterns of inattention, hyperactivity, and impulsivity that can interfere with functioning or development.
  
• Dyspraxia 鈥� difficulties with tasks requiring balance, movement, and fine motor control; sometimes impacting speech and organisational abilities.
• Dyslexia 鈥� a learning disorder that impairs a person鈥檚 ability to read, spell, and decode words. Dyslexia is linked to differences in how the brain processes language.
• Dysgraphia 鈥� a learning disability that affects handwriting, spelling, and organising written thoughts. It often co-occurs with other learning disorders such as dyslexia or ADHD.
• Dyscalculia 鈥� difficulty understanding numbers, mathematical concepts, and performing arithmetic operations. Sometimes called 鈥渕aths dyslexia鈥�.
• Tourette鈥檚 Syndrome (TS) 鈥� repetitive, involuntary motor and vocal tics that can fluctuate in severity and frequency.

How neurodivergence may look in the classroom

It鈥檚 important to remember that neurodivergence encompasses a wide range of conditions, and so it can manifest in a number of ways. There is no fixed list of characteristics that may appear in the classroom among neurodivergent students.

That said, recognising some common types of presentations can allow you to acknowledge, and adapt to, diverse needs.

For instance, neurodivergent students may experience sensory overload more easily. Light, noise, temperature, and smells can all affect their ability to take in information, maintain focus, and learn. In some scenarios, students may need time to decompress in calm spaces after strong sensory overload.

Students may also have trouble interpreting and responding to social cues, particularly non-verbal communications like facial expression, eye contact, and implicit expectations. They may take communication literally too. This difficulty can cause challenges when receiving instruction and in group work.

Inefficient time management and organisation can be traits of neurodivergence. Students might not be able to prioritise tasks well, estimate how long tasks take, keep track of assignments, and prepare items they need for class.

Emotional and behavioural self regulation may be hard for neurodivergent students. They may display disruptive and impulsive actions, and apply their attention for only short periods of time. Changes in routine or unexpected events may cause them stress or even extreme emotional outbursts.

Physical signs of neurodivergence can be stimming (repeated physical movements or vocal noises), excessive interrupting, shutting down, and restlessness - getting up from their desks or a lot of fidgeting.

Witnessing these actions does not necessarily mean that a student is neurodivergent. Still, being conscious of how often they appear, and to what degree, can inform what type of support the student requires.

Keep in mind that many signs of neurodivergence are missed or misunderstood.

Supporting neurodivergent learners

Neurodiversity is best catered to as a personalised strategy. That means identifying the ways that a student thinks, learns, and behaves, and tailoring your teaching and tools in response.

At the class level, though, you can take the following steps to assist diverse learners and build a deeper sense of belonging in the classroom:

1. Give instructions in multiple formats 鈥� say instructions clearly verbally and written or as a recording (with subtitles). Try to break steps down to as small and simple as possible.
2. Incorporate hands-on learning where students can physically touch materials that relate to the subject matter.
3. Have a class structure that sets expectations for students. For example, share the learning objectives for the day after registration. If you鈥檙e planning a field trip, tell students with lots of advance time.
4. Create roles that students can choose for group work. 鈥楻eader鈥�, 鈥榮peaker鈥�, and 鈥榬esearcher鈥�, for example, help neurodivergent students better understand their responsibilities and connection to their peers in groups.
5. Welcome assistive wearable devices. Fidgets and specialised earplugs can reduce sensory input.
6. Dedicate short breaks for movement, where all students can change seats/position without feeling judged.
7. Encourage unique interests and talents. Speak with students individually to learn about their strengths and try to bring these into their learning pathways.
8. Validate students鈥� feelings by giving them opportunities to tell you how they feel. Listen without judgment, and reassure them that you hear them.
9. Set up a 鈥榪uiet zone鈥� in the classroom where students can go when they feel overwhelmed.
10. Have a class calendar on display. List important assignments and events for students to be aware of deadlines and dates.

Learn more strategies about supporting SEN children in your classroom.

Education for everyone

Understanding neurodivergence makes more compassionate classrooms. It also teaches students (and educators) the value of diversity, and discovering what we can all learn from other people鈥檚 differences.

Further reading

As more studies and stories are shared around neurodivergence, try to stay engaged with the narratives. Our knowledge and empathy towards neurodivergence will continue to grow in the future 鈥� and so too will the quality of education for everyone.

Discover how to make your classroom more accessible. Read How AI in education can help your school improve accessibility, and How to boost inclusion in the young learner classroom.

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