‘As featured in YouthWise Magazine’
SHIFTING THE NARRATIVE: DIFFERENCES, NOT DEFICITS
Picture a classroom where fidgeting isn’t just tolerated – it’s welcomed. Where deep thinking and novel approaches aren’t disruptions but gifts. Where neurodivergent students don’t just survive but flourish.
Educators are often the first line of support for autistic and ADHD students navigating the challenges of school. However, traditional learning environments – with rigid schedules, sensory overload, and standardised teaching methods – are not always designed for fast thinkers, deep processors, or sensory-sensitive students.
A neuro-affirming approach shifts the focus from fixing challenges to amplifying strengths. Neurodivergent students don’t need to be ‘normalised’; they thrive when schools embrace their cognitive styles, recognise their unique needs, and provide structured flexibility.
Recent Australian research shows that approximately 1 in 40 students are autistic, while 1 in 10 have ADHD. Despite their strengths, many struggle – not always because of their neurodiversity, but because schools were not built with their thinking styles in mind.
EMBRACING NEURODIVERSITY: A STRENGTH-BASED APPROACH
Rather than asking neurodivergent students to mask their natural ways of thinking, forward-thinking schools are recognising the value of neurodiversity. Think of it like having a Ferrari brain in a world designed for driving within school zone limits – our job is not to slow them down or modify their engine – but to create roads where they can thrive.
These students bring unique strengths:
- Creativity & Deep Thinking – Many autistic and ADHD students make unexpected connections and approach problems from novel angles, offering fresh perspectives that enrich class discussions.
- Passion-Driven Learning – When engaged, their capacity for hyperfocus can lead to mastery of subjects that capture their interest, often surpassing peer knowledge in specific areas.
- Resilience & Adaptability – Navigating a system not designed for them requires perseverance, emotional intelligence, and self-advocacy.
So how can educators nurture these strengths while minimising common struggles?
CREATING A NEURO-INCLUSIVE LEARNING SPACE
A neuro-affirming classroom does not see differences as disruptions but as opportunities to expand teaching methods. Here’s how educators can foster engagement, reduce barriers and be curious about alternative ways to show engagement.
1. RETHINKING “FOCUS” AND “ENGAGEMENT”
Traditional classrooms often define attention as stillness and eye contact. Neurodivergent engagement often looks different: A student doodling or swinging while listening might be actively processing information. Another pacing at the back of the room could be deeply engaged in problem-solving. Movement often enhances rather than hinders concentration for these learners.
- Fidgeting ? Distraction: Let’s normalise movement – it can help regulate attention.
- Allow flexible seating: Try standing desks, wobble stools, or fidget tools.
- Integrate short brain breaks: Walking, jumping, or catching a ball enhance concentration.
- Avoiding eye contact ? Disinterest: Eye contact can be overwhelming, some students engage best without direct gaze.
2. EXECUTIVE FUNCTIONING CHALLENGES: STRUCTURE & FLEXIBILITY
ADHD and autistic students often struggle with planning, organisation, and time management. Executive functioning challenges are not character flaws – they are differences in how the brain organises and processes information. Support success by:
- Use visual schedules and color-coded steps for assignments.
- Break tasks into smaller, manageable parts.
- Provide written AND verbal instructions (not just oral).
- Encourage and teach the use of timers (e.g., the Pomodoro technique: 20 minutes work, 5-minute break).
3. SENSORY OVERLOAD: CREATING SENSORY-INTELLIGENT SPACES
Fluorescent lights, crowded hallways, and noisy classrooms can be overwhelming, and environmental overwhelm can derail learning before it begins. Simple adjustments make a significant difference, so it’s worth making adjustments as standard practice:
- Provide sensory-friendly spaces (quiet corners, noise-cancelling headphones).
- Minimise unnecessary noise.
- Reduce unnecessary visual and auditory stimuli.
- Allow for individual workspaces when needed.
4. EMOTIONAL REGULATION: TEACHING SELF-AWARENESS & SUPPORT STRATEGIES
Many neurodivergent students experience emotional dysregulation due to sensory overload or social stress. The goal isn’t to suppress emotions but to equip students with tools to navigate them.
- Teach emotion-naming skills (e.g., “I feel overwhelmed” instead of “I hate this”).
- Introduce co-regulation strategies (Breathing exercises, grounding techniques).
- Use check-in scales (“On a scale of 1-10, how’s your energy?”).
ENCOURAGING SELF-ADVOCACY & STUDENT VOICE
Empower students with options in their learning environment and expression methods. Educators normalising accommodations rather than requiring students to request them or to “mask” their differences. Create environments where uniqueness is valued, not corrected. Try asking:
- “Would it help to have extra time?”
- “Would you like to submit your answer in writing instead of speaking aloud?”
- “Would you prefer to talk into Word, rather than typing?”
- “Would movement breaks or a quiet workspace help your focus?”
THE SCIENCE OF THRIVING: SMALL DAILY WELLBEING HABITS
Supporting neurodivergent students is not just about learning accommodations – it’s about proactive wellbeing strategies. Educators can help students regulate their energy and attention through small, science-backed habits such as:
- Hydration first – Many students run on caffeine but crash without water.
- Morning movement & sunlight – Reduces stress and improves focus.
- Teaching and supporting a 30-second body scan before class – Helps prevent overwhelm.
SUPPORTING YOUR SCHOOL’S JOURNEY
Creating neuro-affirming schools requires ongoing learning and systemic shifts. Consider professional development in:
- Staff training on neurodiversity and inclusive teaching.
- Consultations on sensory-friendly environments.
- Parent education to foster school-home collaboration.
- Evidence-based student support tailored to different cognitive styles.
MOVING FORWARD TOGETHER
Creating neuro-affirming schools is about removing unnecessary barriers to learning. When we design our educational spaces to support neurodivergent students, we create better learning environments for everyone.Start small, celebrate progress, and keep building. Your classroom might not transform overnight, but every adjustment that helps a student feel more understood and supported is a victory worth celebrating.Remember: We’re not trying to change how these students think – we are changing how we think about these students.Would you like more resources on neuro-affirming education?
Visit think-differently.com.au or reach out at hello@think-differently.com.au for guidance and professional development
opportunities.
