Understanding Attention-Deficit Hyperactivity Disorder

Source: www.pexels.com

By Sam Piha

PURPOSE
The purpose of this blog is to advance understanding of Attention- Deficit Hyperactivity Disorder (ADHD). In the subsequent blog we will share some strategies on supporting kids with ADHD features.

What is ADHD?
Attention-Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder marked by persistent patterns of inattention, hyperactivity, and impulsivity. It affects both children and adults, typically leading to executive dysfunction. Symptoms vary in intensity and can disrupt daily life at home, work, school or afterschool. [i] 

“About 1 in 9 U.S. children has received a diagnosis of attention deficit hyperactivity disorder (ADHD). According to the Centers for Disease Control and Prevention (CDC), ADHD is one of the most common neurobehavioral disorders in children. Parents, teachers, and healthcare professionals may suspect ADHD when they notice careless mistakes, fidgeting, or forgetfulness. However, many medical conditions can mirror ADHD symptoms, which can make getting a correct diagnosis difficult.” [ii] 

ADHD Features
The main features of ADHD are inattention, hyperactivity, and impulsivity. Some people have trouble in all three of those areas. Some primarily have problems with inattention. And others may primarily have problems with impulsivity and hyperactivity. ADHD symptoms exist on a spectrum or a continuum. But the longer answer is a little bit more complicated. There are two important factors to consider: the type of symptoms a person has and how intense the symptoms are.



ADHD manifests differently from person to person and is categorized into three types: 

• Predominantly Inattentive: Difficulty sustaining focus, poor organization, forgetfulness, and a tendency to lose items.
• Predominantly Hyperactive-Impulsive: Fidgeting, excessive talking, restlessness, and acting without thinking through consequences.
• Combined: A mix of symptoms from both categories, which is the most common presentation. [iii]

Students who exhibit ADHD’s hallmark features of inattention, hyperactivity, and impulsivity can be frustrating. Plus, their behaviors take time away from instruction and disrupt the whole class. These youth may:

• Demand attention by talking out of turn or moving around the room.
• Have trouble following instructions, especially when they’re presented in a list, and with operations that require ordered steps, such as long division or solving equations.
• Often forget to write down homework assignments, do them, or bring completed work to school.
• Often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
• Have problems with long-term projects where there is no direct supervision.
• Not pull their weight during group work and may even keep a group from accomplishing its task. 

Think of what the school setting requires children to do: Sit still. Listen quietly. Pay attention. Follow instructions. Concentrate. These are the very things kids with attention deficit hyperactivity disorder (ADHD or ADD) have a hard time doing—not because they aren’t willing, but because their brains won’t let them. That doesn’t make teaching them any easier, of course.

Source: Palm Point

Children and teens with ADHD often pay the price for their problems in low grades, scolding and punishment, teasing from their peers, and low self-esteem. Meanwhile, you, the teacher, feel guilty because you can’t reach the child with ADHD features and wind up taking complaints from parents who feel their kids are being neglected in the classroom. But it doesn’t have to be this way. There are strategies you can employ to help students with ADHD features overcome learning challenges, stay focused without disrupting others, and succeed in the classroom.

Causes and Risk Factors: ADHD is not caused by poor parenting. Research points to a combination of genetics and neurological differences, particularly in brain areas regulating attention and impulse control. Key risk factors include: 

• Genetics: ADHD often runs in families.
• Environmental factors: Exposure to toxins like lead during childhood.
• Developmental factors: Premature birth, low birth weight, or maternal use of tobacco, alcohol, or other drugs during pregnancy. 

DIAGNOSIS
Most afterschool workers are not trained to be diagnosticians. Instead, we should focus on behavioral features and how we can best support young people with ADHD features. 

