Teaching Neurodiverse Learners Through a Human Lens

By Mark Johnston

As teachers, we are often encouraged to search for the most effective methodology, the latest technology, or the perfect strategy for the classroom, as we constantly adapt to suit our learners’ needs. There is still something inherently human, though, about teaching neurodiverse people, and no app can provide you with an emotional approach for celebrating their achievements – and for showing authentic compassion for their accomplishments.

Neurodiversity covers a wide range of differences which include autism, ADHD, dyslexia, and dyspraxia. While knowing what each involves can help to support you in identifying your learners’ requirements, the most common mistake is thinking that every neurodiverse learner will respond well to the same method.

As both a teacher and a neurodivergent individual, I have come to realise that supporting neurodiverse individuals begins not with a set of techniques, but with a willingness to understand each learner as a person.

Focus on the Learner, not the Label

Currently, it’s estimated that between 15-20% of learners are neurodivergent, but many students go undiagnosed. This means it is highly likely you will be teaching neurodivergent students, regardless of whether you realise it. A label can help to identify an area of need for a particular student, but this should only ever be used as a cue, not a cure. For instance, some autistic students struggle with unexpected routines, but some will show a good deal of flexibility: not every autistic student has the same needs and preferences.

As teachers, we should not be diagnosing and developing expertise in all neurodevelopmental conditions. We have a role in observing, noticing patterns, and adjusting our teaching in class. The foundation to effective support lies with your curiosity and in questioning the barriers this particular learner experiences, and how we can reduce them. By changing our focus from labels to learners, we will create classrooms where all students can succeed.

Traditional Support is not Always Enough

When schools think about helping out neurodivergent students, the first thought they normally go to is extra time. This can actually be helpful for our learners, but it rarely takes away all of the barriers our neurodivergent students face. Cambridge offers students additional time in their exams, but will this time help students with dyslexia achieve better spelling in the Reading and Use of English paper? Will additional time necessarily help a student with working memory difficulties who can’t remember a series of instructions? Extra time will do little to address such difficulties.

We should question the reasons behind this learner’s difficulties, as once we’ve identified the barrier, we can begin to adapt our teaching and the classroom environment accordingly. Effective support is not about making learners fit the classroom; it is about making the classroom more accessible for the learners.

In one of my own classes, I taught a learner who would forget multi-step instructions, which could be due to working memory difficulties that were creating a barrier. Breaking instructions into smaller stages and displaying them on the board allowed the learner to become more confident and independent – and I believe the practice was helpful for all of the students in the class.

Extra time is only one form of support. We should remember that the majority of barriers take place during the course of learning, and not in the assessment. Teachers should consider how learning spaces could be adjusted.

What Actually Helps?

While every neurodivergent learning style is varied in its specific details, some general strategies can help reduce barriers. One of the best methods you can implement is by reducing cognitive load. When information is delivered to neurodivergent learners, it is easy for them to become overloaded; therefore, it’s helpful to separate instructions into simpler and manageable steps in order to reduce the barrier.

Another factor is predictability. Many students will react well to routines and to clear expectations that are in place for the class; these will help them to feel more reassured, and their levels of anxiety will decrease.

Teachers should also allow thinking time, as some learners may require additional time to formulate their responses. Allowing a sufficient amount of thinking time before nominating students helps to avoid the pressure of an immediate response. This will help with the learners’ confidence.

I have found that displaying written instructions on the board can significantly reduce the anxiety for some learners. Several students who previously needed repeated explanations became more confident when they were able to refer back to the written instructions. To save time, I factor this into my planning, and prepare guidelines in either a PowerPoint or even a simple Word document.

In my own classes, I have found that checking instructions and understanding after each stage helps the learners feel more confident and less anxious. It’s also important to establish clear routines, as I once had a learner who used to be quite anxious if the lesson was changing to something new. Once this learner understood the classroom routines, he became more willing to contribute.

All of these points serve the interests of every one of your students in the classroom, and hark back to our original CELTA training – many of us are already doing the things I’ve listed here, but a reminder of good practice is always in order!

Building Relationships

Above all else, the strategy that matters the most to all learners, and is certainly most applicable to neurodivergent learners, is developing positive relationships within the classroom.

Small actions like listening to the learner, recognising their success or understanding when they have challenges help with building trust. When learners feel understood, they are more willing to get involved.

Positive relationships can help teachers to identify barriers more effectively. Through building meaningful relationships, we get a better understanding of what is suitable for individual learners. Teaching neurodivergent learners means creating a learning environment in which learners will feel safe, supported, and able to succeed.

In my own experience, speaking to individual students before or after class has helped me understand what they require – by simply asking students what makes learning more challenging, I have been able to adapt my teaching to meet their needs.

What makes relationships particularly valuable is that teachers get to know their learners as more than just a label or diagnosis. In some cases, teachers might not get the learner to open up and speak to them until the learner feels comfortable with the teacher. If you take the opportunity to talk with them, it will give you some ideas as to what supports their learning. It is often the case that learners themselves may suggest adjustments that seem minor to us but can really make a difference.

Focus On Strengths

There’s often too much emphasis placed on the challenges faced by neurodiverse learners – and that we face in learning to accommodate their needs. However, these learners bring many strengths to the classroom. These might include creativity, attention to detail, or strong problem-solving skills.

It’s useful for us teachers to try to make space for learners to play to their strengths and celebrate what they can do. Identifying someone’s strengths helps boost their confidence and will improve motivation.

If students feel valued for their skills, then they will be more likely to want to participate. Support for neurodivergent learners is more than just removing barriers – it’s more about celebrating how wonderfully they fit into our classroom setting.

One learner I taught struggled with his organisation in written tasks, but demonstrated exceptional creativity in speaking activities. I would provide speaking activities where he was able to discuss his ideas. As he was a visual learner, and many neurodivergent learners benefit from visual support, I also encouraged using mind maps to organise his ideas. This approach helped the learner to build on their strengths while also helping with their weaknesses.

Personal Reflection

As a neurodivergent person myself, I know my own experiences of learning have informed the way I teach. My own experiences have made me more aware that learners do not process information the same way. It’s also reinforced for me how difficult some learners’ situations might be without being apparent in the classroom – that’s why I try to teach with flexibility and, as much as possible, an understanding of who the learner is.

Conclusion

Supporting neurodiverse individuals does not begin with specialist resources. It begins with teachers adapting, listening, and building relationships. Ultimately, the most effective support that we can offer these students is not technological but human. In an increasingly technological world, teaching neurodivergent learners reminds us that some aspects of education remain only human.

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