Neurodivergence for Teachers

Seeing the Mind Differently: 

A Science-Based Reflection on Neurodivergence for Teachers

Walk into any classroom, and you'll see a mosaic of minds. Some children raise their hands eagerly before a question is fully asked. Others fidget, look out the window, or solve math problems backwards but brilliantly. One child finds reading effortless but gets overwhelmed by loud sounds. Another might speak in passionate detail about dinosaurs but struggle with group work.

This is just diversity. Neurodiversity.

This is not defiance. Nor is it a deficit.

What Is Neurodivergence?

Sociologist Judy Singer first coined the term neurodivergence in the 1990s. It refers to the idea that some brains—due to natural variations in wiring—function, process, and respond in a manner that is not considered "typical" or "neurotypical."

Today, the term often includes (but is not limited to) individuals with:

• Autism Spectrum Disorder (ASD)

• Attention Deficit Hyperactivity Disorder (ADHD)

• Dyslexia, Dyscalculia, and Dyspraxia

• Tourette Syndrome

• Sensory Processing Differences

• Learning Disabilities and more

Importantly, neurodivergence is not a medical diagnosis. It is a way of describing natural cognitive differences in how people think, learn, and respond to the world. Embracing this idea means moving away from trying to 'fix' individuals and instead focusing on designing environments that include, respect, and celebrate these differences.

What Science Tells Us Now

Over the past two decades, neuroscience has exploded our old notions of how learning, attention, and emotion work. Here are some key findings:

The Brain Is a Dynamic, Pattern-Seeking Organ

Neurodivergent brains often show enhanced specialization in certain areas—visual processing in dyslexic children, pattern recognition in autistic individuals, or rapid associative thinking in ADHD.

Cognitive Differences Are Not Always Linked to Intellectual Capacity

A child with ADHD might struggle with sitting still but can show high creativity and problem-solving in unstructured settings. Dyslexia might affect reading fluency but often correlates with strong spatial reasoning and storytelling skills.

Sensory Processing Is Not Uniform

Children on the autism spectrum, for instance, may experience sensory inputs—sounds, lights, touch—with higher intensity, leading to overwhelm in noisy environments like classrooms.

The Environment Interacts With the Brain

The brain is plastic, meaning it changes with experience. Supportive, low-stress, and responsive environments can dramatically improve learning and emotional outcomes for all children, especially neurodivergent ones.

"If a flower doesn't bloom, you fix the environment in which it grows, not the flower." – Alexander Den Heijer.

The Strengths of Neurodivergent Minds

Instead of asking what's wrong, what if we asked what's different and what's the strength it brings?

Here's what neurodivergent children often bring to the table:

Unusual creativity

Children with ADHD, for instance, tend to produce more original ideas in brainstorming tasks. Their minds leap, often connecting disparate ideas in surprising ways.

Detail-focused thinking

Some autistic children notice patterns, errors, or design inconsistencies that others overlook. They may have remarkable memory or deep knowledge in specific areas.

Resilience 

Many neurodivergent children develop strong coping mechanisms. Their lived experience teaches perseverance, empathy for others who feel different, and non-linear problem-solving.

Some believe Albert Einstein showed traits of neurodivergence—delayed speech in childhood, social discomfort, and an unconventional style of problem-solving. Regular classrooms were reportedly challenging for him, often stifling rather than stimulating his interests. While these observations remain speculative, they invite us to reconsider how society defines intelligence. Einstein's legacy reminds us that brilliance can flourish in unexpected forms—when given the space to grow.

Why Teachers Matter So Much in This Journey

A child's experience in the classroom can shape how they view themselves for years to come. Teachers are often the first adults outside the family to consistently engage with a child's learning and behaviour.

When a teacher recognizes neurodivergent traits not as "problems to be fixed" but as differences to be understood, something powerful happens:

The child begins to feel safe.

They stop hiding their struggles.

They begin to trust.

And only then does learning truly begin.

But here's the thing—it takes awareness and a sense of urgency.

A Note on Urgency

There's a growing desire to understand children's learning differences in many classrooms. That's a positive shift. But sometimes, this urgency to "know what's wrong" can be driven by a need to pass on the responsibility—to find a label that explains a child's struggle so the system doesn't have to shift.

During a school visit, a teacher once brought a child to me and asked if they had a learning disorder. The tone wasn't curious—it was anxious, almost impatient as if a diagnosis would quickly close the case.

But neurodivergence isn't a loophole. It's not a reason to stop trying. If anything, it's a reason to begin trying differently.

So yes, there is a kind of urgency that matters: an urgency to build awareness, unlearn biases, and create spaces that honour different minds.

But that urgency must come from care, not fear or avoidance.

So, What Can We Do?

Here are a few small but powerful shifts:

Reflect on your own growing-up years. 

Were there times you felt misunderstood or mislabelled by a teacher? What difference would it have made if someone had paused to understand you instead? That reflection is a doorway to empathy.

Shift from control to connection. 

See behaviour as communication, not defiance. Ask: What might this child be trying to express? What might they need?

Create multiple ways to show learning.

A child who can't write a paragraph might shine through role-play or oral retelling. Let's meet them where they are.

Be sensory aware.

Is the classroom too loud or too bright? Could fidget tools, visual schedules, or quiet corners help? Some children may even perceive colours differently. A wall that seems neutral to one child might feel glaring to another. Small changes in lighting or contrast can make a big difference for children with synesthesia or visual sensitivity.

Stay curious—even when resources are limited.

Today, we have access to many supportive tools and inclusive practices. But what matters most is the mindset. 

I remember a former student who had difficulty with speech. During a viva voce exam, they couldn't type out their answer—because "it wouldn't be fair to others." But fairness doesn't mean sameness. Fairness means support that meets a child where they are.

Often, it's not the lack of tools that limits us. It's our unwillingness to ask: What else is possible?

Talk to families with openness, not judgment.

Try asking: "What have you noticed works best for your child?"

Model acceptance.

Show children that being different isn't something to hide—it's something to understand and honour.

A Quiet Revolution in Education

Understanding neurodivergence isn't about special treatment. It's about fair treatment. It's about equity. It's about realizing that what helps neurodivergent children often helps everyone—more movement, choices, empathy, and connection.

No teacher can do this perfectly. But every teacher can begin. Because the moment we stop asking, "Why can't this child fit into the system?" and start asking, "How can the system expand to fit this child?" —we begin a quiet revolution.

One where every child is seen. And every teacher is empowered.

Further Reading and Inspirations

Judy Singer's early work on neurodiversity laid the foundation for how we understand these differences today.

Alexander Den Heijer's quote about fixing the environment, not the flower, reminds us of inclusive spaces.

Steve Silberman's NeuroTribes offers a powerful exploration of autism history and the richness of neurodivergent minds.

Thomas Armstrong's book The Power of Neurodiversity dives deep into the strengths-based view of learning differences.

The American Psychological Association continues to share valuable insights on inclusive teaching and understanding cognitive diversity.