ADHD and autism are neurodevelopmental, lifelong conditions. They are examples of neurodivergence – not illnesses to be ‘fixed’, but different ways of thinking to what’s considered ‘normal’. Although there’s many associated strengths, significant difficulties can also rise within the standardised school environment.
Neurodivergence affects each individual differently, and symptoms may not always be visible. Whilst ADHD may primarily impact executive functioning skills, autism symptoms may manifest through experiences of interacting with others and our environment.
This can make school very difficult, with 68% of children with autism and/or ADHD experiencing school refusal behaviour due to bullying, and a far higher likelihood of suspension and exclusion than their peers.
These conditions aren’t excuses: they’re explanations, for which it can be very difficult to access support. For example, children with ADHD are said to receive 20,000 more negative comments than their peers by age 12. With small, easy changes, teachers can help to shape internal narratives that counteract this external stigma, such as acceptance, awareness, and self-compassion.
Beyond this, it’s also important for teachers to understand their legal obligations. Even without a formal diagnosis, such neurodevelopmental conditions can be disabilities safeguarded by law.
The Equality Act 2010 places a legal duty on schools to pro-actively make reasonable adjustments for disabled students. These are changes made to remove barriers that may disadvantage someone due to their disability, levelling the playing field and creating equal opportunity.
However, just like school, there’s no ‘one-size-fits-all’ approach to adjustments – what is considered ‘reasonable’ will depend on the situation and individual child’s needs.
Here’s a guide for teachers to understand, support, and harness differences in the classroom:
- Educate yourself
Although it might feel uncomfortable for the teacher to become the student, our society’s understanding of neurodivergence has sky-rocketed in recent years. For example, ADHD and autism have only been able to be diagnosed in the same individual since 2013.
Seeking learning opportunities from your school can be a great way to strengthen your skills and knowledge. For example, we’ve trained countless teachers as ADHD Coaches in our CPD-accredited training course. These teachers are then empowered to share our Executive Functioning coaching framework with their colleagues and students alike, adapting these to individual needs.
It can also be helpful to seek training on reasonable adjustments, including on any policies, to boost confidence and compliance.
- Accept difference
Although teaching can be an extremely difficult job without the added complexity of meeting contrasting needs, it’s important to recognise that we are all neurodiverse. Every child thinks differently, with their own unique strengths and challenges.
Regardless of diagnosis, these differences should be accepted and supported. To do this, teachers can challenge their own assumptions about students’ behaviours, remembering that nobody wants to get in trouble.
Assuming positive intentions and accepting different ways of being can help with managing your own emotions around challenging behaviour, reframing your mindset.
- Identify challenges
Reasonable adjustments don’t have to be formal and bureaucratic. They can be as easy as identifying particular challenges that a child may be having and making decisions to support them, even if these aren’t ‘normal’.
For example, an autistic child may be struggling with social interactions in the playground and wish to remain indoors. Simply allowing this as an option, instead of forcing discomfort, can be extremely helpful.
Some challenges may be more obvious than others. For example, a child who’s consistently struggling with meeting deadlines may have ADHD, and benefit from adjustments such as extra reminders or dedicated time to complete their homework.
Common periods where challenges may occur include during significant transitions, such as increased independence when starting secondary school.
- Be curious
Reasonable adjustments may not always be obvious, requiring exploration. For example, a student who repeatedly seems not to be concentrating in class may benefit from a compassionate 1:1 conversation about their experiences, instead of being told to focus.
Such conversations can help children to see that it’s not them who needs changing – it’s their environment.
Coaching skills can be extremely useful for this, such as by saying, ‘I’ve noticed…’ and asking open-ended questions instead of those that start with ‘why’, can help foster open conversations.
It’s important to remind children that you’re on their side, no matter what. Struggling with neurodivergence can be a very lonely for children may not be able to explain or understand their challenges.
- Be collaborative
Navigating neurodivergence and reasonable adjustments can be overwhelming, but you’re not alone. Collaborating and seeking support from the child themselves, in addition to their parents, other teachers, and signposting towards support such as therapists can result in holistically inclusive environments.
Although reasonable adjustments are focused on the individual, it’s common for teachers to feel nervous about the reactions of other students. A simple solution is to allow this for everybody – if an adjustment helps one child, it’s likely to help others!
Inclusion means bringing everybody on the journey, including the rest of the classroom. By teaching children about neurodiversity and empowering them to understand and support one another, you can foster a neuro-affirmative learning environment where everybody wins.
