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Writer's pictureKaitlyn Boudreault

Creating Neurodiversity-Affirming Classrooms

Updated: Nov 27

As students prepare to head back to school, a variety of emotions may arise for students, teachers, and parents alike.


This transition can be particularly stressful for neurodivergent individuals, 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.  


A classroom with supplies on a desk showing what a neurodiversity-affirming classroom could look like

This focus is crucial because, according to the Government of Canada, neurodivergent students are less likely than their neurodivergent peers to pursue post-secondary education after high school. Only 60% of neurodivergent secondary students continue on to post-secondary education, compared to 77% of their neurotypical peers. 


The good news is that despite these numbers, classroom environments can evolve. By reading this blog, you can discover more about neurodiversity-affirming classrooms, how to support neurodivergent individuals, and how educators can create more inclusive classrooms,


Defining Neurodiversity


The term "neurodiversity" was first coined in 1998 and encompasses all neurotypes, including neurotypical and neurodivergent brains and everything in between. 


Neurotypical brains tend to function in ways that align with dominant social norms, meaning classroom structures are often designed for their success.


In contrast, neurodivergent brains diverge from these norms, encompassing individuals whose neurocognitive functions lead them to interact with and perceive the world differently. 


The term "neurodivergent" was introduced around 2000 by autistic advocate Kassiane Asasumasu. Neurodivergence serves as an umbrella term, encompassing various conditions associated with differences in brain function, such as:


  • Anxiety

  • ADHD

  • Autism

  • Depression

  • Obsessive-compulsive disorder

  • Post-traumatic stress disorder

  • AUDHD (Autistic and ADHD)

  • Tourette’s syndrome

  • Epilepsy

  • Dyslexia

  • Other conditions 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.


What is a Neurodiversity-Affirming Perspective in the Classroom?


A neurodiversity-affirming perspective aligns with the social model of disability, viewing 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 should incorporate various learning techniques to acknowledge these differences and provide every student with opportunities for success. This model recognizes not only the strengths of neurodivergent students but also their support needs and challenges.


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 for Neurodivergent Students in the Classroom

Despite comprising 15-20% of the global population, neurodivergent individuals often encounter significant barriers in educational settings. Many face barriers that hinder their ability to thrive academically.


Research has shown abysmal graduation and drop-out rates among neurodivergent students. For instance, ADHD children are three times more likely to be held back a grade and 2.7 times more likely to drop out of high school (Barbaressi et al., 2007).


The neurodiversity-affirming model places responsibility for these outcomes on societal structures rather than on individuals.


Some challenges neurodivergent students may encounter include:


  • Ambiguous teaching styles

  • Lack of support for co-occurring medical conditions

  • Insufficient understanding of neurodivergence among school staff

  • Professional biases that overlook neurodiversity.

  • Fear of rejection

  • Waiting mode

  • Executive functioning challenges, including planning, memory, and organization

  • Sensory processing difficulties

  • Social issues in group settings


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 schools may 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 Schools Should Embrace Neurodiversity in the Classroom


Neurodiversity is a vital aspect of overall classroom diversity. A neurodiversity-affirming approach underscores the values of various brain functioning differences. 


It recognizes that while certain tasks may align better with neurotypical abilities, others may benefit from the strengths of neurodivergent individuals.


By fostering a neurodiverse classroom, educators can adapt to and successfully accomplish a broader range of tasks. This benefits all students, not just neurodivergent students. 


Neurodivergent students may possess unique strengths, including:


  • Diverse Perspectives: Neurodivergent students can offer innovative approaches to problem-solving that challenge traditional ways of doing things. 

  • Innovation: Unconventional problem-solving skills may yield fresh solutions to classroom challenges.

  • 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. 


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 a Neurodiversity-Affirming Classroom


As the concept of neurodiversity-affirming models continues to gain traction, now is an opportune time to implement these principles in the classroom.


Building a neuro-inclusive classroom requires thoughtful consideration of existing models and potential improvements. Here are some effective strategies for creating a neurodiversity-affirming classroom:


  1. Develop a Sensory-Friendly Environment: Many classrooms are filled with distractions and sensory stimulation that can overwhelm neurodivergent students. To create a supportive environment, allow for accommodations that minimize sensory input, such as providing noise-cancellation headphones, reducing clutter, and utilizing natural lighting. Designate a sensory corner where students can retreat when feeling 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. Consider involving executive functioning coaches to provide support, or employ body doublingan approach where a peer offers accountability and motivation for tasks. 

  3. Implement Individualized Education Plans (IEPs): 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 disability centers for support and ensure they know how to access accommodations.


Possible accommodations include:


  • A quiet workplace to limit distractions

  • Noise-cancelling headphones

  • Additional time for assignments and tests

  • Allowing for microbreaks

  • Body double or study buddy

  • Flexible assignment deadlines and location

  • Clear direct communication

  • Alternative communication formats

  • Frequent feedback

  • Resources like stress balls and fidget spinners

  • Technology aids

  • Neurodivergent coaching

  • 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. 


  1. Diverse Learning Styles: Recognize that each student learns differently: No two students will have the exact same learning style. Consider diversifying your teaching methods and allowing for flexibility in where a student learns.

  2. Flexible Sensory Needs: Following along with the fact that no two students learn the same, consider permitting flexible movement for students who find it challenging to sit still. Options such as exercise balls, standing desks, or movement breaks can help meet sensory needs.

  3. Foster Strengths: All students have specific strengths that will benefit them in the classroom. Neurodivergent students may excel at art, literature, music, coding, and other creative subjects. Identify and nurture the unique strengths of neurodivergent students. Tailor teaching methods to encourage each student's interests.  

  4. Guide Neurodivergent Students in Accessing Support: One barrier to neurodivergent students receiving support is the lack of communication on how to receive these supports and what supports are available. To support students in navigating your school or classroom environment effectively, provide clear information on available supports and how to navigate the school environment to access them. Consider sharing this information with caregivers for additional support.

  5. 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. Ultimately, people tend to be more likely to succeed when they feel heard and understood.


Tips for Managing Back-to-School as a Neurodivergent Student


The transition back to school can be particularly challenging for neurodivergent students due to:


  • Changes in routine and environment

  • Sensory fluctuations

  • Anxiety

  • Insufficient support

  • Executive functioning challenges

  • Communication barriers.

  • Emotional distress from rejection


Here are some strategies to ease this transition:


  1. Request Accommodations: Seek support from your school's Accessibility Centre to explore accommodations that can facilitate success.

  2. 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.

  3. 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.

  4. 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.

  5. Manage Sensory Overload: Use positive affirmations to bolster confidence and manage sensory triggers in non-accommodating environments.

  6. 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.

  7. 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.

  8. 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 values 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.









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