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Reflect on your beliefs about neurodivergent people: by reflecting on your unconscious assumptions, you can improve your view of neurodivergent students and become more supportive.

• Do not assume that all students are the same, and do not assume that all neurodivergent students are the same, have the same strengths and challenges, or need the same accommodations.
• Educate yourself on different neurodivergent experiences. You can do this by reading trustworthy sources, such as this webpage, and by talking to neurodivergent students and colleagues.
• Try to be flexible with neurodivergent students; try to support your students with different learning styles, adapt where possible, and be open to feedback.

Do:

• Keep an open mind
  • Every neurodivergent student is different; do not approach them with assumptions or a bias
• Stay respectful and ask politely when you do not fully understand their situation
  • It is okay to not know everything. You can ask politely for clarification, and ask what the student expects from you
• Offer support where needed
  • Talk with the student about their needs and what you can do to assist them in their studies. Your support goes a long way.
• Communicate clearly
  • Using clear and direct communication about expectations can help students a lot. In addition, avoid sudden schedule changes whenever possible.

�ٴDz�’t:

• Don’t punish or draw attention to a student for using assistive technology (e.g. tinted/coloured glasses or speech to text software) or headphones
  • Some neurodivergent students might use assistive technology to support their focus, manage sensory input, or help retain the information from lectures. Instead of questioning them in front of others, try having a private conversation with the student about how this has helped them and what else you could do to offer support
• Don’t take differences in communication (eye-contact avoidance, lack of social reciprocity etc.) personally
  • Many of these behaviours are not done out of disrespect, but because the student is neurodivergent. Instead, focus more on the content of the conversation rather than social cues.
• Don’t label the student as neurodivergent yourself and do not assume someone is neurodivergent.
  • Saying something like “that’s because you’re autistic, right?” can be stigmatizing and rude. In addition, many students do not fit the common stereotype of how a neurodivergent person (e.g., someone on the autism spectrum or with ADHD) behaves or looks. Instead, start a conversation with a student about their personal experiences, needs, and preferences.
• Don’t expect neurodivergent students to behave like neurotypical students
  • Every individual is different; remain open-minded and offer support based on the student’s needs.

Example for striking up a conversation:

• I noticed that you were wearing headphones during the lecture. Do these help you work better?
• How do they help you?
• If there are any noises/loud sounds that are overwhelming, let me know so I can take that into account.

"Teachers were very understanding […] asking if there was anything they could do to help, and saying that I could always e-mail them." - Anonymous Student

Different neurodivergent students will have different needs. However, we have compiled a general list of strategies that you could implement in your classroom to help neurodivergent students and make them feel more included.

Create a safe environment

A safe environment is key for all students. By showing respect to students and allowing for questions, you can create an environment in which students are not afraid to ask for help. Especially for neurodivergent students, this safe environment can support both academic and personal growth.

Clarity and predictability

Try to create a clear and predictable classroom environment. Some neurodivergent students have a strong need for clear expectations and a predictable schedule. A clear structure could provide them with a sense of stability.

Assistive technology

Some students may want to use assistive technology (e.g. tinted/coloured glasses, speech to text software etc.) in your classroom, or wear headphones to block out distractions. This helps students reduce distractions and supports their learning. Allowing students to use these tools could greatly benefit their learning.

Flexibility

A flexible approach to learning could support the varying needs of neurodivergent students. For instance, some students might struggle with a written examination but would perform better on an oral examination, and vice versa.

The university offers a variety of support services. These services are outlined on the students’ page of this webpage.

For example, the study advisors can help neurodivergent students with seeking accommodations, there are study groups for people with AD(H)D or autism, and there are student psychologists who can help students who struggle with mental health issues.