Practical tips for supporting neurodivergent learners in the classroom

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Reading time: 7 minutes

Educators need to meet the needs of all students, including those who are neurodivergent. Neurodivergence refers to variations in the human brain and cognition, including dyslexia, ADHD, and autism. Among these, dyslexia is one of the most common learning differences, affecting how individuals process written and spoken language. Although each student’s needs are unique, there are several practical, research-backed strategies educators can employ to support and empower these learners.Ìý

Let’s look at some tips for teachers, which cover everything from font choice and classroom environment to presentation of information and assessment design. Although these are designed to support neurodivergent students, they will in fact help fosterÌýa more inclusive, accessible, and positive learning experience for all learners.

Supporting neurodivergent students
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Understanding the needs of neurodivergent learners

Before diving into practical strategies, it’s important to appreciate the experiences of neurodivergent and dyslexic learners. Dyslexia, for example, is not a marker of intelligence but rather a difference in how the brain processes language. Dyslexic learners may struggle with reading fluency, decoding, spelling and rapid word recognition, even while they often excel in creativity and complex problem-solving.

Neurodivergent learners – whether they have dyslexia, ADHD, autism or other differences – may benefit from adjustments in classroom routines, communication styles and learning materials. By understanding these needs, educators can create a more equitable and supportive environment.

The best fonts for dyslexic and neurodivergent students

Choosing the right font is a simple yet powerful way to boost reading accessibility for all students, especially those with dyslexia or other processing differences. The wrong font can make reading unnecessarily difficult and frustrating, while the right choice can help letters stand apart and reduce confusion.

Sans-serif fonts are widely recommended for their clean, straightforward design. These fonts lack the decorative "feet" (serifs) found in traditional fonts, making each character more distinguishable. Excellent san-serif choices include:

  • Arial
  • Verdana
  • Tahoma
  • Calibri
  • Century Gothic

Specialized dyslexia-friendly fonts

There are fonts specifically designed to support dyslexic readers by making commonly-confused letters less ambiguous and heavier at the bottom to help prevent letter flipping. These include OpenDyslexic, Dyslexie and Lexie Readable. However, these fonts are not universally popular with dyslexic readers.Ìý

Where possible, allow students to adjust font preferences on class devices so they can choose the font that's best for them.

Best practices in font formatting

Size: Use a minimum of 12–14 point size for clarity; larger sizes can be helpful for headings or for students who need more support.

Spacing: Increase line spacing to at least 1.5; wider letter spacing and extra space between paragraphs make reading less visually taxing.

Avoid italics and underlining: Italics distort letter forms and underlining can obscure letters—use bold to highlight instead.

Contrast: Opt for black or dark text on a pale, non-glare background (such as off-white or pastel shades).

Consistent layout: Keep formatting uniform throughout materials to minimize distractions and support predictable reading flow.

Avoid decorative or complex fonts: Steer clear of ornate, script or novelty fonts such as Papyrus. These fonts can confuse letter shapes, reduce legibility and make reading much harder for neurodivergent students. Stick to clean, simple typefaces designed for readability.

Remember, flexibility is crucial as different students may have distinct font preferences. Encourage learners to share what works best for them and adapt when feasible.

Presenting information clearly and accessibly

The way information is presented can make a big difference for neurodivergent learners.

  • Chunk information: Present content in small, manageable sections instead of large blocks of text. Use headings, bullet points and numbered lists to help organize ideas.
  • Use visual aids: Incorporate diagrams, mind maps, infographics and images alongside text. Many learners process visual information more effectively than written language alone.
  • Supplement written text with audio or video: Offer spoken instructions, audiobooks, or video explanations. Providing multiple avenues to access content supports a wider range of learning styles.
  • Minimize cognitive load: Avoid overwhelming students with too much information at once. Introduce new concepts gradually and review key points often.
  • Provide clear instructions: Break down tasks into step-by-step instructions. Check for understanding by having students repeat directions or demonstrate the task.

Supporting organization and memory

Some neurodivergent learners may face challenges with organization, working memory and following complex instructions. Consider the following:

  • Use planners and checklists: Provide visual checklists, planners or digital apps to help students organize assignments and deadlines.
  • Color-code materials: Color-coded folders and labels can help students quickly locate notes, homework and resources.
  • Allow note-taking alternatives: Encourage mind mapping, drawing or audio recording as alternatives to traditional note-taking.
  • Offer memory aids: Use mnemonics, rhymes and visual cues to reinforce key concepts.

Flexible assessment and assignment design

Standardized assessments and traditional assignments can disadvantage some neurodivergent learners. To level the playing field:

  • Offer alternatives to written exams: Allow students to demonstrate learning through oral presentations, videos or creative projects where appropriate.
  • Extended time and untimed tests: Provide extra time for reading, processing and producing work to reduce anxiety and allow for accurate demonstration of knowledge.
  • Clear rubrics: Share assessment criteria in advance and use straightforward language.
  • Feedback that builds confidence: Focus on effort, improvement and the strengths each student brings to the class.

Building an inclusive classroom environment

Creating a classroom culture that values difference, flexibility and acceptance is essential.

  • Promote a growth mindset: Emphasize that mistakes are part of learning. Celebrate progress, resilience, and creative thinking.
  • Encourage peer support: Foster collaboration, buddy systems and group work that allows students to shine in different roles.
  • Be mindful of sensory needs: Some neurodivergent learners are sensitive to noise, light or texture. Provide quiet zones, sensory tools or headphones as needed.
  • Respect privacy and agency: Allow students to disclose challenges at their own pace. Avoid singling anyone out or making assumptions about abilities.

