Rethinking Education: A Call for Neuro-Inclusive Learning Environments

I've previously shared my love-hate relationship with school and the educational system, often highlighting how it's not adapted to neuroinclusion. I’m less inclined to rehash why schools struggle to accommodate diverse cognitive needs as I feel I've previously covered this and I'm more interested in reflecting on the current adjustments versus what truly effective accommodations could look like.

Flexible learning environments are essential for achieving neuroinclusion in schools. This includes personalized educational plans, adaptable classroom setups, and a reassessment of outdated guidelines. It’s encouraging to see more teachers embracing these concepts, but there's still a long way to go.

A common practice in many schools is to grant students extra time for exams, but what’s often overlooked is the need for additional time to prepare. As someone with dyslexia, I could benefit from extra time during exams, but having more time to study would be even more beneficial—an accommodation that’s rarely offered surprisingly!

Writing this article was a challenge, as the subject evokes numerous thoughts and personal experiences. After several revisions and re-edits, I came to terms with the fact that I’m not an expert in teaching, and it would be disingenuous to suggest otherwise. Attempting to teach teachers on something outside my expertise wouldn’t be productive. However, I sometimes feel that teachers, too, lack a deep understanding of neurodivergence. I hope my insights will resonate with others and with teachers who are working with students like myself, sparking curiosity and a desire to learn more.

Let me start with Universal Design for Learning (UDL). It is an educational framework, that inspired by principles of universal design that aims to make learning accessible to all students by offering multiple ways of engagement, representation, and expression. By implementing UDL, teachers can better support neurodivergent students, ensuring that their diverse cognitive needs are met through flexible and inclusive teaching methods. I know the system is strained, but when I first learnt of this, I do admit, I was overjoyed. Simply put: students could have the opportunity to succeed if teachers were open to providing multiple pathways to learning and expression

I'd like to discuss another important concept: Oppositional Defiant Disorder (ODD). It can sometimes appear as a symptom or co-occurring condition in neurodivergent children, especially those with ADHD or autism. There is debate about whether ODD is always a symptom or sometimes a co-occurring condition, but that’s not the focus here.

The overlap often arises from challenges such as emotional regulation issues, difficulties with transitions, sensory sensitivities, and communication barriers. These challenges can manifest as what seems like defiant or oppositional behavior, but this behavior is typically a response to frustration, discomfort, anxiety, or misunderstanding rather than willfulness.

For example, children with autism may exhibit rigid thinking patterns or struggle with transitions. If they are forced to switch tasks abruptly or engage in activities they find uncomfortable, their response might appear as defiance, though it’s more about their difficulty adapting to change or sensory overload. Similarly, children with ADHD may struggle with impulse control, which can sometimes result in behaviors that seem defiant.

The facts are simple: neurodivergent children often face significantly more negative feedback than their neurotypical peers—by age 10, they may have received up to 20,000 more negative comments, criticisms, or corrections than their fellow neuro-typical friends. This constant negativity can lead to a cycle where these children are unfairly labeled as "difficult" or "problematic," reinforcing negative perceptions and interactions from teachers, parents, and peers.

This pattern of feedback isn’t just discouraging—it can be damaging to a child’s self-esteem and development. The disparity arises from a combination of misunderstanding neurodivergent behaviors, societal expectations, and an educational system not fully equipped to support diverse learning needs. Neurodivergent children, such as those with ADHD or autism, often process information and interact with their environment differently, leading to frequent misinterpretations of their actions as defiance or inattentiveness.

The Pygmalion effect, which is the phenomenon where higher expectations lead to improved performance, could play a critical role in changing this dynamic. If teachers and caregivers consciously hold positive expectations for neurodivergent children and provide supportive feedback, it could help counteract the negative impact of earlier experiences. Emphasizing strengths and fostering an environment of understanding can encourage neurodivergent children to thrive rather than feel constantly criticized and defeated.

Addressing this issue requires a shift in how we perceive and interact with neurodivergent individuals—focusing on their potential and creating a more supportive and inclusive environment can make a significant difference in their development and well-being.

Wouldn't it be simpler if children and teachers together could explore their cognitive needs, discuss their motivators, and determine a course of action? What if we built skills around this collaborative exploration? Imagine a system where children are taught to understand their preferences and needs, and then empowered to express these effectively. By focusing on these aspects, we could create a more inclusive educational environment, especially for neurodivergent children who are often misunderstood and subjected to negative feedback. This approach would nurture self-awareness and self-advocacy in students, fostering a supportive atmosphere where teachers and students work together to unlock each child’s potential. By leveraging the Pygmalion effect, giving time to take time when needed and positive reinforcement, we can ensure that all students, regardless of neurodivergence, are given the opportunity to thrive.