
Neurodiversity refers to the human brain and cognition and the way people socialise, learn, the way they pay attention to different situations. Neurodiversity comprises of the different ways people experience and interact with the world around them. Most neurodivergent people are diagnosed with autism, ADHD, dyslexia, dyspraxia or dyscalculia. A lot of people get self-diagnosed or never find out whether they are neurotypical and neurodivergent. It is very important to be aware of people who are neurodiverse in order to help provide them with the necessary sensory and cognitive simulations, to help them fulfil their potential without any setbacks throughout their school and university years and also to avoid any stigma, lack of support or discrimination from teachers, peers and anyone else who may not be familiar with neurodiversity.
While there are a lot more ways to help neurodivergent people (specifically children and young adults or students) nowadays, a lot of times there are still vast challenges that those people need to face especially during school years. Some of the more common barriers that pupils face are sensory overload (which consists of difficulties with sensory processing). For example, the noise levels, bright lighting, and strong smells in a classroom can be overwhelming for some neurodivergent pupils, leading to stress, anxiety, and difficulty concentrating. Another challenge they could face is difficulties with communication, both verbal and nonverbal. This can lead to difficulties with social interactions, making friends, and understanding instructions from teachers. Moreover, skills such as organising themselves, studying/work planning and time management could be quite difficult for them to handle. Neurodivergent pupils can have difficulties with understanding and processing information, which can make it challenging to keep up with the pace during a lesson or in the workplace. For example, pupils with dyslexia might struggle to read and comprehend written texts, while pupils with ADHD may have difficulty staying focused on long lectures.

These barriers can have a significant impact on a neurodivergent pupil’s academic and social development. However, with appropriate support and accommodations, neurodivergent pupils can thrive in the classroom and beyond.
Most schools offer a vast range of activities, exercises and sports to help the neurodiverse students, a lot of them also provide Learning Support Assistants (LSAs), however neurodiverse students usually find it more difficult to perform tasks, to concentrate or to motivate themselves. Therefore, mainstream schools depend mainly on teaching assistants and Learning Support Assistant (LSAs) for the development and the success of the SEND students. Usually, most of the times the LSAs are really engaging and well-educated individuals who use a framework to help the SEND students. These are proven to help methods but another method could be implemented, so that the students can complete their work more efficiently.
Options:
- Meet and greet with the students before going to the classroom
Meet and greet is important for everyone, be it friends, family, a new pet, colleagues or teachers – students. A good way to integrate a neurodiverse student is by meeting them first and spending some time with them. LSAs and teachers could meet the student and explain to them that they will be in lesson with them and that they want to help them and to learn more about them – not about what their favourite subject is, but more about their hobbies, what they like doing in their free time and what do they think in general about school. Getting to know neurodiverse students in that way could help ease them up and make them used to the LSA or teacher before they have to go in class with all their classmates and all the studies. It can also help the particular LSA or teacher establish what approach is the best with this certain student, what is the best way to work with them or what is something that the teacher or LSA should avoid mentioning. By having those meet and greets, the neurodivergent student establishes a routine which is so important for them and also gets familiar with this new individual, therefore is less likely to react negatively when they walk in the classroom.
- Design individual specifically targeted exercises and activities and supplying the first time comers with self-love activity books
A lot of SENCO staff follows a certain framework when it comes to teaching neurodivergent students (compulsory breaks, owning a fidget spinner, breathing exercises are only few examples of some tactics used to help supporting SEN students). Adding to those tactics could be designing an individual specifically targeted exercises and activities for those students. For example, implementing the first suggestion of the meet and great could prove extremely helpful for this particular activity. One example could be an autistic student who has a vast interest in cars. If this student gets a specifically designed exercise that has different car models or certain people talking about cars in it, it would be much more interesting for them to work on it and to complete any exercises connected to it rather than do any other ones.
Another idea is supplying every SEN student with a self-love activity books, which are quite efficient for neurotypical people as well but would be very efficient for SEN students. With those books they can read and write as much as they want in them and whenever they wish to do so. They can start from the first or last page of the book, they can doodle or write in it, they can complete the whole book or only a few pages. It all depends on how they want to approach it.

Those self-love books have proven to help a lot of people by boosting their self-esteem, helping them cope better with anxiety and depression, encouraging them to be creative and helping with their memory. That would be the perfect addition for neurodivergent students and adults.
Final thoughts:
Neurodiverse students often struggle with concentration, motivation and completing tasks and rely on teaching assistants and learning support assistants for support. While current tactics like breaks, fidget spinners and sensory rooms have been helpful, the efficiency of their performance could be improved with newly implemented methods such as the suggested above. We all want an inclusive society and a thriving society where anyone is able to flourish, to succeed, to feel happy, valued and appreciated. This is a stepping stone to help achieve this and be better people.
































