In every classroom, we have neurodiverse students with different ways of thinking & it’s essential to support them in feeling focused & ready to learn. Luckily, neurodiverse teachers & experts have some great tips to help guide them along the way!

Neurodiversity is present in every classroom, yet only a few teachers embrace the needs of neurodiverse students in their teaching methods. Neurodiverse students often conceal their feelings of being overwhelmed in the classroom. They often express their anxiety through fidgeting, talking to themselves, or engaging in off-task behavior that brings them comfort in unique ways that are specific to them.

As teachers & experts who have worked with neurodivergent students for many years, we’ve found that the following strategies make a difference. They help these students feel less anxious & keep them engaged in class. And the best part? You can use & modify these strategies for K-12 students too!

Tips To Help Neurodivergent Students Stay Engaged In Class

1. The First Five Minutes:

We have implemented this strategy for multiple years & it consistently proves to be an effective method of engaging with students & getting to know them personally. The initial 5 minutes are dedicated to circulating the classroom, engaging with students & inquiring about non-academic matters such as their day, local events, or the games they enjoy. 

Although it may initially present challenges, creating a welcoming environment for neurodivergent students is crucial & acknowledging their presence is the most effective way to begin.

2. Relaxation:

Another effective strategy for supporting neurodivergent students is to begin each class with a calming meditation. By incorporating relaxation exercises & the five-minute approach throughout the week, we create a space for our most anxious students to find tranquility. The hustle between classes & potential school-related issues during passing time can disrupt students’ focus. 

However, this disruption can be particularly challenging for neurodivergent students to achieve the right frame of mind for class.

Many excellent apps & YouTube videos can guide the class through a 5-minute breathing exercise. Spending the initial 5 minutes solely on relaxation is lovely, especially after lunch or physical education class.

3. Keep It Moving:

Providing opportunities for students to engage in physical movement during class whenever feasible is beneficial. In the case of teaching on a block schedule with class periods lasting over an hour, it becomes even more important to accommodate the needs of all students, particularly those who are neurodivergent. 

It is common to observe students getting up, moving around the room, frequently adjusting their seating, or searching through their bags. Additionally, tapping on the desk, rocking, or leaning back in chairs are commonly observed behaviors.

At the start of the academic year, we engage in a thoughtful dialogue with all of my neurodivergent students, ensuring they know they have the freedom to stand up & move as necessary. If they experience restlessness, which we call “the wiggles,” they must establish eye contact with us & indicate their desire to step out. 

Upon acknowledgement, they can briefly stroll to the water fountain before returning. It is crucial to recognize that students will struggle to concentrate in class if they cannot find physical calmness. 

Various strategies are available to keep their bodies engaged, such as wobble chairs or exercise balls & the use of fidget.

4. Recognize DOOM boxes: 

“Doom boxes” have recently gained popularity as a term circulating online. It refers to a practice that has been observed for decades. The acronym DOOM stands for “Didn’t Organize, Only Moved.” Individuals with neurodiversity, particularly those with ADHD, often face challenges with executive function, which can hinder their organizational skills.

A prime illustration would be a student tidying their desk by neatly organizing everything in their backpack or decluttering their backpack by arranging everything in their desk.

These untidy spaces do not reflect students’ untidiness but rather their challenge in understanding the organization’s purpose. Make class organization a collective endeavor for everyone involved.

Ensure that desks, lockers & bags are tidied collectively to avoid singling out students or overwhelming them with the task. Neurodiverse students desire organization; they simply require guidance in achieving it.

5. Words Matter:

In our efforts to provide support for neurodiverse students, we have conducted a thorough examination of the language used in our daily classroom interactions. One common phrase we have identified potentially causing severe anxiety for students is, “This should only take ___ minutes to complete,” particularly if they require more time than the given timeframe. 

Instead of providing a specific time frame, we encourage allowing students to work at their own pace while also providing additional support & assistance to those who might face challenges. Additionally, it is essential to refrain from labeling tasks as “easy,” as this can inadvertently make students who struggle with them feel inadequate.

It is a common practice for teachers to alleviate students’ stress by assuring them that a task is manageable or will not require an extensive amount of time to complete, aiming to prevent them from feeling overwhelmed. While this approach may be practical for some students, it may not resonate with others. Instead of “easy,” use phrases like “This is something familiar to us.” 

Throughout the academic year, teachers will identify those students who require additional support & it is crucial to communicate effectively with them regarding the strategies & resources available. Language changes may need time but can significantly impact students’ learning experience.

6. Rule Of Three: 

We implement the “rule of three” with our students to ensure effective classroom engagement. 

• First, we clearly communicate our expectations verbally. 
• Next, we reinforce these expectations by displaying them on the board. 
• Finally, we engage in individual discussions to address specific needs or questions. 

This approach allows for three meaningful touchpoints during the class activity. While the one-on-one interaction is particularly beneficial for my neurodiverse students, the initial two touch points provide valuable guidance for those who thrive without individual discussions. 

With time, all students become familiar with the routine & know where to find the necessary information to excel in class.

We at Theracare Pediatric Services have identified a few strategies to support neurodiverse students in the classroom. We aim to ensure that these students are not overlooked during the transition to a new school year. By establishing these patterns early on, we can significantly enhance their chances of success in the classroom. 

As educators & experts in neurodiversity, these approaches also benefit our focus. We would greatly appreciate any additional strategies you think would work well. Please feel free to share them with us through our contact us page. 

Final Words

In conclusion, these strategies help reduce stress levels in the classroom for all students & ensure that everyone can participate equally. 

Neurodiversity should be embraced as a valuable resource. By making these minor adjustments to our classrooms, we can profoundly change a student’s education. 

So don’t wait any longer – if you’re looking for ways to better serve your neurodiverse students, why not get help from the experts at Theracare Pediatric Services? 

With our years of expertise in assisting neurodiverse children across ages with breakthrough therapies & individualized plans for educational success, Theracare would be the perfect partner to further ensure that your school or program reaches its full potential—and that your neurodiverse students obtain the best education possible.