Diagnosing ADHD is very tricky. “People often think of ADHD as being just one thing. To some it might mean the stereotype of the hyperactive boy who can’t sit still in school. To others, it might mean the friend who never seems to pay attention. But ‘no two people with ADHD are exactly alike.’ Their symptoms can vary in type and severity. For instance, one person with hyperactivity might squirm in their seat. Another might get up and walk around the room, touching everything in sight. So, you might think of the first person as having ‘mild’ ADHD and the other as having ‘severe’ ADHD. This is why diagnosing ADHD can be tricky. ADHD isn’t an all-or-nothing thing. And sometimes, what looks like ADHD might not be a sign of an issue at all. All people have times when they’re forgetful, struggle to wait their turn, or are easily distracted. That doesn’t mean they have ADHD, though. 

Source: Families First Pediatrics

Racial And Gender Disparities 
It should be noted that significant racial and gender disparities persist in ADHD diagnosis, with Black, Hispanic, and Asian individuals, as well as girls and women, facing underdiagnosis, misdiagnosis, and delayed care compared to White males. 

• Racial Disparities
• Underdiagnosis in Minority Groups: Asian, Black, and Hispanic children are significantly less likely to receive an ADHD diagnosis than White children, regardless of symptom severity. ‘Asian, Black, and Hispanic children were significantly less likely to be diagnosed with ADHD compared with White children,’ as noted by PMC - NIH. 
• Misdiagnosis as Conduct Issues: Black youth are frequently misdiagnosed with behavioral or conduct disorders instead of ADHD, often due to harsher punitive interpretations of behavior in school and systemic bias. ‘non-Hispanic White individuals were ~ 26% more likely to receive ADHD diagnosis and ~ 61% less likely to be diagnosed with CD than non-Hispanic Black individuals,’ according to Nature. 
• Intersection of Race and Gender: Studies show that Black females are among the least likely demographic groups to receive a timely ADHD diagnosis. 

• Gender Disparities
• The Diagnostic Gap: Boys are diagnosed with ADHD at much higher rates in childhood than girls, though adult prevalence rates are nearly equal. “Girls and women experience an average delay of about 4 years in their diagnosis of and treatment for attention-deficit/hyperactivity disorder (ADHD), relative to boys and men,” according to Psychiatry Advisor. 
• Inattentive Presentation: Girls typically display less disruptive, inattentive symptoms rather than overt hyperactivity, causing adults to overlook their struggles. 
• Masking and Coping: Women and girls frequently internalize or mask their symptoms, leading to high rates of comorbid anxiety and depression that obscure the underlying ADHD. [iv]

Conditions That Mimic ADHD Features
There are some conditions that may resemble ADHD, which are cited below:

• Bipolar disorder
• Autism spectrum disorder
• Low blood sugar levels
• Diabetes
• Sensory processing disorder
• Hearing problems
• Sleep Thyroid disorders
• Seizure disorders
• Kids being kids: Some children with an ADHD diagnosis are actually misdiagnosed and don’t have ADHD or any other health condition. They’re simply being themselves, such as easily excitable or bored. [v]

END NOTES
[i] National Institute for Mental Health, Attention-Deficit/Hyperactivity Disorder: What You Need to Know
[ii] Healthline, Conditions That Mimic ADHD
[iii] The Understood Team, The 3 Types of ADHD
[iv] Google AI, What kinds of racial and gender disparities exist when diagnosing ADHD? 
[v] Healthline, Conditions That Mimic ADHD

If you'd like to learn more about this topic, we are sponsoring a few upcoming webinars that you should check out. Click the title below to learn more and register:

• Thur. 9/24/26: Supporting Youth with ADHD Features in Afterschool Programs

Best of 2025, July Through December

By Sam Piha

Temescal Associates and The How Kids Learn Foundation have created a large number of resources over the years. They are catalogued here. Below we have listed several of our favorites from 2025, July through December. To view Best of 2025, So Far, click here.

