Creating Neurodiversity-Affirming Classrooms: Inclusive Strategies to Support Neurodivergent Students
- Kaitlyn Boudreault
- Aug 21, 2024
- 7 min read
Updated: Oct 21
A variety of emotions may arise around school for students, teachers, and parents alike.
School can be particularly stressful for neurodivergent students, who may struggle with change, emotional regulation, waiting periods, and sensory processing challenges.
To foster inclusivity in the classroom, it's essential to embrace neurodiversity and develop neurodiversity-affirming classrooms.
This focus is crucial because neurodivergent students are less likely than their neurotypical peers to pursue and graduate from post-secondary education.
The good news is that classrooms are changing. Conversations around inclusion invite us to see thinking and learning differences as natural variations, not deficits to fix. When neurodivergent students are supported, they often bring fresh perspectives, creativity, and problem-solving skills that benefit the entire classroom.
Yet, many schools still struggle to understand how to implement policies that create a neurodiversity-affirming classroom.
By reading this blog, you will discover how to create a neurodiversity-affirming classroom, understand the barriers neurodivergent students face, and learn practical strategies educators can implement to foster real inclusion.
What is Neurodiversity
The term "Neurodiversity" was first coined in 1998 and honours the natural spectrum of human brains. In the classroom, this means recognizing that there is no single “right” way to think, focus, or learn.
Many educators are realizing that traditional teaching metrics, like rigid schedules, group participation, or verbal explanations, do not capture every student’s potential. Schools embracing neurodiversity often see stronger collaboration, higher engagement, and improved academic outcomes.
Understanding Neurodivergence and Neurodivergent Students
The term "neurodivergent" was coined around 2000 by Kassiane Asasumasu. It refers to individuals whose brain function diverges from societal norms. These individuals interact with and perceive the world differently due to unique neurocognitive functions.
It serves as an umbrella term encompassing differences in brain function, such as:
Anxiety
Obsessive-compulsive disorder
Post-traumatic stress disorder
AUDHD (Autistic and ADHD)
Tourette’s syndrome
Epilepsy
Other neurotypes are where the brain diverges from the norm.
Kassiane Asasumasu emphasized using "neurodivergent" as an inclusive term for all individuals whose functioning diverges from the norm.
When educators recognize these differences as strengths rather than limitations, students can reduce masking, engage authentically, and perform at their full potential.
Is Neurodivergence a Disability?
This question is nuanced and depends on who you ask.
Under disability law, neurodivergence may be recognized as a disability when it impairs an individual's daily functioning or work performance.
But when you ask neurodivergent individuals, some may identify as disabled, while others may not. It is important to respect individual preferences.
For those who do identify as disabled, there is an increased shift toward the social model of disability, which views brain differences as natural variations in human functioning that enrich society and the classroom.
For a classroom to thrive, it must meet the needs of all students. Teachers are encouraged to incorporate various learning techniques to acknowledge these differences and provide every student with opportunities for success.
The challenges faced by neurodivergent individuals are viewed as products of an unaccommodating society, not personal failings. Consequently, it is vital to remove barriers for neurodivergent students so they can flourish.
This approach should consider intersectionality, acknowledging how identities such as race, sexuality, and gender interact with neurodivergence to create distinct experiences and challenges.
Ultimately, neurodiversity-affirming classrooms adopt a holistic learning approach that encourages acceptance, supports individual challenges, and reduces the need for students to mask their true selves.
Challenges Faced by Neurodivergent Students in School
Despite comprising 15-20% of the global population, neurodivergent individuals often encounter significant barriers in educational settings that hinder academic success:
Ambiguous teaching styles
Insufficient understanding among school staff
Professional biases that overlook neurodiversity
Executive functioning challenges, including planning, memory, motivation, and organization
Sensory processing difficulties
Social challenges in group settings
Research has shown abysmal graduation and drop-out rates among neurodivergent students as a result of these barriers. For instance, children with ADHD are:
3 times more likely to be held back a grade
2.7 times more likely to drop out of high school (Barbaressi et al., 2007)
Myths surrounding autism and ADHD can exacerbate these problems. For example, teachers may misinterpret neurodivergent traits as disrespectful behaviour, which can lead to disciplinary actions that increase the risk of expulsion or dropping out.
Such biases can compel neurodivergent students to mask their traits, leading to exhaustion and mental fatigue.
Moreover, many also find the accommodation process at schools to be complex and inflexible. Some require an official diagnosis for accommodations, which can be time-consuming and costly, creating further barriers.
Implementing policies that allow neurodivergent individuals to self-identify for accommodations could alleviate some of these challenges.
Why Neurodiversity-Affirming Classrooms Matter
Neurodiversity is a vital aspect of overall classroom diversity. A neurodiversity-affirming approach underscores the values of various brain functioning differences. By adapting teaching approaches to include neurodivergent strengths, educators can:
Encourage Diverse Perspectives: Neurodivergent students can offer innovative approaches to problem-solving that challenge traditional ways of doing things.
