“One of the biggest mistakes you can make as an educator is to assume some students cannot be successful academically based on poor communication or odd behavior,” according to McGraw Hill Canada. “Many people assume that neurodivergence is related to IQ. Neurodiverse students with high IQs can achieve below their potential if they aren’t learning in ways that leverage their strengths.” So, in order to create neurodiverse-effective listening and learning environments...

Be an Active Listener. Employ both verbal and non-verbal cues to show you’re in tune with a student who is talking. This helps to encourage a culture of inclusion, trust and belonging, where neurodiverse students can advocate for their learning needs, be involved in the process and take ownership of their learning journey.

Allow for Processing Time. Many neurodiverse students may struggle to communicate their thoughts effectively and in a time-efficient manner, according to McGraw Hill Canada. So, allow them time to process and articulate their responses to questions rather than pushing them to participate. Encourage neurodiverse students to communicate in ways that are most comfortable for them.

Create an Open, Safe Atmosphere. Let students know it’s okay to ask questions and that they won’t be judged. This type of open, safe environment can help neurodiverse students engage, participate and learn more effectively.

Let Students Be Themselves. Invite them to be themselves by seeking out their strengths and weaknesses, and discovering where they feel most competent and at ease. Then, plan your approach to help leverage their strengths to foster trust and connection.

Always Presume Competence. Give students the opportunity and freedom to rise to expectations and surpass them so you’re not hindering their self-confidence and progression. “While it’s important to be understanding and flexible,” according to McGraw Hill Canada, “it’s equally beneficial to set high and realistic expectations for your neurodiverse students.”

And what about group discussions? The noise generated through these learning opportunities can be overwhelming for neurodiverse learners, wrote Lindsey Jones, a lecturer in deaf education at the University of Manchester, for Times Higher Education, as well as those with hearing loss. So, consider creating breakout spaces for those requiring a quieter space, she suggested. Also, ask students to add discussion points to Menti or Padlet so key learning information isn’t lost.

Sources: “Supporting Neurodiversity in The Classroom,” McGraw Hill Canada, 9/6/22; Times Higher Education, 2/6/24

Discover numerous campus strategies, training tools and infographics within our Creating a Neurodiverse-Friendly Campus: Engagement, Support & Inclusion Practices to Help Students Thrive guide.