As students start to prepare to head back to school, students, teachers, and parents may be experiencing a wide range of emotions.
These transitions can be stressful for neurodivergent individuals who may experience difficulty with change, emotional dysregulation, waiting mode, and sensory processing issues.
When we consider what an inclusive classroom would look like, we need to include embracing neurodiversity and crafting neurodiversity-affirming classrooms.
This is especially important because, according to the Government of Canada, neurodivergent students are less likely to continue on to post-secondary school after high school as compared to their neurotypical counterparts.
In fact, only 60% of neurodivergent secondary students continue on to post-secondary education, compared to 77% of neurotypical students.
Despite these numbers, the good news is that classrooms can evolve.
You can be a part of positive change by reading this blog to discover more about what neurodiversity-affirming classrooms are, how you can receive support for your neurodivergence, and how leaders can make their classrooms more neurodiversity-affirming.
Defining Neurodiversity
Neurodiversity was first coined in 1998 and encompasses all neurotypes. This includes neurotypical brains, neurodivergent brains, and everything in between.
When considering the classroom, neurotypical brains tend to function similarly to dominant social norms. Therefore, classrooms are usually structured in such a way that neurotypical students have more chances for success.
Whereas neurodivergent brains tend to diverge from these dominant social norms and include individuals whose neurocognitive function causes them to interact, perceive, and function in the world differently.
Neurodivergent was coined in 2000 by an autistic advocate named Kassiane Asasumasu.
Neurodivergence, an extension of neurodivergent, is an umbrella term that includes a wide variety of conditions that are associated with differences in brain function, including:
Kassiane Asasumasu advocated for neurodivergence and neurodivergent to be used as a form of inclusion for everyone whose functioning diverges.
What is a neurodiversity-affirming perspective in the classroom?
The neurodiversity-affirming perspective is similar to the social model of disability.
A model that is neurodiversity-affirming views brain differences as natural variations in human brain functioning that make the world and the classroom a stronger place.
For a classroom to thrive, there needs to be different students with different strengths.
The teacher incorporates different learning techniques into the classroom to acknowledge these differences and allow all students the chance to succeed.
In addition to acknowledging the strengths each student has, this model recognizes each student's support needs and challenges.
This model sees the challenges neurodivergent individuals experience as a product of a non-accommodating society versus an individual failing.
For this reason, the barriers that neurodivergent students experience in the classroom need to be removed so that neurodivergent students can thrive.
In doing this, it should take an intersectionality approach and take into account how other identities, such as race, sexuality, and gender, interact with neurodivergence to produce unique experiences and challenges for each individual.
All in all, neurodiversity-affirming classrooms take a holistic approach to learning and reduce the need for them to mask, encourage acceptance, and provide support for each student's challenges.
Challenges for neurodivergent students in the classroom
Despite the fact that 15-20% of the world’s population is neurodivergent, there still remains a general lack of understanding around what neurodivergence is within society.
Many neurodivergent students face barriers when trying to stay in school and perform well.
Statistics from a research study have indicated that the graduation and drop-out rates for children with neurodivergence are abysmal.
For instance, children with ADHD are 3 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 would place the blame for this on society for the way schools are structured, as opposed to the neurodivergent population.
Some challenges that neurodivergent students face that can create barriers to succeeding and graduating include:
Ambiguous teaching styles
Lack of support for co-occurring medical challenges
Lack of understanding of neurodivergence from school staff
Biases surrounding professionalism that don’t take into account neurodiversity.
Executive functioning challenges, including planning, memory, and organization
Sensory processing issues
Social difficulties in group settings
There are also many myths regarding autism or ADHD myths that show up in the classroom.
For instance, teachers may not know how to recognize neurodivergent traits and may wrongfully assume that certain behaviors are due to a lack of respect.
This could trigger a student to undergo disciplinary actions, which can increase their risk of being expelled or “dropping out.”
Whether intentional or not, these biases and myths can cause neurodivergent students to mask or hide their neurodivergent traits, which can be exhausting.
In addition, many neurodivergent students will consider their school’s accommodation process as one that is difficult to navigate and too rigid in criteria.
Some schools may require an official diagnosis before accommodations. For those with neurodivergence, these assessments can have a long wait time or a high cost associated with them.
Creating policies where neurodivergent individuals can self-identify themselves to get accommodations could help reduce this barrier.
Why schools should embrace neurodiversity in the classroom
When it comes to diversity within the classroom, neurodiversity is one of the many forms of it.
