https://childmind.org/article/how-schools-can-support-neurodiverse-students
Neurodiversity refers to the idea that a kid’s brain functions differently from those of neurotypical children. And it comes in many forms, such as learning disorders, ADHD, autism spectrum disorder, or sensory processing issues. While neurodivergent students may possess unique strengths, such as exceptional memorization skills or hyperfocus abilities, they often require additional support from teachers, counselors, administrators, and support staff in the school to excel academically and socially. Three fundamental areas where neurodivergent students tend to need help are behavioral issues, social challenges, and executive functioning.
If a child has behavior issues, it’s best to validate their feelings and assist them in problem-solving those behaviors by calmly talking through alternative ways to express themselves. Implementing supports that benefit both neurodivergent and neurotypical students can help prevent behavioral problems. These supports include visual aids, relaxation exercises, designated relaxation areas, and movement breaks.
Executive functioning skills, which encompass planning, organizing, prioritizing, and initiating tasks, are commonly challenging for neurodivergent students. Teachers can incorporate executive functioning tools like checklists, dedicated binders, reward systems, timers, planners, and calendars to aid these students. Various executive functioning curricula and resources are also available.
Lastly, neurodivergent students need social support to be happy and do well in school. They often face difficulties making and maintaining friendships due to challenges reading social cues and entering play situations. Creating an accepting classroom environment and providing social scaffolding outside the classroom, such as mentoring programs, Lunch Bunches, and coaching for peer models, can help address these challenges.
Parents can support their neurodivergent children by providing teachers with an “About Me” letter highlighting their child’s strengths, areas of difficulty, stress indicators, and preferred approaches. This letter facilitates collaboration between parents and teachers and opens avenues for ongoing communication to ensure individualized attention for neurodivergent students.
