How to Be a Neurodiversity Affirming Teacher
Have you ever had a student who struggled to sit still or needed sensory breaks throughout the day? Maybe you’ve had students who hyperfocus on their favorite topics or find it hard to follow multi-step directions.
If you’re a special education teacher, you’ve probably seen it all—different strengths, diverse needs, and everything in between. Each student brings something unique to the classroom.
Being a neurodiversity-affirming teacher means celebrating those differences instead of trying to fix them. It’s about creating a classroom where every student feels included and valued just as they are.
Continue reading to learn more about neurodiversity, why it matters, and the best practices on how to be a neurodiversity-affirming teacher.
Understanding Neurodiversity
In your classroom, diversity goes beyond cultural backgrounds. It includes the unique ways your students think and learn. In this section, we’ll talk about the basics of neurodiversity.
What Is Neurodiversity?
In the past, autism, ADHD, dyslexia (and similar disabilities) were seen as problems to fix. But within the concept of neurodiversity, these differences aren’t disorders to be cured—they’re variations of how the brain works. Yes they are disabilities, but that doesn’t mean they are inherently “wrong” ways of existing.
The word disability, by the way, is a neutral term, while disorder or disease has a negative connotation of needing to be corrected.
We are celebrating the fact that there are different ways of thinking and behavior, and these differences bring different strengths in addition to challenges.
Simply put, neurodiversity is the idea that people’s brains work in different ways—and that’s not a bad thing.
What does "Neurodivergent" mean?
Neurodivergent is the term used to describe people whose brains work differently from what’s considered “neurotypical.” This includes people who are autistic and ADHD, but is much more expansive than just these two disabilities.
Neurodivergence is not just about autism or ADHD. It includes any disability that affects the brain, including Dyslexia, Tourette Syndrome, Down syndrome, Cerebral palsy, and all other developmental disabilities, learning disabilities and mental health conditions.
Hint: if you teach students with IEP’s, all your students are neurodivergent. If you teach autistic students, all your students are neurodivergent. If you have a mix of kids, with and without disabilities, then you teach a neurodiverse classroom.
Neurodiversity Is All of Us
Neurodiversity isn’t just about people with diagnoses like autism or ADHD—it’s about everyone. The whole world is neurodiverse.
When we’re thinking about what makes us a neurodiversity-affirming teacher, we’re not just thinking about how we can help our neurodivergent students. We’re recognizing and working with all kinds of brains, whether neurodivergent or neurotypical.
What It Means to be Neurodiversity-Affirming
In a neurodiversity-affirming classroom, we celebrate how all students think and learn in their own way. Some might love structure and routines, while others thrive with flexibility.
Being neurodiversity-affirming means working with those differences, not against them. We’re not trying to make our students learn or behave in a “normal” way because there’s no “one-size-fits-all” way to learn or behave.
Instead, it’s about creating a space where everyone feels valued and can grow, making every student feel that they belong and their differences are okay.
“When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.” – Alexander Den Heyer
The Importance of Neurodiversity-Affirming Approach
A neurodiversity-affirming teacher plays a big role in helping a student be themselves and feel like they belong.
For neurodivergent students, a neurodiversity-affirming approach boosts confidence. It allows them to grow in an environment that supports their unique strengths instead of forcing them to fit in or hide who they really are. It’s about focusing on what they can do, not just on what’s challenging. When they feel accepted for who they are, they’re happier, more engaged, and ready to learn.
For neurotypical students, it’s a chance to develop empathy and grow up with a more open-minded attitude toward others. This can have a long-term impact and help create a future where neurodivergent individuals are welcomed and valued in schools, workplaces, and the community.
When we celebrate different ways of thinking and learning, all students learn to respect and appreciate those differences. This helps build a community where kindness, understanding, and inclusion are the norm.
How to Be a Neurodiversity-Affirming Teacher
Here are some easy-to-follow tips to help you build an inclusive and neurodiversity-affirming classroom!
