Neurodiversity in our Classrooms: Part 1: What is Neurodiversity

Each classroom is unique thanks to the uniqueness of each student. Students can differ in their age, gender, cultural background, needs and the way they think. When thinking about the way we think, broadly there are two different types of brains; a neurotypical brain and a neurodivergent brain. Neurotypical brains, are just that, typical to our society. They think and function like most other’s brains in our society. A neurodivergent brain functions, experiences and interacts with experiences in a different way to a neurotypical brain. This means that someone who is neurodiverse may learn, think, behave and socialise differently to the majority of others around them. 

So who may be considered neurodivergent? 

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It is important to remember, just because most other neurotypical students learn in a particular way, the way a neurodiverse student learns is not incorrect. For example an autistic person may learn and listen differently to other students, as they may need to move to be able to learn. We could find out how a student learns by making time to discuss this idea with a students, or plan for an activity where students draw themselves listening and write descriptive words around their images. Another example is stimming. What may look like a strange movement or reaction, such as hand flapping, may actually be a way to self regulate for a neuro-divergent. We as educators have the tricky role in creating an environment in which neurodivergent thinkers can also flourish

Cover image sourced from: 2019 Sonny Jane Wise @livedexperienceeducator