Comments such as, “we don’t have neurodivergent students at our school,” and “we are already so time poor, this is just another thing we have to do,” or “our school is known for its academic success - we do not want to become known as a special needs school”.  

Let’s look at the reality. 

According to national data from the Australian Institute for Teaching and School Leadership, almost one in five students in Australia receives educational adjustments due to disability.

Yet many teachers report feeling underprepared for this part of their work.

Alongside this, around 15 to 20 per cent of students are neurodivergent, including those with ADHD, autism, dyslexia and other neurodevelopmental differences.

Diagnosed or not, these students are present in every classroom.

Neurodivergence describes the natural variation in how people think, learn, communicate and process the world. “Neuro” refers to the brain or nervous system.

“Divergence” comes from a Latin root meaning “to turn differently.” Not wrong. Not deficient. Just different. If a child processes or senses the world differently, it makes sense that our support also needs to be different.

Teachers often receive their class lists for the following year with a diagnosis or label but limited practical information about what the student needs to access learning.

Many rely on trial and error or late-night internet searches that may or may not offer relevant strategies. This highlights how often teachers are expected to support complex needs without the preparation or practical tools to do so confidently.

There is real opportunity here. When schools blend clinical expertise with instructional coaching, teachers gain confidence, clarity and simple, effective ways to support neurodivergent learners in mainstream classrooms.

Clinical meets classroom

Clinicians and instructional coaches often see the same challenges from different lenses. Clinicians focus on communication, sensory needs and regulation.

Instructional coaches focus on curriculum, pedagogy, and classroom reality. When these two perspectives come together, research turns into practical strategies that work in classrooms.

A wobble chair or a visual schedule is not a toy or a compliance tool. When used with intention, it supports regulation, focus and engagement.

That is why we combine clinical insight with instructional coaching. Teachers tell us they want strategies that make sense in real classrooms and clear explanations of why they work, so they can adapt them confidently across different lessons and contexts.

Most importantly, neurodivergent learners deserve both high challenge and high support. Being intentional about our adjustments keeps expectations high and gives every student a meaningful way into the learning.

Teachers want this to be doable. These three starting points can help.

Three practical strategies for teachers

Strategy 1: Pause and ask, “What is this behaviour communicating?”

When a student’s behaviour challenges you, try to shift from “How do I stop this?” to “What is this child trying to tell me about their safety and what they need right now?”

Behaviour is often the visible tip of a much deeper story. Ask:

  • Is this task too difficult or too easy?
  • Is the student experiencing sensory overload?
  • Were the instructions too long or too fast?
  • Was there a change in routine, even a small one?
  • Does the student need movement or space?
  • Is the task disconnected from their interests or strengths?

This small pause may help you respond from a place of calm instead of frustration.

Strategy 2: Create a “My Learning Story” with the child

A simple, strengths-based snapshot helps teachers understand the child, including what lights them up, what unsettles them, and what helps them feel ready to learn. It should be created with the child, families, previous teachers and allied health professionals.

It can also replace the usual quick “speed dating” handover, giving the next teacher a clearer, more meaningful understanding of the child from the start.

Here are some questions teachers can ask themselves:

  • What are this child’s sensory preferences? For example, do they experience sound sensitivity or seek out movement?
  • How does this child communicate best? Do they rely on visuals, gestures, short instructions, or a communication device?
  • What are this child’s deep interests? What do they love sharing or communicating about?
  • What gets in the way of this child’s engagement and learning? For example: unexpected changes to routine, tasks that feel too hard or too easy, too many verbal instructions, crowded spaces, or sitting too close to other students.
  • What supports help this child participate confidently in classroom activities? For example: visual timers, movement breaks, chunked instructions, a quiet corner, having their own workspace, or clear and predictable routines.

This is not a formal planning document like an IEP or ILP. It is a living tool that teachers revisit and update throughout the year. It can live on your classroom wall, in your program folder, in your casual teacher folder, or in transition documents for the next teacher.

Children can also draw in the template to show what feels safe, what feels overwhelming and what helps them learn.

A free template is available by emailing hello@mindsinbloomlearning.com.

Strategy 3: Build shared language around neurodivergence

Normalising difference in your classroom helps all students feel psychologically safe and understood. This can be as simple as taking 30 seconds during a morning check-in.

You might say:

“Today we are going to break down a big word. Neurodivergence. Neuro means how our brain works. Divergence means to turn differently.

“So neurodivergence means that our brains think, learn and focus in ways that are unique. It is not a wrong way. It is simply a different way.

“This means that each of us might need different things to feel comfortable and ready to learn. In our classroom we celebrate that, because everyone’s brain brings something special.”

This can be adapted for younger or older students so the language feels right for your class.

Shared language builds belonging. It helps students understand themselves and others, which strengthens peer relationships, and makes learning feel safer and more accessible for everyone.

Final thoughts for schools

Every neurodivergent child is unique. Our starting point as teachers is to ask ourselves: How do we honour who this child is?

When we pause long enough and ask, 'What is this child trying to show me? What helps them feel safe? What helps them learn?' we create classrooms where all students bloom in their own way.

The authors have teamed up to create Minds in Bloom Learning, which empowers teachers to support neurodivergent learners in mainstream classrooms through workshops and coaching.