#1: Use respectful language.
Words are powerful. Be careful about the terms you use when talking about disabilities or neurodivergence, especially when referring to your students.
- Ask your students about their language preferences. Some may prefer person-first language, like “student with autism,” while others might prefer identity-first language such as “autistic student.”
- Avoid outdated terms like “special needs” or “differently abled” which are used to replace the word “disability.” They’re outdated for a reason, and it’s mostly because they tend to erase a person’s identity as a disabled individual. Using the word “disability” is okay!
- You may consider using neutral words like “neuronormative” instead of “neurotypical” to avoid implying that there’s a typical way that you should be and we’re comparing everybody to that.
Using the right language matters because it influences how we see and feel about things. Check out this blog post to learn more about disability terms!
#2: Adapt your teaching methods.
Every student learns in their own unique way, and not every method will work for everyone.
By adjusting how you teach, you can make your classroom more inclusive and welcoming for all types of learners. This means offering different ways for students to learn, show what they know, and stay engaged.
Here are some ways you can do it:
Multiple Instructions – Give instructions in different ways: say them aloud, write them on the board, and model them out. This helps your students receive the information in a way that works for them.
Scaffolding – Scaffolding is like giving training wheels when learning a new skill and slowly removing them as the students gain confidence. Start with lots of support and reduce it over time until they can do the task independently.
Task Analysis – Break big activities into smaller, manageable steps. For example, instead of just saying “clean your desk,” break it down:
- Put the books on the shelf.
- Put the papers in the drawer.
- Wipe the desk.
Visual Schedules – Many students benefit from knowing what’s coming next. Use visual schedules with pictures or written steps to help them stay organized and reduce anxiety.
Positive Reinforcement – Celebrate your student’s success and focus on what they’re doing well. If your student loves helping, have them hand out supplies. If they love art, let them help decorate the bulletin board. This builds their confidence and keeps them motivated.
Frequent Repetition – Repetition helps a lot when mastering new skills. Repeat directions and practice tasks regularly until your students get more comfortable with the activity.
Alternative Forms of Communication – Some students communicate better through methods other than speaking. It helps to be open to using tools like picture cards, communication devices, or written responses.
Differentiated Lessons – Since your students learn in different ways, it’s also helpful to present lessons differently. It can be through animated videos, hands-on activities, or group discussions.
Various Materials – Not all learners can benefit from traditional printed resources, so try using different materials for learning, like audio, interactive software, or even real objects.
Alternative Assignments – Let students choose how to show what they’ve learned. For example, if the topic is about first aid, they can write a story, role-play, or draw a picture—whatever works for them!
#3: Be aware of sensory needs.
Sensory input affects everyone differently, and it can be a great tool when differentiating your lessons and activities to boost student engagement.
However, it can also be distracting, overwhelming, and even distressing—especially for neurodivergent students with sensory dysregulation. They either feel their senses too much or not enough, which can lead them to seek out or avoid certain sensations.
Being neurodiversity-affirming means being mindful of the sensory stimuli in your classroom. As a teacher, it’s important to consider your students’ mood, environment, and level of regulation to help them stay comfortable and focused.
Creating a sensory space in your classroom can be a big help!
#4: Give your students choices.
Another way to be a neuro-affirming teacher is to give your students choices.
When you offer choices in the classroom, it gives your students autonomy over their own decisions.
It doesn’t mean there’s no structure, or that we are just letting the students do whatever they want. There are still expectations, after all. We’re just adding flexibility by providing choices.
It can be as simple as letting students choose where they sit, who they work with, or how they complete tasks. Would they like to say aloud, write, or voice record their answer? Would they like to read visually or use an audiobook?
Learners should have the freedom to choose the option that works best for them rather than you deciding for them. This helps them discover how they learn most effectively.
To learn more about the importance of choices to your students, head over to our blog about choice-making and autonomy!
