Supporting neurodivergent learners requires thoughtful, informed strategies that create inclusive and understanding environments. Here are ten actionable steps every school can implement to better support neurodivergent students.
This article has been repurposed from an original post by The Gesher School and the original post can be found here. It was stimulated by Pete Wharmby’s presentation at the 2023 CRAE Annual Lecture. Pete is an autistic teacher, writer, speaker, advocate and author.
1. Know the learners
Ensure all staff are familiar with the unique profiles of neurodivergent students. Understanding their strengths, challenges, and needs is the foundation for effective support.
2. Assign a mentor
Pair each neurodivergent learner with a mentor who not only provides guidance but also allows the student some agency in the relationship. This personal connection can make a significant difference in their school experience.
3. Educate all staff
Provide comprehensive training about autism and neurodiversity to all staff members. With the right knowledge, teachers and administrators can significantly impact the learning environment for these students.
4. Engage the community
Work with local businesses and community organisations to spread awareness about neurodiversity. Understanding must extend beyond the school walls to truly support these learners in all areas of life.
5. Open up the issue of difference
Encourage open discussions about differences, shifting the perception to something fascinating and worthy of understanding.
6. Promote tolerance of and accommodation of difference
Cultivate an environment that not only tolerates but accommodates differences.
7. Accommodate idiosyncrasies
Recognise and respect individual idiosyncrasies, such as stimming, sensitivity to noise, or specific interests. These behaviours are often coping mechanisms and should be accommodated rather than discouraged.
8. Make the school sensitive to known or potential triggers “of stress or behaviours”.
Be aware of potential triggers for stress or challenging behaviours. Common triggers include changes in routine, group work, deadlines, presentations, reading allowed picking teams.
9. Prioritise strong relationships
Maintain open and positive communication with both students and their parents. Regular dialogue and collaboration are key to understanding and meeting the needs of neurodiverse learners.
10. Provide therapeutic strategies
Ensure that appropriate therapeutic strategies and resources are available within the school. This could include counselling, sensory rooms, or other support systems tailored to the needs of neurodiverse students.
Guidance for Implementation: Two Workshop Ideas
To bring these ideas into practice, consider organising staff workshops centred around these ten strategies.
Activity 1: Bright Spots Discussion
- Group Setup: Arrange groups with a diverse mix of roles and experiences. Each group should have a facilitator.
- Discussion: In groups, identify the “bright spots” where the school is already excelling in each of the ten areas. Share what’s working well.
- Share and Innovate: Come together to share these bright spots and discuss how their principles can be applied more broadly across the school.
Activity 2: Evaluative Exercise
- Preparation: Prepare sets of cards with the ten suggestions, plus a few blank cards for additional ideas.
- Discussion: Groups discuss and possibly add new ideas on the blank cards. Then, they sort and rank the top ten strategies.
- Consensus Building: Groups collaborate to create a final top ten list for the entire school.
- Subsidiary Activity: Categorise the top ten into three groups: well-executed strategies, areas needing improvement, and valued ideas that aren’t yet feasible. Use coloured post-it notes (green for positive feedback, amber for improvement ideas, red for significant challenges) to annotate these categories.
These steps and activities offer a structured approach to fostering a more inclusive environment for neurodivergent learners. By implementing these strategies, schools can make significant strides in supporting all students, regardless of their neurological differences.