A neurodiversity-affirming approach recognizes the advantages of embracing neurodiversity and differences in brain functioning.
It notes that some situations and tasks will be best for a neurotypical person, and others may require the strengths of a neurodivergent individual.
For this reason, when you have a neurodiverse classroom, you are able to adapt to and complete a wide variety of tasks by considering the strengths of each student.
This benefits all students, not just neurodivergent students.
Some unique strengths that neurodivergent students may have include:
Diverse perspectives: neurodivergent students may offer different ways of thinking that you may not have thought of when approaching things from the traditional way of doing things.
Innovation: unconventional ways of problem-solving may be able to offer a new way of completing a task or solving an issue that your classroom has.
Memory and specialized knowledge: some neurodivergent individuals have a strong memory for specific topics. Schools can leverage these skills to advance different fields of study.
Schools that implement neurodiversity-affirming approaches are more likely to result in new ideas, foster growth, and work towards reducing their drop-out rate among neurodivergent students.
How to Create a Neurodiversity-Affirming Classroom
As the idea of neurodiversity-affirming models continues to grow within society, now is a great time to expand this model to the classroom.
Building a classroom that is neuro-inclusive will take work. You will need to consider your current classroom model and how you can make improvements to it.
These improvements should also be made by consulting neurodivergent voices.
Every classroom is different, but here are some potential improvements you can make to create a neurodiversity-affirming classroom:
Create a sensory-friendly environment
Current classroom models usually consist of a wide variety of distractions and sensory stimulation that may result in neurodivergent students feeling overwhelmed.
To support your neurodivergent students, you could allow for accommodations that allow them to minimize the sensory input that comes over their senses.
This could include noise-cancellation headphones, reducing clutter, and natural lighting.
You could also allow the student to take breaks from the sensory-stimulating environment.
One common way that neurodiversity-affirming teachers create a sensory-friendly environment is through the creation of a sensory corner.
These corners involve an area of a room that a student can escape to when feeling overwhelmed, so they can experience the calm they need.
2. Executive functioning supports
Executive functioning involves mental processes that help you plan out and carry out a goal.
These skills consist of memory, planning, organization, emotion control, focus, task initiation, time management, stress tolerance, and self-control.
Neurodivergent individuals may experience executive dysfunction and have a difficult time with one or more of these executive functioning skills.
Support for this could look like involving executive functioning coaches within your classroom.
Another form of support could involve body doubling or supporting your students through a task with accountability and motivation.
3. Individualized Education Plan
An individualized education plan, also known as an IEP, is a plan that is created to ensure that disabled students attending elementary and secondary school receive the support they need.
It identifies each student's unique challenges, interests, strengths, and educational expectations.
This plan was created in consultation with the child’s caregiver(s) and the child. If the child is older than 16, the plan may be created with the child alone.
In the case of post-secondary school, one challenge is that an IEP typically doesn’t get referred to as an IEP, and it can be a long process to transfer your documentation over.
This is where self-advocacy comes into play. Your school may have a disability center where you can go through the process of obtaining accommodations.
For school staff, it is important to encourage all students who are struggling to reach out to these resources to start the process of receiving accommodations.
Each neurodivergent individual will benefit from different accommodations, but some possible accommodations include:
A quiet place to work to minimize distractions
Noise-cancelling headphones
Extra time on assignments or tests
Allowing for microbreaks
Flexible assignment hours and location of learning
Communication that is clear, direct, and free of ambiguity and sarcasm.
Alternative communication methods
More frequent feedback
Minimizing long meetings
Stress balls and fidget spinners
Dimming the lights
Mental health days
Regular check-ins or feedback
Planning software's
Automatic reminders
Assistive technology
Schools can also make sure that your accommodation process is fully accessible by eliminating the need for an official diagnosis to access accommodations.
This is not accessible to everyone and can create further barriers due to cost and waitlist constraints.
4. Use multiple learning styles
Every student differs in how they learn. No two students will have the exact same learning style.
Some students will learn better online than in the classroom. Some individuals will learn better with visual cues, while others may learn better with verbal communication.
Consider diversifying your teaching methods and allowing for flexibility in where a student learns to give all students the chance of succeeding.
5. Offer flexibility to meet sensory needs
Following along with the fact that no two students learn the same, flexibility is a key solution for creating a neurodiversity-affirming classroom.
