As many as one in five children are neurodivergent – and the majority attend mainstream education.

Helping these pupils means being conversant in how they might process information and being able to make reasonable adjustments as soon as possible.

In this blog, we look at three of the most well-known neurodivergent conditions: dyslexia, ADHD and autism. We set out how these conditions often appear (remember, every neurodivergent pupil has a different experience) and suggest quick changes that might help.

Although this blog looks at making some rapid adjustments, we will finish with how to deliver a structured intervention backed by science and validated by experts.

Dyslexia

Dyslexia is a learning difficulty affecting reading, writing, and spelling skills. It arises from a struggle to relate speech sounds to written words.

It’s essential to recognise that dyslexia is unrelated to any problems with intelligence, hearing, or vision.

For a child with dyslexia, reading can be difficult in the usual classroom setting. Many teachers prefer delivering lessons verbally rather than relying on books to help. However, teachers might have limited success using this alone. A varied approach, encompassing visual, auditory and tactile teaching, might make all the difference.

 Tips to help pupils with dyslexia

• Make learning multisensory – Dyslexic pupils often benefit from hands-on activities, demonstrations and real-life cues that engage multiple senses.
• Read aloud – Reading books aloud gives pupils access to knowledge above their independent reading level, expanding their vocabulary and comprehension.
• Protect their confidence – Dyslexic pupils may not achieve the same reading and spelling levels as their neurotypical peers. Emphasising these areas excessively can demoralise them, so focus on their strengths and progress.

Helping pupils with SEND

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Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a chronic condition that often persists into adulthood. It is characterised by persistent issues with inattention, hyperactivity, and impulsivity.

Symptoms start before age 12, sometimes as young as age 3.

These symptoms also vary – they can be mild, moderate or severe. Someone with ADHD can be mainly inattentive, mainly hyperactive/impulsive, or a combination.

How to help pupils with ADHD

• Help them avoid distractions – Place pupils with ADHD away from disruptive classroom areas, such as doors, windows, and cubby spaces.
• Make some rules flexible – Rules like “stay seated” can be challenging for ADHD pupils. Allowing them to stand during tasks can help manage their need for movement.
• Break down workloads (and break up lessons) – Large tasks can feel overwhelming, so break them into smaller, manageable chunks. The same goes for lesson time. Incorporate physical breaks during work, such as asking pupils to collect books or run errands to provide valuable time away from the desk.
• Reward positive action – Children with ADHD are looking for immediate positive outcomes to their actions, so reinforcing progress with a reward will help.
• Work with parents and carers – they will have insights that are tailored to that child’s unique world.
• Study buddies can help – a child with a mature mindset can help their classmate stay on task.

Autism Spectrum Disorder (ASD)

ASD affects brain development and impacts how a child perceives and socialises with others, leading to challenges in interaction and communication. It may also result in limited and repetitive patterns of behaviour.

It’s described as a spectrum to represent the different symptoms and their severity.

Tips to help pupils with Autism Spectrum Disorder (ASD)

• Reduce sensory stimuli – Fluorescent lights, noise, and clutter can distress autistic pupils. Creating a calm, sensory-friendly area in the classroom can help.
• Use visuals in lessons – Visual aids, such as pictures and demonstrations, are often more effective for autistic pupils than lengthy verbal explanations.
• Keep a routine – Predictability helps many autistic pupils feel emotionally safe. Use planners to clarify any changes in routine, ensuring they are prepared.
• Write it down – Autistic pupils may struggle to recall a complete list of details or instructions. Instead, write things down on a piece of paper.
• Incorporate special interests – Special interests can play a huge part in an autistic person’s life. This can present itself as “hyperfocus”, where they can zoom in on one thing and close the rest of the world out. So, if that special interest happens to be something you can add to learning (for example, if they love learning about aeroplanes or dinosaurs), it can be a powerful tool.

Essential tips on supporting neurodiversity in the classroom

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Harnessing the power of PAGS

The above helps you make some initial adjustments for neurodivergent pupils, but you will doubtless want a more detailed approach that includes lesson content. One that is backed by science and verified by experts.

PAGS is a powerful software that enables immediate intervention for children with Special Educational Needs and Disabilities (SEND). It allows educators to effectively assess needs, plan strategies, and evidence outcomes.

PAGS can tailor learning experiences and expedite processes with its data, even when waiting for assessments or funding.

PAGS saves 1.5 hours per pupil with special educational needs per week, enabling staff to focus more on high-quality education.

Watch our webinar – live or on-demand

Feliciea Jibson, Founder and CEO of PAGS, will be joining us for a special webinar on supporting neurodiversity in the classroom.

Watch live or after the event and discover:

• Tips and tricks for supporting neurodiverse learners, including those with dyslexia, ADHD and autism.
• How award-winning solution PAGS can help schools to create personalised plans for every student in need.

Click here to find out more.

Feliciea Jibson is the founder and CEO of PAGS, an award-winning digital profiling, assessment and goal-setting tool for schools, educators, parents and caregivers of learners with Special Educational Needs. PAGS helps educators better understand the capabilities and learning gaps of their learners.