A Multifaceted Approach to Supporting Neurodivergent Young People

Authors: Poppy Gibson, Jon Rainford, Toby Doncaster, Charon Gates, Marie Greenhalgh

_{copyright free image from Pixabay: People Girls Women – Free photo on Pixabay}

‘Neurodivergence’ is the umbrella term for a range of conditions where individuals’ brains process information in different ways; whilst most brains process information in a ‘neurotypical’ way, some brains are ‘neurodivergent’. There are several neurodivergent conditions, which include dyscalculia, dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and Autistic Spectrum Disorder (ASD) (The Royal College of Nursing,2025).

Challenges for neurodivergent young people
Young people who are neurodivergent often face unique challenges when accessing education. These challenges may continue when we see neurodivergent young people transitioning from school to college, and then into the workforce or adult life. School often provides a structured environment with clear schedules and expectations, which can be helpful for neurodivergent students. Transitioning to Further Education, Higher Education, or the workforce, where there may be less structure and more ambiguous expectations, can be overwhelming. Helping neurodivergent young people recognise their strengths, and celebrate these at a younger age, may help give them confidence to take forward when the time to leave school comes.

Lack of support
A recent article, “SEND Crisis in England Risks Creating a ‘Lost Generation’ of Children” (Weale, 2025), highlights a severe crisis in special educational needs and disabilities (SEND) support across England. This lack of adequate support risks leaving many children without the help they need. Stakeholders have emphasized the urgent need for systemic changes to ensure these young people receive the support they deserve, warning of irreparable harm to an entire generation if these issues remain unaddressed.

So what can educators do to support neurodivergent young people?
Although all young people are different and will have varying needs, there are some inclusive approaches that educators can employ to help foster safe spaces for neurodivergent students, and this requires a multifaceted approach. Here are three key ways teachers can make a significant difference:

1. Creating a well-structured and sensory-friendly space
Teachers need to consider that sensory overwhelm may be exhausting and distracting for neurodivergent young people. Consider how spaces can be kept free of clutter; how lights may be dimmed or switched off, and how wall displays may be kept to a purposeful minimum. Noise can also be distracting for many neurodivergent young people, so offering quiet areas or desks separated from the others may help students focus when working independently. Clear routines and timetables can help students feel comfortable as they know what to expect throughout the day; visual timetables with timings and frequent breaks factored in can be helpful.

2. Using flexible approaches
As educators, we know the value of using a range of teaching methods but start by asking students how they feel they learn best. Students could create a poster about themselves, or a ‘learning passport’ which could outline their favourite methods to engage with learning. Do they like watching programmes, listening to podcasts, or making notes? Communicate with parents and carers to see what works best at home and consider how adaptations can be made in the classroom where possible to replicate that environment. Don’t be afraid to let children stand up to work, walk around, or take a break. Fidget toys can also help neurodivergent young people focus as they keep their hands busy.

3. Celebrate Neurodiversity
It is also important that we continue to celebrate neurodiversity; this builds compassion, develops empathy and helps to reduce stigma on a wider societal level. We all have different strengths and weaknesses, but neurodivergent young people have often had to mask or try to hide behaviours to adapt to societal norms. They may not always believe in their strengths. Talk about neurodivergent people in history or celebrities of today. Recognise events such as ‘Neurodiversity Week’ and show how difference is worth celebrating!

The authors of this article are currently working on a research project for BERA and the Kusuma Trust, exploring support for neurodivergent young people. You can learn more about the funding for this project here (this project is listed as number 3 on the list): BERA and Kusuma Trust Announce Winning Proposals for the Neurodiversity in Mainstream Schools Grant Programme | BERA.



References
What is neurodiversity? |Neurodiversity RCN| Peer Support Service | Royal College of Nursing (2025). Available at: https://www.rcn.org.uk/get-help/member-support-services/peer-support-services/neurodiversity-guidance/what-is-neurodiversity (Accessed: 10 February 2025).

Weale, S. (2025). Send crisis in England risks creating ‘lost generation’ of children. [online] The Guardian. Available at: https://www.theguardian.com/education/2025/jan/15/send-crisis-in-england-risks-creating-lost-generation-of-children [Accessed 15 Jan. 2025].

The author

Poppy Gibson

Poppy currently leads the innovate Blended Accelerated BA Hons in Primary Education Studies at ARU (Anglia Ruskin University), Essex. Poppy is a senior lecturer in education, and recently graduated with merit on the Masters in Mental Health Science (MSc). Poppy is also a qualified Inside-Out Prison Educator. Poppy previously worked for 4 years as a Senior Lecturer in Primary Education, and Course Lead of the 2-year accelerated Primary Education degree, at the University of Greenwich, moving into Higher Education after over a decade working in London primary schools. Poppy’s primary research interests revolve around mental health and wellbeing, but Poppy also has a passion for edtech in helping students achieve.