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Everyone’s brain works differently but for some, this poses more of a challenge than for others. In this blog we explore neurodiversity, its different forms and how it presents, and how school staff can support children with neurodiversity to ensure that they have the best chance at success. 

What is neurodiversity? 

Neurodiversity is the variation in how people’s brains differ from what is considered “typical” in terms of function and processing. Neurodiversity encompasses a wide range of conditions where the brain processes, learns, and/or behaves differently from what is considered "typical" or "neurotypical".  

These conditions include (but are not limited to): 

• Autism 

• ADHD 

• Dyslexia and dyspraxia 

• Obsessive compulsive disorder (OCD) 

• Sensory processing disorders 

• Social anxiety   

• Tourette’s syndrome 

It is important to understand that neurodiversity is not one-size-fits-all. It is a spectrum. Children with such conditions will experience them in different ways and to varying degrees. 

What this means for school children 

Neurodivergent children’s brains work differently from those with “neurotypical” brains. They have different strengths and challenges which can be expressed as frustration, distress, withdrawal or hyperactivity, among other presentations.  

Whilst some neurodivergent children have unique strengths such as exceptional memory and recall or hyperfocus abilities, most will require some level of additional support at school in order to excel academically. Some will naturally coast through school, neither problematic nor considered academically gifted, whilst others may express their feelings, discomfort or distress in more obvious ways.  

Support in one of three key areas could make all the difference for school children in both academic success and overall school experience.  

• Behaviour – children with behavioural issues stemming from their neurodiversity may benefit from assistance in problem solving behaviours and calmly talking through alternative ways of expressing their feelings. 

• Social challenges – children whose neurodiversity presents as social challenges may need support in school with regards to making and maintaining friends, reading social cues and understanding propriety.  

• Executive functioning – skills such as planning, prioritisation and starting tasks are common challenges for neurodiverse students. Instead of thinking of them as lazy and disorganised, recognise that they may need additional assistance.  

Signs of neurodivergence in children 

Neurodiversity looks different in all children. However, there are a few common categories in which it can manifest: 

Social and communication difficulties 

Some neurodivergent children may struggle to understand social cues, enagage in conversation or make and maintain friendships. They may also struggle to understand sarcasm, humour or non-verbal communication such as body language or facial expressions.  

Other social and communication presentations may include: 

• Delayed speech development 

• A preference for routine and predictability 

• Difficulty with shared attention and playing with others 

Sensory difficulties 

Sensory difficulties are common among neurodivergent people to varying degrees. Some may be highly sensitive to light, sound, touch or smells which can lead to overstimulation and distress.  

On the other hand, some may seek out sensory input. This may sometimes be referred to as “stimming” – self-stimulating behaviour – where children regulate their emotions with sensory input. Commonly this might look like: 

• Hand-flapping 

• Rocking 

• Pacing 

• Repeatedly blinking 

• Humming or whistling 

• Twirling hair 

• Scratching 

• Chewing or biting lips 

• Chewing on non-food items like pens and pencils 

Learning and attention difficulties 

Neurodivergent children may learn in unconventional ways. Some may excel in specific areas, whilst others might struggle with traditional learning methods.  

Additionally, some neurodivergent children may struggle with attention and focusing on tasks or appear easily distracted. On the other hand, some neurodivergent children may hyper-focus on specific interests.  

Anxiety and emotional regulation 

Children with neurodiversity may also experience heightened anxiety. Anxiety isn’t a form of neurodiversity itself but often co-exists with various forms of neurodiversity. The way in which neurodivergent children experience the world can make them more vulnerable to anxiety.  

Additionally, neurodivergent children may struggle to regulate their emotions, possibly due to sensory or communication challenges.  

How to support children with neurodivergence 

Supporting neurodivergent children at school means first understanding their individual needs. The SENCO will assess children diagnosed with or suspected of being neurodivergent and put together a tailored learning plan to support their needs.  

School staff are also responsible for creating an inclusive and supportive classroom environment where all students feel comfortable and valued. A few other techniques teachers can use include: 

• Providing clear instructions 

• Using multi-sensory teaching methods 

• Allowing breaks and movement 

• Adapting assessments and assignments as required to meet the needs of a student 

• Practising patience and empathy 

Create learning plans for neurodiversity with Tes Provision Map   

Tes Provision Map is a smart provision mapping software that allows SENCOs to easily and efficiently plan and keep on top of SEND provisions. It’s a powerful yet simple to use tool that makes everyday actions for SENCOs more efficient, leading to improved outcomes for students.