FAVORITE BLOGS:

• Identifying and Understanding Feelings
• The State of Mental Health for Young People
• Sports and Play Promotes Social Emotional Learning and Character

GUEST BLOGS:

• How Rituals And Routines Foster A Supportive Environment
• How California Schools Can Support Students, Families Fearing ICE Raids

 

INTERVIEWS:

• Voices From the Field: An Interview with Educator and Therapy Dog Handler, Leslie Gravino
• Therapy Dogs: An Interview with Pet Partners

 

BRIEFING PAPERS:

• Creating a Staff Development Plan
• Bringing Therapy Dogs into Youth Afterschool Programs
• How Afterschool Programs Can Address the Youth Mental Health Crisis

 

WEBINAR RECORDINGS:

• Working with Neurodiverse Children in Afterschool
• The Importance of Play in Afterschool
• Introducing Therapy Dogs into Afterschool Programs

Neurodiversity in Education

Source: www.pexels.com

By Sam Piha 

According to Google AI, “Neurodiversity in education is important because it acknowledges and embraces the natural variation in how humans process information and learn. This approach encourages inclusive learning environments that cater to the diverse needs of all students, including those who may have conditions like autism, ADHD, or dyslexia. By embracing neurodiversity, educators can create more equitable and effective learning experiences for all students."

Here's why neurodiversity is crucial in education: 

1. Promoting Inclusivity and Acceptance: Neurodiversity helps to de-stigmatize different ways of thinking and learning, fostering a more inclusive and accepting environment for all students. It encourages empathy and understanding among students, as they learn about the unique perspectives and experiences of their neurodivergent peers. By valuing and celebrating differences, neurodiversity helps to create a more supportive and positive learning environment for all students, including those who may be neurodivergent. 
2. Enhancing Learning Outcomes: Neurodiverse students can benefit from a more flexible and personalized approach to learning that caters to their individual strengths and needs. By providing a variety of teaching methods and resources, educators can ensure that all students have access to the information and support they need to succeed. Neurodiversity can also help to foster innovation and creativity, as diverse perspectives can lead to new and more effective ways of problem-solving and learning. 
3. Supporting Neurodivergent Students: Neurodiversity provides a framework for understanding and addressing the challenges faced by neurodivergent students in the classroom. It encourages educators to implement accommodations and strategies that can help neurodivergent students to learn and thrive, such as providing sensory accommodations, clear instructions, and opportunities for self-advocacy. By recognizing and supporting their unique needs, educators can help neurodivergent students to develop their strengths, build confidence, and reach their full potential. 
4. Benefits for All Students: Inclusive classrooms, where neurodiversity is embraced, can benefit all students by creating a more engaging and supportive learning environment. Neurodiversity can also help to improve social and emotional development, as students learn to interact with and support one another. By promoting empathy and understanding, neurodiversity can help to create a more inclusive and accepting society.” 

INTEGRATE SUPPORTIVE PRACTICES INTO CLASSROOM TEACHING AND AFTERSCHOOL PROGRAMS

Christina Frasher

According to Christina Frasher, visiting assistant professor in the School of Education, University of Pittsburgh, “There are a variety of practices one can integrate into their teaching repertoire that support all students and in particular those who identify as neurodiverse. These strategies include integrating inclusive teaching practices, offering transparency and clarity, including choice and flexibility, and humanizing the learning environment.

As in all inclusive teaching practices, the most important place to start is by beginning with one’s self. Ask, what are your own assumptions on what makes a good student? Consider critiquing neurotypical patterns of communication and presentation that may be normative in academic environments. Reflect on the different patterns of communication and presentation that display interest and engagement and assess them for validity.

Additionally, you may want to inquire as to what your triggers in the learning environment are and what you may perceive as 'negative' behavior. Many neurodiverse individuals struggle with feeling misunderstood in social interactions, due to the random nature of neurotypical social interactions (Belek, 2018) and this can create miscommunication in educational settings. Knowing our own perceived modes of communication can be a tremendous asset in developing affirming teaching strategies that support all students. 

• Inclusive Teaching Practices: Integrating an inclusive design into your courses can support all students. A helpful first step is considering offering elements of Universal Design for Learning. Consider ways to offer multiple methods of Engagement, Representation and Action and Expression.

Additionally, consider the diversity of content and perspectives, can you offer non-western, non-ableist perspectives for example? Inclusive teaching practices are foundational to supporting a learning environment where all students are supported and can thrive, to expand your inclusive teaching practice consider exploring the resources offered below.

