Practical tips for supporting neurodivergent learners in the classroom

College students sat together at a table smiling
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.

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 fostera more inclusive, accessible, and positive learning experience for all learners.

Supporting neurodivergent students
Play
Privacy and cookies

By watching, you agree app can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

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.

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'.

Explore our courses

More blogs from app

  • Three young people sat outside holding binders with notes and examining them

    Acing the app English International Certificate: 10 essential revision strategies

    By Amy Malloy

    Every student and teacher knows how important revision is ahead of exams. It’s not only about how much students revise and practice – it’s also about how they do it.

    So, if you or your students are preparing for the app English International Certificate (PEIC), here are ten top revision strategies to help. All of the advice below can be applied to all six levels from A1 to Level 5.

    Know what to expect

    You can download detailed 'Functions and Notions' guides for all levels. These will give you a very clear idea of the language we expect students to produce at each level. You can download the test guides for each level as well as practice tests and other important documents.

    Work on synonyms and paraphrasing

    Often in the reading and listening tasks, the answers will be synonyms or paraphrased versions of the question. Working with synonyms and paraphrasing in class or at home is a great way to expand vocabulary and help be better prepared for the test. In the A1 test students are expected to show only “a very basic repertoire of words and simple phrases”, but as they progress through the levels, more range is expected in vocabulary and grammar.

    Focus on sentence structure

    As well as helping to improve grammatical control, taking a close look at sentence structure will really benefit you or your learners, especially in the dictation task (section 2). Identifying the tense of a verb or whether they need to use this or these, for example, will help you avoid losing points unnecessarily. It’s also important that they check sentences are complete and correct in the gap-fill tasks at higher levels (Sections 3 and 7), so always tell them/make sure to re-read the whole sentence for every question.

    Create a list of errors

    We all know that learners often make the same mistakes, so a good idea is for them to create a personalized errors list.

    Teacher: Each time you do a writing task, dictation, or gap fill, have them write down the typical mistakes they make. Then, next time, tell them to check their work with their list before you correct it.

    Self-learner: Make sure to take note of the mistakes you make and put them into a list, taking care to avoid them in the future.

    Use a highlighter

    Get yourself or your students into the habit of highlighting or underlining keywords in questions every time you do a task. This helps learners focus on the information they need to listen or look for and also encourages them to subconsciously start thinking about vocabulary related to the topic. This could be practiced by downloading a sample exam and practicing underlining the keywords.

    Say more

    For the spoken test, train your students to expand their answers and make sure they feel comfortable talking about themselves. At higher levels, give your learners language so they can support their point of view. Remind them that the topics may be more complex, but they still need to be able to give an opinion about them.

    Listen to as much as possible

    In the listening sections, learners will hear a variety of different accents from people of different ages, so it’s important to expose them/yourself to lots of different voices in preparation for the test. That might be a parent talking to a child or an elderly person in a shop, so the more experience someone has listening to different dialogues, the better. As well as the listening activities in coursebooks, encourage students to listen to podcasts or watch videos on YouTube in their free time.

    Be (in)formal

    In the writing and role play, it’s important for learners to know what level of formality is required for each task. They should have lots of practice in written and spoken structures to deal with different types of people, such as a friend, a shop assistant or a bank manager. Also remind them to make the most of the 15 seconds they have to prepare the role play in the spoken test and think about the type of structures and vocabulary they’ll need.

    Keep to the word limit

    For each of the writing tasks, there is a ‘tolerated word limit’ which allows students to be a few words over or under. However, you should train learners to keep an eye on how much they are writing so they become familiar with the required task length. Students can save time calculating exactly how many words they’ve written by choosing an average line from their writing, counting the number of words on that line and then multiplying it by the total number of full lines.

    It’s also essential students practice writing under exam conditions so they get used to completing the tasks quickly. Be sure to include some exam practice in class or as a self-learner, try to practice with a past exam paper in a quiet place, replicating exam conditions as closely as you can.

