Strong Evidence
Principles of Support
Evidence-based principles that underpin effective support for neurodivergent children in education.
Core principles
Presume competence
Assume children can learn and succeed, even when it doesn't look conventional.
- High expectations with appropriate support
- Don't confuse communication differences with lack of understanding
- Look for the intelligence behind the behaviour
- Adapt how you teach, not what you expect them to learn
Focus on the environment, not just the child
Often the problem is the mismatch between child and environment, not the child.
- Ask "What does this child need?" not "What's wrong with this child?"
- Modify the environment before expecting the child to change
- Reduce barriers rather than just teaching coping skills
- Universal design benefits everyone, not just neurodivergent children
Proactive, not reactive
Prevent problems rather than waiting for them to occur.
- Set up the environment for success
- Anticipate difficulties and plan ahead
- Consistent routines and expectations
- Early intervention when things start to go wrong
Strengths-based approach
Build on what the child can do, not just remediate deficits.
- Identify and utilise special interests
- Recognise different types of intelligence
- Use strengths to support areas of difficulty
- Celebrate what they bring, not just what they struggle with
Individual understanding
Each neurodivergent child is unique. What works for one may not work for another.
- Know the child, not just the diagnosis
- Collaborate with parents and the child themselves
- Be willing to try different approaches
- Regular review and adjustment
Relationship as foundation
Children learn best from adults they feel connected to.
- Build trust before making demands
- Show genuine interest in the child
- Repair after difficult moments
- Be a safe person, not just an authority figure
Universal Design for Learning
Universal Design for Learning (UDL) means designing for diversity from the start, rather than retrofitting accommodations.
Multiple means of engagement
Different ways to motivate and engage students.
- •Choice in how to approach tasks
- •Connecting to interests
- •Varying levels of challenge
- •Relevance to real life
Multiple means of representation
Different ways to present information.
- •Visual, auditory, and written options
- •Clear structure and organisation
- •Pre-teaching vocabulary
- •Concrete examples
Multiple means of action and expression
Different ways for students to demonstrate learning.
- •Verbal, written, visual options
- •Use of technology
- •Reduced writing load
- •Alternative assessments
What works in the classroom
Structure and predictability
- •Visual schedules and timetables
- •Consistent routines and expectations
- •Clear, explicit instructions
- •Warnings before transitions
- •Consistent seating arrangements
Communication
- •Direct, clear language
- •Visual supports alongside verbal
- •Check understanding, don't assume
- •Processing time after instructions
- •Reduce figurative language and sarcasm
Sensory considerations
- •Awareness of noise, lighting, smells
- •Movement breaks
- •Fidget tools when appropriate
- •Quiet spaces available
- •Consider seating position
Executive function support
- •Break tasks into steps
- •Checklists and visual prompts
- •Organisation systems
- •Time awareness tools
- •Reduce working memory load
Social support
- •Explicit teaching of social expectations
- •Structured social opportunities
- •Safe space from social demands when needed
- •Peer education when appropriate
- •Adult support during unstructured times
Emotional regulation
- •Calm space available
- •Recognise escalation signs
- •Have a plan for dysregulation
- •Connection before correction
- •Time and space to recover
Common mistakes
Treating behaviour as intentional defiance
Better: Behaviour often reflects unmet needs or overwhelm. Ask what's driving the behaviour.
Expecting the child to "just try harder"
Better: If they could do it consistently, they would. The challenge is real.
Removing support too quickly
Better: Scaffolding should be faded gradually based on readiness, not timeline.
Inconsistent expectations
Better: Consistency across staff and days is crucial for these children.
Public correction or shame
Better: Quiet, private feedback preserves dignity and relationship.
Punishing dysregulation
Better: They need support to regulate, not punishment for struggling to.
Assuming one strategy works for all
Better: Know the individual child and what they specifically need.
Collaboration principles
With parents/carers
- They know their child best
- Regular, two-way communication
- Assume good intentions on both sides
- Share what works, not just what doesn't
With the child
- Include them in planning where possible
- Ask what helps and what doesn't
- Respect their preferences and boundaries
- Give them agency where appropriate
With other professionals
- Shared understanding of goals
- Consistent approach across settings
- Clear communication channels
- Regular review and adjustment
Measuring success
Success isn't just academic progress - consider these broader indicators.
Wellbeing
- •Is the child happy to come to school?
- •Are they emotionally regulated more often?
- •Do they have positive relationships?
Engagement
- •Are they participating in learning?
- •Are they present (physically and mentally)?
- •Do they show interest and motivation?
Progress
- •Are they making progress from their starting point?
- •Is academic growth happening?
- •Are skills developing?
Independence
- •Are they becoming more independent?
- •Are they developing self-advocacy skills?
- •Can they use strategies with less prompting?
The key insight
Good support isn't about "fixing" the child - it's about creating the right conditions for them to thrive. When we modify the environment, use proactive strategies, and build strong relationships, most children can succeed.
- The goal is not to "fix" the child but to create conditions for success
- Good support for neurodivergent children is often good teaching for everyone
- Behaviour is communication - look for the underlying need
- Relationship and trust are prerequisites for learning
- Proactive environmental changes prevent most problems