• Transparency and Clarity: One ongoing practice you can integrate into your teaching is to offer transparency and clarity to your course structure and materials. Transparency includes offering explicit directives on the how, what and why of assignments and course responsibilities. This includes offering guidance on the “how to” aspects of the learning environment, such as what classroom participation looks like, what are office hours, group work responsibilities, etc. 

A simple first step is to revise what you already have for clarity and organization (reduce language, utilize spacing and bullet points constructively). Other options include offering clear and consistent communication, establishing routines, and creating predictability which increases students’ confidence in navigating your courses.

• Student Choice and Flexibility: Another pathway to bolstering students is to offer choice and flexibility in course assignments and activities. Consider offering flexible due dates or integrating the use of tokens. It is important to have due dates and offer structure however to support regulatory practices in learning. 

Source: www.pexels.com

Providing choice in assignments , such as ways to integrate their major or particular interests they may have, allows students to bring their unique experiences and interests into educational settings, which can be very affirming for neurodiverse students. Adding multiple ways to be successful (such as in assignments and participation) can support neurodiverse students in bringing their strengths and assets to the learning environment.

• Humanize the Learning Environment: Finally, consider humanizing the learning environment of your courses. Imagine ways in which you can integrate your own authenticity into the learning environment (Hamilton & Petty, 2023), ensuring that this offering supports student learning and success. 

Explicitly create social connections and offer activities that build community such as games, art-making, listening activities, etc. Consider alternative attention supports (knitting, fidget toys, movement) and changing different sensory aspects in your learning environment (reduce lighting, etc).” 2

For a full briefing paper on neurodiversity, click here.

To learn more and register for this upcoming webinar, click here.

 END NOTES:
[i] Google AI, Why is Neurodiversity Important in Education?

[ii] Christina Frasher, Supporting Neurodiversity in Learning Environments

Neurodiversity: Terms and Definitions

Source: Genius Within

By Sam Piha

The Neurodiversity Working Group published a comprehensive glossary of terms related to neurodiversity. Below is a partial list of terms from this publication. 

“Acquired or traumatic brain injury: Acquired brain injury is damage to the brain caused by an accident or event. This condition can affect an individual’s cognition and behavior, through impairments to their memory, personal organization, communication skills and their ability to concentrate. 

Asperger syndrome: Asperger syndrome is a form of autism with mild or no impairment in the individual's capacity to use language. Asperger syndrome was removed from DSM-5 (see below) in 2013 and replaced with autism spectrum disorder (see below). However, many people were historically given this diagnosis and may still use this term. 

Attention deficit hyperactivity disorder (ADHD): ADHD is a neurodevelopmental condition that has three sub-groups – hyperactive ADHD, impulsive inattentive ADHD and combined inattentive and hyperactive ADHD. Individuals may experience effects that predominantly fall within one category or a combination of categories. ADHD is characterized by a persistent pattern (at least six months) of inattention and/or hyperactivity- impulsivity, with onset typically in early to mid-childhood. The degree of inattention and hyperactivity impulsivity significantly interferes with academic, occupational or social functioning. 

Source: www.pexels.com

Autism spectrum disorder (ASD) or autism spectrum condition (ASC): ASD or ASC is a neurodevelopmental condition that is characterized by persistent deficits in impulse control, sensory regulation, and the ability to initiate and sustain reciprocal social interaction, and communication. It is also characterized by restricted, repetitive and inflexible patterns of behavior and interests. It is worth noting that everyone with a diagnosis will have strengths and weaknesses, and some will have more autistic traits than others, but it is the degree and pattern of impairment which has led to the diagnosis of an ASD. 

Dyslexia: Dyslexia is a developmental learning disorder with impairment in reading. It is characterized by significant and persistent difficulties in learning academic skills related to reading, such as word-reading accuracy, reading fluency and reading comprehension. It affects language cognition in the brain, which manifests itself in difficulties in reading, writing and ordering speech. Working memory is also affected. 