Utilize technology

Technology offers a wealth of tools for making learning more accessible:

  • Text-to-speech software: Tools like NaturalReader and built-in accessibility features let students hear text read aloud.
  • Speech-to-text tools: Enable students to dictate assignments or notes, reducing the burden of spelling and handwriting.
  • Accessible learning platforms: Choose digital platforms that allow for customization, such as adjustable font sizes, background colors or audio narration.
  • Organizational apps: Tools such as Google Calendar, Trello or reminders can help neurodivergent students track assignments and manage time.

Communicating with families and specialists

Strong home-school collaboration is vital. Keep open lines of communication with families and, where possible, collaborate with learning specialists, speech-language therapists and occupational therapists. Share strategies that are effective in the classroom and seek input from caregivers who know their child’s strengths and needs best.

Be understanding

Every learner is unique, and what works for one may not work for another. The most powerful tool at a teacher’s disposal is a flexible, empathetic approach – one that invites feedback, encourages self-advocacy and continuously adapts.

By implementing these practical strategies, educators not only help neurodivergent and dyslexic students thrive academically but also foster a sense of belonging and self-worth that extends far beyond the classroom walls. In doing so, we empower all learners to unlock their full potential and contribute their distinct perspectives to our ever-evolving world.

Read our posts 'Dyslexia and ELT: How to help young learners in the classroom' and '5 ways to support students with dyslexia'.

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    How to encourage your teenage students to become independent learners

    By Nicola Pope

    Learning is a lifelong activity regardless of age, position, or ambition. Many teachers embody this philosophy themselves – and would like nothing more than for their teenage students to develop strategies to become independent learners.

    But teachers often feel frustrated when their students rely on them too much or show a lack of motivation and focus in the classroom.

    Let’s look at how to start a project that holds your students’ attention. We’ll also go into how you can help your students practice and develop a range of English language skills at the same time.

    The benefits of starting a project that interests your students

    Group projects are motivating because they give students a common objective to work towards. The need to work as part of a team teaches teens collaboration skills, such as accountability. When learners decide on roles within their groups it soon becomes apparent just how important it is for them to be responsible and do their part.

    Project work also often encourages students to push themselves beyond their comfort zones as they try and test new skills. This is often true when learners are required to present on a topic or learn how to do something practical (like using PowerPoint or Google Slides for presentation design).
    In addition, projects can test a variety of English language and 21st century skills such as:

    • critical thinking skills (for planning and development of ideas)
    • topic/subject-specific vocabulary
    • reading and listening comprehension (for researching)
    • speaking skills (for group work)
    • creative skills (for project development and production)
    • presenting skills (for the final delivery of the project)

    Furthermore, when projects take place over several classes, students often eventually get into a routine and seek less direction from the teacher. They know what needs to be done and get on with it in their groups. Of course, you will still need to monitor and offer guidance throughout the project.

    The key elements of an independent learning project

    Find a meaningful subject matter

    First, you’ll need to start with a topic that engages your students. To discover this, put students in groups (online in breakout rooms or in the classroom) and have them work together and mind map some local, national or global problems they would like to solve. For example:

    • The local theater has closed down and they want to set up a new drama club.
    • There is a lot of pollution in the capital city and they want to help reduce it.
    • The rainforest is being deforested and they want to create awareness.

    After they have a good-sized list, instruct each group to pick something they would like to learn more about. Alternatively, if your students are unlikely to find interesting problems to solve themselves, provide them with several short-level-appropriate reading materials about topics you think will catch their attention. That way they can learn about local or international issues and choose a project focus.

    Balancing guidance and instruction

    A vital goal of this project-based approach is to encourage students to be independent. That does not mean they should have no boundaries or objectives, however.

    You’ll need to set deadlines, tell them what you expect of them, and explain how they should present their projects at the end. And depending on their levels, your students will also need a certain amount of scaffolding. You can do this using a set of questions. For example:

    1. What is the main problem you want to solve?
    2. Who does it affect?
    3. Why is it important to change?
    4. What steps could you take to solve the issue?
    5. Who could help you do this?
    6. How could we do this as a group?
    7. How can we present the issue to make people care about it?

    These questions can form the basis of the project, which can last from one to several weeks, depending on their age, level and time restraints. Adapt the questions to suit your students and the specific needs of their projects.

    Facilitating teamwork

    Encourage students to work together to plan, research and present their ideas. Set days or classes by which certain project elements must be completed. This helps ensure that the students make progress and encourages them to ask you questions if they are stuck.

    Decide whether you want to give set times during your classes to work on the project, or whether you want to dedicate entire classes to their work. Also, think about how much work should be completed in your student's own time. Their workload, level of English, and access to technology will all impact your decision.

    For example:

    • Class one: Define the problem you want to solve. Consider what you need to find out, decide on individual roles and develop an action plan. Show the teacher your progress.
    • Class two: Research your project questions and share what you find with the group. Is there anything else you need to know? Show the teacher your progress.
    • Class three: Come up with a presentation outline and begin to work on it.
    • Homework: Each work on your individual presentation section.
    • Class four: Show the teacher your progress. Practice your presentations.
    • Class five: Practice and then deliver your presentations.

    You may wish to allow students the freedom to choose how they would like to present it. Give instructions on how long you expect the presentation to be. If working remotely, collaboration tools such as Google Docs, and are excellent for facilitating teamwork.

    Here are some ways you might ask them to present:

    • a poster and presentation
    • an online presentation (e.g. using PowerPoint)
    • a website (on paper or online)
    • a video presentation
    • a theatrical production
    • a podcast episode.

    Keep in mind that the objective is to help them research, present and deliver a project in English. Check in regularly on progress and provide feedback and help whenever needed.

    While it’s important to monitor and guide them with the English language as they work, it’s also crucial to let students make decisions for themselves.