    Check the answers again

    While our final tip isn’t really a revision strategy, it’s certainly very helpful for students to bear in mind when applying all of the other revision strategies. It is essential that students leave themselves time at the end of the test to check through their paper: Have they filled in every question? Are the sentences complete in the gap fill tasks? Have they checked their writing and remembered their frequent mistakes? Are all the answers clear and easy to read? One final check-through could make all the difference!

    With these top tips, you or your students will be more than ready for the test. Good luck!

  • A child and parent laying on a carpet staring at eachother and smiling

    Mindfulness activities for kids to reduce stress

    By Amy Malloy

    How can we help children (and ourselves) deal with turbulent situations?

    As humans, we are programmed to position ourselves according to the constants around us: people, structures and boundaries. When those constants shift, it can be unsettling for adults and children.

    Sometimes we find ourselves in unprecedented situations, and we each have our own approach to managing things. If you feel confused and without direction because of a turbulent situation, please know that that is okay.

    We’ll look today at why that is, to help us understand ourselves a little more and why these simple mindfulness activities can help us navigate it.

    What causes social stress?

    There may be many reasons for feeling stressed in life, but during turbulent times in society, it is often due to not feeling safe.

    Something in our environment is alerting our survival instinct. This makes our brains produce stress hormones, which get us ready to fight the threat, run from it, or freeze until it’s gone away.

    The threat might be to our physical or even social survival – and the two are linked. Things can feel even scarier when we also feel isolated from our social group, which keeps us protected from that threat.

    Human beings are social by nature. We live and work in communities, we connect through love and empathy and we protect each other. There’s truth to the saying“there’s safety in numbers”.

    But it’s not just about safety. We also define ourselves by comparing ourselves to others and working out what we are not.

    Research has found that we identify deeply with our role in society and the ‘pack’ to which we belong. This holds deep ties with our sense of safety, contentment and self-esteem. If the boundaries by which we define and position ourselves have shifted or continue to shift, we will feel unsafe, threatened and therefore stressed.

    Are children affected by social stress in the same way?

    If we then apply this to children, the constants to whom they look for security are the adults in their life. If the adults are behaving differently, the children will feel a shift and feel unsafe and stressed too. If they don’t have their friends alongside them for social positioning, this too can lead to them feeling confused and uncertain.

    Here are some key ways we can help:

    Communicating and listening

    Children may often lack the language to express what they are feeling, or even to recognize it themselves. Therefore, we must offer ways to help them make sense of the world around them, to help them feel safe and to help express their concerns.

    Communication provides the necessary social interaction and models for them on how to handle the new situation. It firms up their boundaries, and provides a safe space where they feel listened to and acknowledged and this, in turn, helps diffuse their stress.

    The activity below is a lovely way to invite children to express any worry they might be feeling, mindfully and with support – and give them something to do with their feelings. It also has the benefit of helping them breathe fully and slowly, which will calm down their nervous system.

    Breath activity: Worry bubbles

    1. Sit together and invite your child to put their palms together.
    2. Invite them to take a big breath in. As they breathe in, they can draw their palms further and further apart, spreading their fingers as they imagine blowing up a big bubble between their hands.
    3. Invite them to whisper a worry into the bubble.
    4. Invite them to blow the breath out nice and slowly. As they breathe out, they can imagine blowing the bubble (and the worry) away with a big sigh.
    5. Twinkle the fingers back down to the lap, and start again, either with the same worry or a new one

    Helping them find a safety anchor inside themselves

    By helping children focus on breathing, we can teach them that even if things feel wobbly around them, their breath is always there. The act of focusing on the breath also helps settle the fight or flight branch of their nervous system into a calmer, more balanced state.

    Breath Activity: Counting breaths

    1. Invite your child to sit with you.
    2. Invite them to place their hands on their tummy and breathe in slowly so they push into their hands, counting slowly up to four.
    3. As they breathe out, invite them to count up to six, as they slowly empty the belly and their hands lower back down.
    4. Continue until they feel calmer. You can do this every morning or evening to help sustain balance. With younger children, they might like a teddy on their tummy to push up and down!

    These two activities can be lovely daily practices to try and provide some safety and structure to your child or students’ mental health right now. They are also enjoyable activities to try for yourself – you may like to increase the in and out count of the breath a little bit for an adult breath.