Learning is not attained by chance, it must be sought for with ardor and attended to with diligence.
Abigail Adams
Within the educational setting, it is crucial to embrace the concept of neurodiversity and its significance in creating inclusive classrooms. This approach acknowledges and celebrates neurological differences, including Autism, ADHD, and Dyslexia, as valuable variations in the human experience.
Variations in neuro-type make up a substantial portion of the population, estimated to be at least 15- 20% (Clouder et al., 2020; Doyle, 2020; Van Schalkwyk et al., 2015), and likely more when considering those without a formal diagnosis. These differences in brain functioning shape how individuals experience the world, learn, and grow (Fenesy & Lee, 2019, 2022; Metin et al., 2013). When we overlook the needs and experiences of neurodivergent individuals, it can have a profound impact on their well-being, contributing to depression, anxiety, burnout, and a negative sense of self (Dawson et al., 2022; Fuller-Thomson et al., 2014; McDonnell et al., 2019; Pebole et al., 2022; Sanderud et al., 2016).
Implementing neurodiversity-affirming practices in the classroom can play a pivotal role in reducing these negative effects and fostering an inclusive learning environment. Embracing the strengths, skills, and needs of neurodivergent learners is essential for supporting neurodiverse students (Dykstra Steinbrenner & Watson, 2015; Zeedyk et al., 2021). This means shifting away from a deficit-based model that views variations in neurotype as a disorder and towards an asset-based model that emphasizes the strengths and unique abilities of individual students (Baum et al., 2021; Hunt et al., 2022; Naples & Tuckwiller, 2021; Zeedyk et al., 2021). By doing so, schools create an environment that values and respects the diverse ways in which students navigate their educational journey.
We can apply the following suggestions in all classes and the entire school. Not every student who benefits from neurodiversity-affirming practices has been identified as needing accommodation. Many neurodiverse students may not have visible indicators in the classroom of needing or potentially benefiting from changes in practice (Mitran, 2023; Scheinost et al., 2022). These students put forth significant efforts and energy to “mask” or hide their needs for support (Mitran, 2023; Scheinost et al., 2022). Ultimately, the ongoing energy expended for coping with a learning environment that does not accommodate differing neurotypes may contribute to depression, burn-out, and a negative view of self (Baum et al., 2021; Hunt et al., 2022; Naples & Tuckwiller, 2021; Zeedyk et al., 2021). Neurodiversity-affirming practices work based on universal design principles (Hamilton & Petty, 2023; Harris, 2018; Lisenbee et al., 2020; Percival, 2022).
Creating Sensory-Friendly Classrooms
Sensory sensitivities are common among neurodivergent students (Du Preez & Combrinck, 2022; Tola et al., 2021; Zeedyk et al., 2021). Creating sensory-friendly classrooms is a vital neurodiversity-affirming practice. This can be achieved by implementing strategies such as using soft lighting, reducing background noise, providing designated quiet areas, and offering sensory tools like weighted blankets or fidget toys (Du Preez & Combrinck, 2022; Tola et al., 2021; Zeedyk et al., 2021). By creating an environment that accommodates sensory needs, schools can alleviate stress and help prevent burnout (Du Preez & Combrinck, 2022; Tola et al., 2021; Zeedyk et al., 2021).
Adapting Communication Styles
Communication differences are another significant aspect of neurodiversity. Neurodiversity-affirming practices involve recognizing and adapting communication styles to meet the needs of all students (Clouder et al., 2020; Jurickova et al., 2020; Tola et al., 2021). Providing alternative communication methods, such as visual supports, written instructions, or assistive technologies, enhances understanding and reduces anxiety during academic and social interactions (Clouder et al., 2020; Jurickova et al., 2020). Additionally, promoting open-mindedness and patience among teachers and peers fosters a more inclusive and accepting classroom environment (Clouder et al., 2020; Jurickova et al., 2020; Tola et al., 2021).
Supporting Autonomy and Individualized Learning
Students thrive when given opportunities to exercise autonomy and have their unique needs met within the school setting. Supporting autonomy means involving students in decision-making processes that affect their education, such as goal-setting and learning preferences (Hamilton & Petty, 2023; Tola et al., 2021; Zeedyk et al., 2021). Provide students the opportunity to make choices about their education. This might mean completing an assignment through a different lens of interpretation. Flexibility allows for students to engage their unique strengths, skills, and interests while also demonstrating the developed learning outcomes. This might mean allowing for various styles of presenting acquired knowledge (i.e. webpage, posterboard, PowerPoint, flipbook), or flexibility in a research topic. This also includes accommodating individual needs and learning tools, like wearing noise-cancelling headphones in class or accessing deadline extensions (Hamilton & Petty, 2023; Tola et al., 2021; Zeedyk et al., 2021)
Self-Care and Emotional Well-being
Nurturing the physical and mental well-being of all students is crucial. Encouraging self-care practices, such as mindfulness exercises, physical activities, and opportunities to pursue personal interests, can significantly reduce the stresses often associated with school (Greenspan et al., 2023; Hamilton & Petty, 2023; Naples & Tuckwiller, 2021). Promoting a holistic approach to well-being acknowledges the importance of both mental and physical health, fostering resilience and empowering students to better manage academic and social stressors. Teaching students about how their brain works is a vital component of self-care (Hamilton & Petty, 2023; Naples & Tuckwiller, 2021). Help students to recognize their needs, strengths, and talents (Hamilton & Petty, 2023; Naples & Tuckwiller, 2021). Enhancing students’ awareness of their needs and abilities helps them to better advocate for themselves and know how to protect their social-emotional well-being (Hamilton & Petty, 2023; Naples & Tuckwiller, 2021).
Implementing neurodiversity-affirming practices within schools and classrooms offers a transformative approach to fostering inclusive educational environments. The suggestions in this article represent a starting point. We can continue to build our capacity to support all neurotypes in the classroom by continuing to learn about neurodiversity and building strong teacher-student relations. It is from our students that we will learn the most about how to support and advocate for them. By recognizing and celebrating the strengths and unique perspectives of neurodiverse students we can create an environment where all students can thrive (Baum et al., 2021; Hamilton & Petty, 2023; Naples & Tuckwiller, 2021)
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