Emotional and energy regulation: The ability to manage energy and feelings to suit a situation. The ability to manage feelings in ways that are acceptable to those around us. Impulse control: The skill of thinking before acting or speaking. The ability to pause and think something through. The act of inhibiting one’s behavior in a particular context. 

Equality Act 2010: The Equality Act 2010 is a law that protects people from discrimination. It means that it is illegal, under the Equality Act, to treat someone less favorably because of a protected characteristic including disability. A person can be classed disabled, and therefore afforded the protections of the Equality Act 2010, if they have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on their ability to do normal daily activities. The duty to make ‘reasonable adjustments’ in the workplace extends to those with neurodevelopmental conditions who fit the Equality Act definitions. 

Executive functioning: Executive functioning is a set of cognitive mental processes that help us get things done and regulate our behavior. The deficits in executive function skills are the cognition differences and behavioral traits that are measured by psychologists and psychiatrists to determine whether a diagnostic threshold is met for any particular condition. There are some variance as to the exact number and definitions of executive function skills in academia and other reference sources, however a summary of those for use in this glossary are as follows. 

Hyperactivity: Hyperactivity refers to excessive motor activity and difficulties with remaining still, most evident in structured situations that require behavioral self-control. 

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Hypersensitivity: An unusually high or intense response to a particular stimulus (for example, smell, texture or color). 

Impulsivity: Impulsivity is a tendency to act in response to immediate stimuli, without deliberation or consideration of the risks and consequences. ADHD affects an individual’s attention span, ability to focus and impulse control. 

Inattention: Inattention refers to distractibility, problems with organization, and significant difficulty in giving sustained attention to tasks that do not provide a high level of stimulation or frequent rewards. 

Intellectual disability: Intellectual disability is a developmental condition that can affect the development of an individual’s cognitive function and adaptive behavior skills. These two things can affect thinking, learning, problem solving and reasoning. 

Mental ill health: Under the neurodiversity umbrella, mental health refers to conditions that affect cognition and behavior, such as post-traumatic stress disorder (PTSD) and complex PTSD, anxiety, depression and obsessive compulsive disorder. These conditions can occur for a number of reasons, including adverse childhood experiences (ACEs), exposure to single-incident trauma, repeat and persistent exposure to low-level trauma, the side effects of medication, exposure to certain substances, or as a response to a significant life event. 

Neurodiversity: Neurodiversity is an umbrella term used to describe differences in the human brain in relation to a range of mental functions, such as sociability, learning and mood attention. The concept is a respectful way of thinking about our colleagues and communities. Neurodiversity aims to highlight the positive attributes of different neurocognitive functioning, rather than focus on deficits or deviations from a set standard. 

Neurodiversity movement: The Neurodiversity movement is a social justice movement that seeks civil rights, equality, respect and full societal inclusion for neurodivergent people. 

Processing: How quickly someone can make sense of, and respond to, information they have seen or heard. An Individual may have different processing speeds for auditory, motor and visual information. 

Tourette syndrome: Tourette syndrome is a chronic tic disorder characterized by the presence of both chronic motor tics and vocal (phonic) tics. Minor and major motor and vocal tics are defined as uncontrollable, sudden, rapid, non-rhythmic and recurrent movements or vocalizations, respectively. In order to be diagnosed as Tourette syndrome, both motor and vocal tics must have been present for at least one year, although they may not manifest concurrently or consistently throughout that period.” [i]

For a full briefing paper on neurodiversity, click here.

END NOTES:
[i] Neurodiversity Working Group, Frequently used terms regarding neurodiversity 

Why Is Neurodiversity Important?

Source: www.pexels.com

By Sam Piha

 

According to Google AI, “Neurodiversity is important because it recognizes that human brains differ in their structure and function, and these differences are natural and valuable. Embracing neurodiversity promotes inclusivity, fosters innovation, and highlights the unique strengths and perspectives of individuals with diverse neurological profiles. 

