For neurodivergent children, the mainstream school environment can be difficult to manage. A recent study evidenced that the single greatest factor in determining school participation for school-aged autistic young people is the physical school environment.

When we consider the six areas of neurodevelopment in combination with the pressures of the physical mainstream school environment, it makes a lot of sense that it could be difficult for a neurodivergent child to be there.

Here are some examples of what a neurodivergent child may experience in a mainstream school setting.

Just one of these things, let alone all of them in combination, could make it difficult to cope with attending and engaging in school day.

Sensory

Bright lights, noisy environments, limited private space, school uniforms irritating skin, having to eat at set times, being expected to sit still and concentrate

Communication

Trying to understand expressions (visual and verbal) that don’t make sense, feeling like others don’t understand what you’re trying to say.

Social

Trying to make friends but feeling as though you don’t fit in, being confused by unspoken rules and expectations

Emotional

Being frustrated and confused when you feel misunderstood, feeling hurt when peers don’t invite you to play during break

Motor

Holding a pencil steady can hurt, struggling with coordination can cause more injuries, eating with utensils can be more challenging.

Cognitive

Being exhausted mentally from trying to hold still and remember all the rules that don’t always make sense, feeling that everyone else gets started easily and finishes quickly but not being able to do the same.

Just one of these things, let alone all of them in combination, could make it difficult to attend school every day.

By understanding the specific internal experience of a neurodivergent child, the adults around them have the best chance to implement accommodations and support strategies that will directly improve the young person’s overall wellbeing.

Some example accommodations and strategies for the above scenario include:

Sensory

  • Dress in comfortable clothes instead of uniform
  • Ask for a dedicated safe space
  • Get blanket permission for toilet breaks

Social

  • Support implementation of structured peer social interactions at school
  • Request activities like Lego group

Motor

  • Offer options such as Chromebook alongside handwriting, and supports to make writing more comfortable or easier
  • Give packed lunch with finger food or allow extra time to eat/provide preferred utensils

Communication

  • Ensure adults around your child know about communication differences and using literal, direct language

Emotional

  • Request regular emotional check-ins are offered
  • Support targeted work to understand emotions (i.e., Zones of Regulation)

Cognitive

  • Request a wobble cushion or other such aids
  • Request teacher provides gentle prompts & guidance
  • Request differentiated learning

Do you have concerns or questions that you want to go over with someone? 

Your child’s Named Person (or Lead Professional) is your first point of contact if there is something you want to discuss.

The Named Person is usually:

Ages 0-5 (pre-school): Health Visitor

Ages 5-12 (Primary School): Head Teacher or Principal Teacher

Ages 12-18 (Secondary School): Guidance Teacher or Head Teacher