Defined as a “naturally occurring variation in the ways that humans perceive, experience and interact with the world, encompassing neurodevelopmental differences such as autism, attention deficit disorder (ADHD), dyslexia, developmental language disorder (DLD), dyscalculia, and developmental co-ordination disorder (DCD)”, neurodiversity underscores the significance of an environment that is inclusive and values and accommodates different types of cognitive abilities (Hamilton & Petty, 2023). Over the last couple of years, neurodiversity has become a topic of discussion as it has become apparent to teachers that diversity is not only in terms of their students’ backgrounds but also in the way students’ brains learn (OECD, 2017). As such, this blog aims to shed light on how neurodivergent students can receive more support so that they feel included in their classrooms. 

A study conducted by Farrant et al. (2022) asserted for inclusive practices for both students and staff alike. They created 15 recommendations for practice, including reviewing how curriculum design and assessment strategies are constructed, revising the use of language to make sure that all the language used in the school environment is inclusive, a sympathetic response to requests for information, as well as the training of all staff and the appropriate provision of physical spaces in the school environment. Similarly, another study found that for neurodivergent students within post-secondary education (PSE), “integrating and centralizing student supports like accessibility, health and wellness, and student services make it easier” for them to navigate through PSE (Fane, 2025). Furthermore, other practices include providing neurodivergent students specific information regarding their learning profiles and how to access appropriate accessibility services which will assist them in developing their self-advocacy skills, relying on neurodivergent faculty & administrative staff to shape neuroinclusivity policy, and offering “neurodiversity awareness training and ongoing professional development” in order to reduce “stigma and help all campus employees (e.g., teaching faculty, administrative staff, services staff) understand their role in making their post-secondary institution more inclusive” (Fane, 2025). The proposed solutions could be beneficial to numerous neurodivergent students and make them feel more included in their classrooms. 

To conclude, this blog has discussed the prevalence of neurodiversity and a couple of solutions on how neurodivergent students can receive more support so that they feel included in their classrooms. Research by Farrant et al. (2022) exemplifies how reviewing curriculum design & assessment strategies, revising the use of language to ensure it is inclusive, sympathetic responses, training staff, and offering appropriate physical spaces are all advantageous to those with neurodivergency. Furthermore, research by Fane (2025) highlights the importance of centralizing student support, relying on neurodivergent employees to shape policies, providing awareness training, and offering neurodivergent students information on their learning profiles and how to receive help. Overall, these solutions are crucial to create a better future for neurodivergent students within the education sector.