Here's a more detailed look at why neurodiversity matters:

1. Fostering Inclusivity and Acceptance: Neurodiversity acknowledges that there is no single "normal" way for brains to function.  It challenges the stigma and negative stereotypes associated with conditions like autism, ADHD, and dyslexia. By recognizing and valuing different ways of thinking and learning, neurodiversity promotes a more inclusive society where everyone feels understood and accepted. 
2. Driving Innovation and Creativity: Neurodiverse individuals often possess unique problem-solving skills, innovative thinking patterns, and a keen eye for detail. These strengths can lead to fresh insights, new solutions, and a greater ability to see connections that others may miss. Companies that embrace neurodiversity are more likely to be innovation leaders and attract and retain top talent. 
3. Enhancing Workplace Performance: Neurodiverse individuals can bring valuable skills like hyperfocus, analytical thinking, and strong recall of information. These strengths can be particularly valuable in fields like IT, data analysis, and creative industries. Research suggests that teams with neurodiverse members can be more productive and effective. 
4. Addressing Skills Gaps and Workforce Needs: In a world facing skills shortages in areas like technology and data analysis, neurodiversity can help tap into a vast and underutilized talent pool. By creating inclusive hiring practices and supportive work environments, organizations can benefit from the diverse skills and perspectives of neurodiverse individuals. 
5. Promoting Wellbeing and Self-Acceptance: Embracing neurodiversity allows individuals to understand and appreciate their own unique strengths and challenges. It can lead to increased self-esteem, career aspirations, and a greater sense of belonging.  

In conclusion, neurodiversity is not just about understanding differences; it's about celebrating them and harnessing their potential to create a more inclusive, innovative, and thriving society.” [i]

Source: www.pexels.com

Neurodivergence is often viewed as a weakness, but neurodiversity offers an alternative perspective: Differences in brain functioning can be a strength. “'Neurodivergence is not a diagnosis, but more of a care philosophy. It's a more inclusive way to describe people whose brain functions differently,' says Colby P. Wiley, PhD, a neuropsychologist at Northwestern Medicine. 'This perspective emphasizes the positive aspects, aiming to highlight the strengths associated with the diagnosis rather than focusing on remediating the deficits.

 

Some strengths of neurodivergence include:

• Innovation and creativity

• Accuracy

• Unique problem-solving

• High levels of concentration

• Reliability” [ii]

 

Google AI elaborates:

• “Neurodiversity as an identity: The neurodiversity movement sees neurological differences as a natural part of human diversity, similar to other identities like race or ethnicity. 
• Focus on strengths: Neurodiversity highlights the strengths and unique talents of neurodivergent individuals, rather than focusing solely on challenges. 
• Beyond medical labels: Neurodiversity is not a medical diagnosis, but a social and philosophical perspective that challenges the idea of neurological differences as illnesses to be cured. 
• Legal and practical considerations: While some neurodivergent individuals may experience challenges that meet the criteria for disability under laws like the Americans with Disabilities Act, not all neurodivergent individuals are considered disabled. 
• Inclusion and acceptance: Neurodiversity promotes inclusion and acceptance of all individuals, regardless of their neurological profile. 
• Social justice movement: The neurodiversity movement is also a social justice movement that aims to create a more equitable and inclusive society for all.” [iii]  

For a full briefing paper on neurodiversity, click here.

BREAKING NEWS from the Afterschool Alliance

 

The federal government is saying it will release funds for local afterschool and summer programs--FY25 21st Century Community Learning Centers funds--to states next week. This victory for children and families is a direct result of your work. Every one of your efforts to communicate with lawmakers, mobilize parents and allies, and so much more mattered!!! 

 

Take a moment to celebrate!

END NOTES:

[i] Google AI, Why is Neurodiversity Important?

[ii] Northwestern Medicine, Understanding Neurodiversity: Exploring Differences in Brain Function

[iii] Google AI, Why is Neurodiversity not a Disability?

An Overview of Neurodiversity

Source: www.pexels.com

By Sam Piha

As afterschool workers, we are responsible for creating a safe learning environment for all children, regardless of learning style. In recent years, there has been a significant shift towards inclusive education practices that support and accommodate neurodivergent students. In fact, many of the quality standards for afterschool programs are aligned with supporting youth who are neurodiverse. 

