Education Supports
Universal principles and practical strategies for supporting neurodivergent learners. These approaches help all children learn better.
Most educational support comes down to one principle: reduce barriers so the child can access their own learning.
Neurodivergent children are often capable of learning the same content - they just need it presented and supported differently. Adjustments aren't about lowering expectations; they're about removing obstacles.
Universal principles
- Clear, simple instructions
- One task at a time
- Reduce background noise and visual clutter
- Break complex tasks into steps
- Pre-teach vocabulary and concepts
- Written instructions alongside verbal
- Visual schedules and timetables
- Task breakdowns with pictures/symbols
- Graphic organisers for writing
- Visual timers
- Consistent daily routines
- Advance warning of changes
- Clear expectations
- Visual schedules
- Transition warnings
- Extra time for responses
- Processing time built in
- Alternative ways to demonstrate learning
- Reduced demand for speed
- Chunked instructions with pauses
- Checklists and task lists
- Visual timers
- Regular check-ins
- External reminders
- Organisation systems
- Quiet spaces available
- Noise-reducing headphones allowed
- Flexible seating options
- Consideration of lighting
- Movement breaks built in
Common classroom adjustments
- Preferential seating (front, away from distractions)
- Access to quiet space when needed
- Reduced visual clutter in classroom
- Noise-reducing headphones available
- Defined personal space
- Pre-teaching key concepts
- Chunked instructions
- Written as well as verbal instructions
- Check understanding (not "Do you understand?")
- Concrete examples before abstract
- Extended time for work and tests
- Reduced quantity (same learning, fewer items)
- Alternative ways to show learning
- Movement breaks built in
- Scribe or typing if handwriting difficult
- Visual timetables and schedules
- Help with transitions
- Colour-coded subjects/materials
- Home-school communication book
- Homework adaptations
- Structured playtime support
- Safe space at break times
- Buddy systems
- Social skills support in context
- Staff awareness training
Visual supports
Shows what's happening and when. Reduces anxiety about uncertainty.
Tips: Individual timetable, not just class one. Include transitions.
Breaks complex tasks into manageable steps.
Tips: Each step should be clear and achievable. Can tick off when done.
Simple focus on current and upcoming activity.
Tips: Useful for younger children or when stressed. Very simple.
Makes time visible. Helps with time blindness.
Tips: Timer apps, sand timers, visual countdown tools.
Prepare for new or difficult situations.
Tips: Written from child's perspective. Describe what will happen and why.
Provides autonomy while limiting options.
Tips: Useful for transitions, activity choices, calming strategies.
Telling them to "try harder"
Executive function difficulties aren't about effort. They genuinely can't do it the "normal" way.
Public correction or calling out
Increases anxiety and shame. Address privately.
Removing breaks as punishment
Breaks are often essential for regulation. Removing them makes behaviour worse.
Demanding eye contact
Can be painful or make listening harder for autistic children.
Punishment for meltdowns
Meltdowns aren't choices. Punishment adds shame without changing anything.
One-size-fits-all approaches
What works for one neurodivergent child may not work for another.
Home-school link
Communication book or app
Daily or weekly communication about how things are going.
Consistent strategies
Same approaches at home and school where possible.
Sharing what works
If something works at home, tell school. And vice versa.
Advance warning of events
School informs you of changes so you can prepare your child.
Regular review meetings
Formal reviews of how support is working. Adjust as needed.
It's easy to focus on what's difficult. But building on strengths is just as important.
- Identify and build on areas of strength and interest
- Use interests as hooks for learning
- Provide opportunities to shine
- Celebrate different kinds of success
- Connect learning to real interests where possible
Good teaching for neurodivergent children is good teaching. Most of these strategies help all learners. Visual supports, clear instructions, and reduced cognitive load benefit the whole class.
Adjustments should remove barriers, not reduce expectations. The goal is to help your child access their potential, not to lower the bar.