Foster Innovation: Unconventional problem-solving skills may yield fresh solutions to classroom challenges.
Leverage Strong Memory and Specialized Knowledge: Many neurodivergent individuals have remarkable memories related to specific topics. Schools can leverage these skills to enrich different fields of study.
Reduce dropout rates among neurodivergent students
Schools that promote neurodiversity-affirming approaches are more likely to foster creativity, drive innovation, and reduce drop-out rates among neurodivergent students.
How to Create Neurodiversity-Affirming Classrooms: Practical Strategies
As the concept of neurodiversity-affirming models continues to gain traction, now is an opportune time to implement these principles in the classroom. Here are effective strategies to build a neuro-inclusive classroom:
Develop a Sensory-Friendly Environment
Many classrooms are filled with distractions and sensory stimulation that can overwhelm neurodivergent students. To create a supportive environment:
Minimize distractions and sensory input (e.g., noise-cancelling headphones, clutter reduction)
Use natural lighting
Create a sensory corner for students to retreat when overwhelmed.
2. Support Executive FunctioninG
Executive functioning encompasses mental processes like planning, organization, emotional control, and self-control that help you plan out and carry out a goal. To help with executive functioning in students
Provide coaching for executive functions like planning, organization, and emotional control.
Use techniques such as body doubling, where a peer offers accountability and motivation
An IEP is crafted collaboratively with the child's caregiver(s) and outlines support needs for students with disabilities. It identifies each student's unique challenges, interests, strengths, and educational expectations.
However, challenges can arise in post-secondary education where IEP documentation may not transfer seamlessly. Professors can encourage students to utilize their schools disability centers for support and ensure they know how to access accommodations.
Accommodations may include:
A quiet workplace to limit distractions
Noise-cancelling headphones
Additional time for assignments and tests
Allowing for microbreaks for focus [Use this video for focus]
Flexible assignment deadlines and location
Clear, direct communication
Alternative communication formats
Frequent feedback
Technology aids
Regular check-ins or feedback
Schools can also make sure that your accommodation process is fully accessible by eliminating the need for an official diagnosis to access accommodations.
Foster Strengths
All students have specific strengths that will benefit them in the classroom. Identify and nurture the unique strengths of neurodivergent students. Tailor teaching methods to encourage each student's interests.
Guide Neurodivergent Students in Accessing Support
One barrier to neurodivergent students receiving support is the lack of communication on how to receive accommodation supports and what supports are available. Provide clear information on available supports and how to navigate the school environment to access them. Consider sharing this information with caregivers (with consent) for additional support.
Consult Neurodivergent Voices
To understand what areas of your classroom need to be improved, engage with neurodivergent individuals to assess and improve classroom practices. Ensure these consultations are compensated to recognize their contributions. While doing a consultation, you can consider asking them what areas of your classroom are falling short in terms of being neurodiversity-affirming.
6 Tips for Navigating the Back-to-School Transition
Neurodivergent students may face challenges during transitions due to routine changes, sensory fluctuations, or anxiety. Here are some strategies to ease this transition:
Request Accommodations: Seek support from your school's Accessibility Centre to explore accommodations that can facilitate success.
Look for Disability Grants: Programs like the Bursary for Students with Disabilities (BSWD) grant in Ontario or the Canada Student Grant for Students with Disabilities in other provinces and territories provide financial assistance for students facing disabilities.
Establish a routine: Consistency can help mitigate anxiety, especially for autistic individuals who thrive on routine. Set a schedule for waking, eating, studying, and relaxing to create a structured environment.
Align with Your Strengths: Choosing a post-secondary program is often a step that involves flexibility and freedom. Focus on school programs that leverage your unique strengths. Choose fields that complement your talents, such as graphic design for creative individuals and mathematics for analytic thinkers.
Manage Sensory Overload: Use positive affirmations to bolster confidence and manage sensory triggers in non-accommodating environments.
Spend Time Unmasked: Many neurodivergent individuals may spend time masking or hiding their neurodivergent traits at school to avoid being an outcast. Avoid the exhaustion of masking your neurodivergent traits by seeking spaces where you can be yourself.
Create a Dedicated Study Space: Create a clutter-free space tailored to your sensory needs, such as using visual aids, fidget tools, and calendars to stay organized. Use Lofi music for focus as you study.
Pursue Neurodiversity-Affirming Therapy and Coaching: Seek professional therapy or coaching that will support both your challenges and strengths in an educational setting.
Book a Free Consultation With Blue Sky Learning
The Blue Sky Learning team members value compassion, empathy, and a person-centered approach to care. Are you a neurodivergent individual or a parent seeking academic coaching or therapy?
Or perhaps you are an educator looking to foster a more neurodiversity-affirming environment?
Book a free 20-minute consultation with one of Blue Sky Learning's team members by emailing hello@blueskylearning.ca or following the link below.
Comments