How schools are failing neurodivergent students

Neurodivergent children — those with autism, ADHD, dyslexia or other difference in brain functioning — face myriad issues at schools ill-equipped to help them.

Up to five students in an average classroom are statistically likely to be neurodivergent — but not all schools are equipped to support their learning needs.

For some schools, underfunding is to blame. For others, a lack of specialised teacher training is an issue.

Neurodivergent children — those with autism, ADHD, dyslexia or another difference in brain functioning — are suffering as a result.

These kids can face a raft of difficulties at school.

They can’t always access personalised support plans needed to harness their strengths and help them to learn. Loud, busy classrooms with fluorescent lights present sensory difficulties for some. Open-plan classrooms and the lack of places to take a break, can exacerbate those challenges.

Neurodivergent children also report far higher rates of bullying and exclusion.

Only 54 percent say they feel welcome and included at school, and just 35 percent feel teachers have adequate training to support them.

Being pressured to hide typical autistic or ADHDer behaviours, such as stimming, in class can have a negative impact on students’ learning and emotions. Girls with autism and ADHD are more likely to have their diagnoses missed than boys and as a result, many neurodivergent girls suffer in silence.

Neurodivergent kids have a lot to offer — but without neurodiversity-affirming teachers, their strengths and differences may not be celebrated in a way that allows them to thrive.

With many neurodivergent students associating school with distress and discrimination, perhaps it’s no wonder they are vastly overrepresented in school refusal or avoidance.

All children have the right to an inclusive education, which means mainstream schools should ideally cater to the needs of kids of all abilities.

But in reality, countries still vary widely in their laws and policies on inclusive education, and only a handful have codified inclusive education as a system to address the needs of all children. Across the globe, many neurodivergent students still end up in segregated ‘special education’ settings after mainstream schools.

The issue of segregated schooling is divisive – but research shows on the whole, students with special learning needs have better social and academic outcomes in inclusive mainstream settings.

Building better education systems for neurodiverse students calls for significant reforms. Better understanding the complexity of different attitudes to diagnosis within different communities, is important, as these attitudes influence the ways in which students and families are being or could better be supported.

Our special report asks: what’s standing in the way of truly inclusive education? What should all teachers know about neurodiversity-affirming practice? And what  other practical solutions can help schools better understand and support neurodivergent students?

Student intern Amber Holden contributed to this special report.