Who are your neurodivergent learners?
- NiE Project
- May 14
- 2 min read
Updated: 3 days ago
Understanding neurodivergent learners is an essential first step for neuroinclusive classrooms. It’s not about becoming an expert overnight. Instead it’s about building curiosity, confidence and practical understanding, one step at a time.
All brains are different
Neurodiversity describes the natural variation in human brains, and neurodivergent refers to people whose brains work in recognisable, patterned ways, including ADHD, autism, dyslexia or giftedness, as well as many other brain-based differences. Neurodivergence is not a behaviour choice, a trend, or a word that can be used as “code” for difficult students. Many neurodivergent learners work incredibly hard to navigate environments that weren’t designed with their brains in mind.
How do we recognise differences?
A simple shift for educators is moving away from diagnosis-first approach to a learner-first approach. Teachers do not need to diagnose learners or ‘require’ any kind of formal identification of their students, but they do need to notice them. Two students with the same diagnosis may present completely differently, and the same learner may thrive in one context while struggling in another.
A learner-first approach helps you to stay curious, recognise strengths as well as sticking points, and involve students themselves in understanding what helps them learn and thrive.
Check out our Neurodivergent Learner Characteristics Tool (yr9-13) for a way to guide your curiosity about strengths and sticking points: ⬇️ Download A4 version ⬇️ Download A3 version
Taking this learner-first approach, strengths and sticking points are listed under broad categories: Learning, Interacting, Inner Experiences, and Functioning. These are not exhaustive or definitive, just a starting point, and they are definitely not a diagnostic checklist. Use this tool as an educator to look beyond ‘red flags’ and consider strengths.
NEW! Exploring Your Strengths and Sticking Points (yr 9-13) - Student Resource and step-by-step guide for educators: ⬇️ Download the Student Resource ⬇️ Download the Educator guide
It’s just as important to involve students themselves in this process of building understandings, so alongside this teacher-facing tool, we have a student-facing tool, Exploring Your Strengths and Sticking Points (yr 9-13). This has similar broad categories: Thinking and Learning, Feelings in My Inner World, Connecting in My Outer World, with possible strengths and sticking points from students’ own perspectives, as well as space for students to add their own observations and note how or when these ‘show up; for them.
There’s also a step-by-step guide for how to use this as a classroom activity.
Remember! A neuroinclusive classroom is one where all brains are noticed, supported and celebrated. Understanding your neurodivergent learners is your first step.
Download the tools to get started right away
