Do you find that inclusive learning plans (reasonable adjustments) can sometimes miss the brief? Do you, like me, have many students disclose to you that they find it difficult to manage their time, that they can’t keep up with the content and that they feel like they don’t fit in?
If this rings true, you might also have noted that many of these students have disclosed (whether to you as an educator or as part of their reasonable adjustments) that they are neurodivergent.
We should be alarmed that many neurodivergent students feel out of place and unsupported. Something isn’t working and we are potentially doing a large proportion of our students a disservice.
This guide highlights common challenges and simple solutions you could implement to make your classroom neurodivergent-friendly without putting the onus on the students to “fix the problem” themselves.
- Five ways to make higher education more accessible to neurodivergent people
- Spotlight guide: Making your campus neurodivergent friendly
- The 10 steps towards inclusivity in universities
Make the classroom inclusive by design
Neurodivergent students consistently report finding it hard to manage the classroom environment – both in terms of sensory overload (most commonly reported by autistic students) and academic content (a common concern across several neurominorities, including autistic and dyslexic students, and students with dyspraxia and ADHD).
Students we spoke to in focus groups said:
- “Doors and windows which make horrific sounds as you open them…If I hear this door halfway through the lecture it triggers sensory overload and I can’t focus…”
- “A lot of people and information is…neurotypical so it’s really difficult to follow”
- “It definitely affects me how much information is on the screen…”
Here’s how you can be part of the solution:
Give clear guidelines
Establish clear rules about students entering and leaving the classroom. One way of doing this is to add a “guide to participation” slide in your introductory lecture.
Example of information you could include in your introductory lecture slide:
Noise: please try to keep noise to a minimum. It can be distracting for many and so when you arrive, please take your seat quietly and be mindful.
Asking questions: we welcome questions and contributions to the classroom. However, try to be respectful to others when doing so. Avoid discussions during lecture delivery. Raise your hand and the instructor will address you. You can also use our online tools such as Mentimeter to ask questions during lectures.
‘Safe space’: agree to participate in a safe atmosphere (certain identities and experiences rarely feel safe and we must acknowledge that).
Share the air: don’t dominate discussions – allow others to be heard.
Not experts: everyone is here to learn.
Set inclusive norms
I was struck by the frequency with which neurodivergent students mentioned having to reach out to lecturers and well-being services to get reasonable adjustments and how onerous this process was. Following a universal design for learning approach can reduce some of these barriers and is a true testament to inclusion. Here’s how:
Offer ear defenders: students in my classrooms (and now in the department as a whole) have access to these. Don’t be alarmed: they can still hear you! They help students manage noise and the sensory environment so that they can focus better. We use Loop earplugs.
Offer and normalise the use of self-stimulatory behaviour (stim) tools: neurodivergent focus group participants reported that they would rather miss classes and watch the recordings at home due to in-class sensory overload. Importantly, they mentioned that in their own environment they can stim (use behaviours to regulate emotions and reduce anxiety) without feeling embarrassed or ostracised. We tested giving all students stim tools and they loved it. They felt a greater sense of belonging and ability to focus.
Examples of the impact of stim tools on students’ learning:
- “I liked that they made the environment more inclusive.”
- “[The stim toys] were great and I love that they were normalised. In high schools it’s frowned upon but I’m glad it’s something normal [at university].”
Use participation cards: group discussions can be difficult for neurodivergent students, so consider using a traffic light system (red: I don’t want to participate, orange: I am participating but do not ask me direct questions, green: participating and happy to be asked questions directly).
Adjust your slides: neurodivergent students we surveyed reported difficulty keeping up with the content, in part because of the amount of content on slides. This is a tricky one because different students have different preferences. Still, across the board, what neurodivergent students seemed to find most difficult was mismatch between slide content and the lecturer’s explanations. Make it easier for students by including only what you need to say on your slides. It’s better to have more slides that students can follow than overcrowded or oversimplified slides that they can’t keep up with or make sense of.
Extra tip: consider adjusting the background colour of your slides to help dyslexic students. We found a light grey or salmon creates contrast and clarity.
It’s time for institutions to stop placing the onus on neurodivergent students to find ways to “fit in” to neurotypical environments. Interventions that focus on creating inclusive norms can improve students’ sense of belonging and ability to learn.
Ioanna Kapantai is a lecturer in the University of Exeter’s department of psychology.
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