Neurodiversity

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Neurodiversity

HomeSchool resourcesNeurodiversity

Topic summary

Neurodiversity is an umbrella term for a range of neurological differences that aims to reframe them as natural variations rather than disorders.

Neurodiversity is a term used to describe neurological differences in the human brain. It sees the diverse spectrum of neurological difference as a range of natural variations in the human brain rather than as a deficit in individuals. It is an umbrella term that includes both conditions that are life-long and those that can develop throughout life, including acquired illness or brain injury, Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), dyscalculia, dyslexia, dyspraxia, intellectual disability, mental health, and Tourette syndrome. Neurodiversity deliberately rejects the medical model of diversity that frames human differences as disorders that need to be cured in favour of a more social model of diversity as a natural occurrence.

Neurodiversity is extremely common and all teachers are likely to work with a number of neurodiverse students in the course of their careers. The strengths-based approach of neurodiversity has the potential to increase awareness and understanding about neurological difference while also reducing social stigma. The positive framing of difference in the neurodiversity model can also assist teachers and schools who may be thinking about how to support neurodiverse students to be successful learners. 

An increasing number of studies exploring interventions for students with learning differences and difficulties emphasise the importance of taking an additive or strengths-based approach rather than characterising the challenges associated with forms of neurodiversity as problems to be fixed. 

The concept of neurodiversity represents a strengths-based model which acknowledges that, while some children learn and think differently, these are simply differences and not deficits. The neurodiversity model shifts the focus away from the challenges that a neurodiverse individual may experience to the strengths that they possess. Designing learning programmes and tasks that allow children to draw on their known strengths can create opportunities for students to access the curriculum in ways that suit their individual abilities. Another benefit of the strengths-based approach of the neurodiversity model is that support can be provided to students who present some of the characteristics of neurodiversity but lack a formal diagnosis.

  • How well does your school understand the importance of emphasising the strengths as well as the challenges of neurodiverse students?
  • How confident do you feel to design learning programmes that allow your neurodiverse students to use their strengths while also tackling the aspects of learning and school life that they find more challenging?
  • How confident do you feel to act as both a facilitator and role model for approaches to neurodiversity in the classroom?

Research reviews

An introduction to neurodiversity and neurodivergence

An explanation of the concept of neurodiversity as a strengths-based approach to learning differences, and an introduction to some of the different forms of neurodiversity.

A strengths-based approach to teaching neurodiverse learners

A set of strategies to help teachers support neurodiverse learners by building on their strengths while addressing their learning needs.

Sensory processing differences in the classroom

An introduction to understanding sensory processes differences and the impact they may have in classrooms and schools.

An introduction to Developmental Coordination Disorder

How to support students with Developmental Coordination Disorder in schools and classrooms.

An introduction to fetal alcohol spectrum disorder

How fetal alcohol spectrum disorder affects children and young people, and the implications it has for students at school and in life.

Supporting neurodivergent students in secondary schools

An overview of the challenges that neurodivergent students can experience in secondary school settings, and how to help.

Working memory and neurodivergence

Why providing additional working memory support is so important for neurodivergent students.

Supporting neurodivergent students by developing the home-school partnership

Building supportive partnerships with families of neurodivergent students.

Sample safety or de-escalation plan

An example of a de-escalation plan designed to support students to emotionally self-regulate at school.

Understanding and supporting emotional self-regulation at school

Understanding and supporting emotional self-regulation at school: Why some students may find it difficult to regulate their emotions at school, and what to do to support them.

An introduction to Obsessive Compulsive Disorder

How OCD affects students, and what schools can do to provide support.

Writing and neurodivergence

Understanding some of the common challenges with writing that neurodivergent students may experience.

Mental health and wellbeing for neurodivergent students

Understanding the additional mental health needs of neurodivergent students.

Developmental dyscalculia

An introduction to dyscalculia, a cognitive difference that affects students' ability to understand and work with quantities and numbers.

Strategies for supporting students with FASD

A set of approaches and strategies for promoting the wellbeing and achievement of students with FASD at school.

Webinars

Using trauma-informed practices to support neurodivergent students

LIVE EVENT: 7.30PM WEDNESDAY MAY 21, 2025
Tami Harris of Acorn Neurodiversity explores how using a trauma-informed lens to support neurodivergent students in school settings can help teachers to mitigate challenges

Free webinar: Neurodiversity and New Zealand’s education system


We held a free webinar to launch our research report into the experiences of neurodivergent children and those supporting them in Aotearoa New Zealand’s education system. Watch the recording of our webinar where we discuss the reports key findings and to explore what needs to happen to improve the support and opportunities neurodivergent young people receive in New Zealand.

Understanding Foetal Alcohol Spectrum Disorder (FASD)

Kim Milne (principal advisor at FASD-CAN) discusses what FASD is, how it affects children and adolescents and what teachers and schools can do to support students with FASD

Supporting neurodivergent students in the classroom

Dr Emily McDougal (Anna Freud Centre) shares insights from her work into supporting neurodivergent students in schools and classrooms.

Neurodiversity in education

Exploring the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges

Supporting neurodiverse learners to demonstrate their intellect and capability

Trish and Fay Purdie-Nicholls discuss the underpinning principles for teaching and leadership, and the core practices they have developed to enable neurodiverse learners to demonstrate their intellect and capability.

Infographics

The neurodiversity paradigm

How can you adopt a strengths-based approach to help neurodiverse students succeed in your classroom?

Snapshots

How to support effective emotion regulation in schools and classrooms

Key insights from the webinar with Dr Tracy Stewart.

The illusion of inclusion

The experiences of neurodivergent children and those supporting them in Aotearoa New Zealand’s education system – this report reveals the perspectives and experiences of 2,400 people engaged with neurodivergent young people

Key ideas for supporting students with Foetal Alcohol Spectrum Disorder (FASD)

Insights from our webinar with Kim Milne from FASD-CAN.

Key challenges for neurodivergent students in school settings and how to help

Insights from the webinar with Emily McDougal on supporting neurodivergent students in schools and classrooms.
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