For instance, for those neurodivergent students who may struggle with sitting still in the classroom, they may benefit from allowing for flexibility in movement as they learn.
If flexibility of movement is not an option at all times, consider pacing or movement breaks.
Additionally, you could provide students with other sitting arrangements that may provide them with the increased sensory input they need, such as exercise balls or standing desks.
By allowing neurodivergent students to meet their sensory needs, you are increasing the chances that they will be able to stay engaged in your lesson plans.
6. Foster strengths
All students have specific strengths that will benefit them in the classroom. Neurodivergent students are no exception to this.
Some key areas where neurodivergent students may excel include:
Art
Literature
Music
Coding
Other creative subjects
This is not an exhaustive list, and different neurodivergent students will excel at different subjects. There are plenty of other subjects that neurodivergent students may excel at.
Teachers can support their neurodivergent students by tailoring their teaching styles to suit each student's needs.
7. A guide for neurodivergent students to access supports
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, you can create a guide for how to access supports and where to find them.
This would also ideally be given to the caregivers of students in elementary and secondary school, so they can support their kids in finding and obtaining support.
8. Consult neurodivergent voices
To understand what areas of your classroom need to be improved, the best place to start is through a consultation with neurodivergent voices.
These consultants should be well compensated, as you should never expect emotional labor for free.
While doing a consultation, you can consider asking them what areas of your classroom are falling short in terms of being neurodiversity-affirming.
You can also consider asking your neurodivergent students what changes they would like.
Ultimately, people tend to be more likely to succeed when they feel heard and understood, so taking this feedback and actually implementing it is an important step.
Tips for Managing Back-to-School as a Neurodivergent Student
Managing the back-to-school transition may be difficult for NDs due to:
A change in routine and environment
Sensory changes
Anxiety
A lack of support
Executive functioning struggles
Communication barriers.
Rejection-sensitive dysphoria, or a strong emotional pain from rejection
Here are some ways in which you can make the back-to-school transition a little easier for yourself.
Ask for accommodations: an Accessibility Centre on campus may have an advisor to help you figure out accommodations to support. These are alterations to the environment, format, or equipment so you can succeed.
Seek out disability grants: The Bursary for Students with Disabilities (BSWD) in Ontario, Canada, and the Canada Student Grant for Students with Disabilities in other provinces and territories give disabled students financial aid to pay for schooling or disability-related needs.
Create a routine: uncertainty can trigger neurodivergent struggles, especially for autistic individuals who thrive on routine. This makes setting up a consistent routine important. You can set up a specific time to wake up, eat, work, take breaks, wind down for the night, and go to sleep to add structure and minimize the risk of changes.
Consider your preferences and strengths. Choosing a program is often a step that involves flexibility and freedom. We recommend that you focus on a school program that takes into account the strengths that your neurodivergence provides. Postsecondary gives you the freedom to choose your program. We recommend that you focus on a program that takes into account the strengths that your neurodivergence provides. If you are super creative, graphic design may be an option. If you are analytical, consider statistics or math. If you love mental health, consider psychology.
Manage sensory overload and self-image with positive affirmations: School environments are not built for neurodivergent individuals, which can make us feel like we are broken. It can also create sensory issues that can be triggered by navigating a non-accommodating world. Positive affirmations can help boost confidence and manage sensory overload.
Spend time unmasked: many neurodivergent individuals may spend time masking or hiding their neurodivergent traits at school to avoid being an outcast. This can be exhausting and drain your energy. It also runs the risk of burnout. To compensate for this and restore your energy, spend time in environments where you can be yourself and not have to hide who you are.
Create a study space with visual aids; make this a space that is dedicated to your individual needs. Make sure it is clutter-free and distraction-free. If you need sensory stimulation, add a fidget spinner or slime. You can also add pens in a variety of colours. Make this space solely for school work, so you can get into the mindset of school. Use calendars and visual aids to remind yourself of specific school-related deadlines.
Neurodiversity-affirming therapy and coaching: Seek out therapy or coaching that will support you in acknowledging the challenges you face in school while underscoring your strengths.
Book a Free Consultation With Blue Sky Learning
Blue Sky Learning team members embody values of compassion, empathy, and person-centered approaches to care.
Are you a neurodivergent individual or a parent of a neurodivergent student looking for academic coaching or therapy?
Or, are you a school looking to make your school more neurodiversity-affirming?
Book a free 20-minute consultation with one of the Blue Sky Learning team members by emailing hello@blueskylearning.ca or go through the link below.
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