Supporting Neurodivergent Students Supports Everyone

Written by Jenelle McClenahen

Schools have been built around the idea that there is a “typical” learner. But there really isn’t. Every student processes, learns, and communicates differently. When we design classrooms only for one kind of brain, we end up asking many students to work harder just to fit in — especially neurodivergent students.

Neurodivergent does not mean less capable. It means the student’s brain works differently. Many of these students are creative problem solvers, deep thinkers, and highly engaged when they feel safe, understood, and supported.

The issue is not the student.
The issue is the system.

When the environment is rigid:

• Students who need movement get labeled as disruptive.

• Students who need extra processing time look like they’re “not paying attention.”

• Students who communicate differently get misunderstood.

And teachers end up managing behaviors instead of supporting learning.

But when we shift how we support students, everything changes.

Simple supports help:

• Visual routines and clear expectations

• Movement options or flexible seating

• Sensory tools that are available without needing permission

• Multiple ways to show thinking

• Calm, co-regulated approaches to behavior challenges

None of these supports are just for neurodivergent students.
They actually help students who are anxious, shy, overwhelmed, tired, distracted, or simply human.

When we design for the students who need the most support, we create a classroom that works better for everyone.

The goal is not to make students behave the same.
The goal is to create environments where students can learn as themselves.

Supporting neurodivergent students is not extra.
It’s what good teaching looks like.