#5: Be direct and clear.
Clarity and transparency make the classroom feel safe and predictable for all students.
When you directly tell them what they’ll learn, how they’ll learn it, and why it matters, it reduces anxiety, especially for neurodivergent students who thrive on clear routines. It’s like giving them a roadmap instead of making them guess the destination.
For example, instead of jumping into an activity and explaining the goal afterward, try starting with, “Today we’re going to learn ______, and we’ll do it through this activity.” That simple thing actually makes a big difference in keeping your students on track!
Being clear also means giving detailed instructions, showing examples of what the final output should look like, and giving rubrics or checklists.
And here’s the thing—you’re probably doing this already! We’re just naming them as neurodiversity-affirming to reframe what you’re doing and encourage you to be even more intentional with this.
#6: Redesign your classroom rules and expectations.
To make your classroom rules more neurodiversity-affirming, start by thinking about how different brains and bodies work. Not every student learns, listens, or expresses themselves in the same way, and that’s okay!
Instead of focusing on strict compliance, create rules that help students recognize their needs and advocate for themselves.
Here are some ideas to get started:
- Respect how students learn and communicate. Some might need to move, take breaks, or use different communication styles.
- Teach your rules clearly by using examples, role-playing, and open conversations. Avoid abstract ideas that can confuse your students.
- Focus on supporting students’ needs, not controlling behaviors. Rules should encourage self-awareness and self-advocacy, not force everyone to act the same way.
- Avoid rules that police bodies and feelings, like requiring eye contact, sitting still, or using a specific tone of voice.
When you create rules that value each student’s individuality, your classroom becomes a space where all students can feel safe and supported!
#7: Make spaces for movement and breaks.
As we’ve mentioned above, students react to sensory stimuli differently, including how they experience the classroom environment. Some students can get headaches after being under strong overhead lights for a long time, while others are uncomfortable sitting on hard chairs for extended periods.
Giving your students the chance to move around or take a sensory break helps them regulate their bodies and emotions.
Build breaks into your schedule, and let your students take breaks as needed. This helps students recognize when they’re feeling overwhelmed and gives them a healthy way to self-regulate. After all, we all take breaks when we need them, right? The same should go for your students!
#8: Rethink your assumptions about behavior.
Many neurodivergent people have faced criticism in their lives, just for being themselves. Yes, sometimes their actions might seem confusing or frustrating, and that is because we’re usually looking through a neurotypical lens. But often, there’s another reason behind that behavior.
For instance, you might think that a student who asks too many questions is challenging you, but another reason might be because they want to avoid misunderstanding.
Or, if a student is doodling, scrolling, or not making eye contact, it doesn’t mean they aren’t listening. For some, focusing on another task actually helps them process what’s being said.
Instead of assuming, take a step back and ask yourself, “Could there be another reason for this behavior?” It’s a great way to make your classroom neurodiversity-affirming.
#9: Revisit your assessment practices.
One other thing to rethink is how you assess your students. As a neuro-affirming teacher, you have to make sure that you’re truly measuring what matters.
Sometimes, traditional assessments focus on things like speed, participation, or verbal responses, which aren’t actually measuring the things that we say we are measuring.
For example, a timed math test might not measure math fluency but instead highlight the students’ processing speed.
Similarly, when giving participation points to those who respond while having a group discussion, what about students who are reserved and have a hard time jumping into conversations?
To make assessments more inclusive, focus on the skill or goal you want to measure, not unrelated factors. Offer different ways for students to show what they’ve learned, and ensure that accommodations are available.
Create an Inclusive Classroom!
Becoming a neurodiversity-affirming teacher isn’t about big, complicated changes—it’s about taking small, thoughtful steps that create a more inclusive classroom.
These strategies may be short and simple, but they can make a big impact on how your students feel and learn. Every step you take toward creating a more welcoming classroom makes a difference!