Schools and afterschool programs are recognizing the importance of creating environments that caters to the diverse needs of students, allowing them to thrive academically, socially, and emotionally. Understanding neurodiversity is crucial for youth workers to advocate for children’s rights and ensure they receive the support they need to succeed in their education.

In this and subsequent blogs, we will explain neurodiversity and highlight some ways to support neurodivergent youth to thrive in afterschool programs. 

WHAT IS NEURODIVERSITY?

Neurodiversity refers to the natural variation in human brains and the diverse ways in which individuals perceive, think, and learn. It recognizes that neurological differences, such as autism, ADHD, dyslexia, and others, should be embraced and valued as part of the human experience.

Neurodiversity is a concept that challenges the traditional view of neurological differences as disorders or deficits. It emphasizes the variation in neurological development and the idea that these differences should be celebrated and respected. Just as biodiversity is essential for the health of an ecosystem, neurodiversity is crucial for the well-being and progress of society. 

It is important to remember that neurodiversity is not an excuse to ignore or downplay the challenges that neurodivergent individuals may face. Instead, it seeks to promote acceptance and understanding of diverse neurological profiles while addressing the barriers that hinder their full participation in society. By embracing neurodiversity, we can foster a more inclusive and equitable world for all.

Neurodiversity is an essential aspect of our society and understanding its principles and implications in education is crucial.” [i]

“Neurodiversity is not a disability; it is a celebration of the unique capabilities and strengths that neurodivergent individuals bring to the table. By shifting our perspective, challenging stereotypes, and fostering inclusivity, we can create a world where everyone is accepted and valued for who they are, regardless of their neurological differences. Let us embrace neurodiversity and unlock the limitless potential that lies within each unique mind.” [ii]

AN INCREASE IN THE NUMBER OF NEURODIVERSE STUDENTS NEEDING ACCOMMODATION

According to Michelle Garnett and Tony Attwood, “In the last 30 years we have seen a marked increase in our understanding of the brain and how a different neurology can lead to different ways of learning, communicating, sensing and relating. As a result, ways of being neurodivergent that were historically missed in schools are now being detected more often. These include autism with fluent speech, ADHD, dyslexia, dyscalculia, dyspraxia, certain mental health disorders, attachment disorders, epilepsy, narcolepsy and Tourette’s syndrome. 

These neurotypes are usually invisible, although they may be clear in certain settings. For example, the Talis Report (OECD, 2019) indicated that 30% of teachers worked in classes where over 10% of students had additional support needs. In the past a teacher may have had 0-2 identified students. As we discuss below, these statistics only cover students who have been formally identified to be neurodivergent.” [iii]

Source: Genius Within

According to Google AI, “the growing number of neurodivergent students in schools is due to several factors:

• Increased Awareness: Increased awareness about neurodivergent conditions like autism and ADHD has led to more individuals recognizing and seeking diagnoses. 
• Improved Diagnostic Tools: Advancements in diagnostic tools and assessments have made it easier to identify and diagnose neurodivergent conditions. 
• Greater Access to Support: More schools and universities are implementing universal design for learning (UDL) principles, creating inclusive learning environments, and providing specialized support services for neurodivergent students. 
• Impact on Education: This shift in the number of neurodivergent students has significant implications for educators, schools, and higher education institutions, requiring them to adapt their teaching methods, curriculum, and support systems to better meet the needs of this diverse student population. 
• Beyond Identification: While identification is a crucial first step, it's essential to remember that neurodivergent students are not a monolithic group. Each individual's needs and strengths are unique, and educators need to move beyond simply identifying neurodivergence and towards understanding the specific needs of each student.” [iv]

For a full briefing paper on neurodiversity, click here.

END NOTES:
[i] Lumiere Children’s Therapy, Understanding Neurodiversity in Children’s Education: A Comprehensive Guide
[ii] Scott Coleman-Allan, Why neurodiversity is not a disability
[iii] Michelle Garnett and Tony Attwood, Moving Toward Inclusive Classrooms
[iv] Google AI, Why Do We See an Increase in the Number of Neurodivergent Students?