Neurodiversity Affirming Approaches in Schools: What Neurodivergent learners wish you would consider.

Summary

Dr Yasmin Lazarus, a Neurodivergent Psychologist, outlines what we mean by neurodivergent affirming approaches and provides some hints and tips about ways schools can assist and affirm neurodivergent learners.

We see it everywhere: diagnoses of neurodivergent conditions are on the rise. And with that, it’s possible that schools up and down the country are finding themselves struggling to resource extra support for these children and young people. However, there are some simple ways that schools can make tweaks, not only to assist these learners, but affirm them too. Neurodiversity Affirming approaches benefit all – including staff. This is a topic that could fill the contents of a book, so this blog aims to identify key useful starting points.

What do we mean by Neurodiversity Affirming Approaches?

Recognising ND traits and needs

It is important to note that a diagnosis should not be mandatory when implementing ND affirming approaches. This is because diagnosis is not accessible to all (extensive waits to see professionals, experiencing ND traits but not meeting ‘thresholds’ for diagnosis, lack of awareness and knowledge).

So what should schools be looking out for? Here are some signs (please note this is not an extensive list).

Language is important

It is important to use the right language when speaking about ND people and their experiences, and to ND people. Some key examples that you might have heard:

• Person first? Whilst narratives from some professionals would have you believe that is it better to use ‘person-first’ language (i.e., a person with autism) rather than identity-first language (i.e., an autistic person), ND people would usually prefer the latter. This is because it is an important part of their identity and the experiences they have daily. However, it is always acceptable and encouraged to ask an individual for their preferences on this.
• Verbal ability? The term non-verbal is generally discouraged, due to the fact that most people that acquire this label do actually have either some ability to vocalise or can use language in a different way, for example with assistive technology. They may also have good receptive verbal understanding. Preferred terms are ‘non-speaking’ (implying they use vocalisations or other ways of communication) or ‘pre-verbal’ (implying they cannot YET speak).
• Functioning? The use of functioning labels is common, for example ‘high functioning autism’. This is generally rejected by ND communities, as they feel that this diminishes the struggles caused by their ND. A better terms is ‘high support needs’ or ‘low support needs’. Remember that support needs can be dynamic, though.
• Difficulties, impairments and weaknesses? Usually better to call these differences and needs. Differences implies no judgement upon the experience. However, the term disability is absolutely acceptable as it is descriptive, but the uptake of this identity varies from person to person. Ask!
• Differences in thinking leading to differences in understanding? Sometimes known as the theory of the Double Empathy Problem (but do not confuse this with the stereotype that some ND people do not experience empathy) when two people have incredibly different experiences of the world, they might struggle to consider the experience of the other person. Remember that sometimes ND people can’t understand where you’re coming from, as much as you sometimes can’t understand where they are coming from! The best way around this is patience and flexibility when communicating and explaining, tailoring your approach to the individual.

Ableism and societal expectations

According to the medical model of disability, people are ‘impaired’ by their disabilities and that something is ‘wrong’ with them. However, this is rooted in ableism (discrimination in favour of those without these kinds of difficulties or disabilities). When considering the social model of disability, we recognise that society needs to change to accommodate different needs/neurodiversity and it is the responsibility of everyone, not just the person they affect.

Things that ND people might be ‘expected’ to do include:

• Masking their difficulties to ‘fit in’
• Make eye contact
• Inhibit stimming (self-stimulating behaviours)
• ‘Whole body listening’
• Inhibit strong emotions
• ‘Learn’ social skills

However, important questions to ask before encouraging the above are:

• Is this behaviour absolutely necessary?
• What can we change before asking the person to change?
• Are things such as stimming/not using ‘whole body listening’ actually tools for regulation?
• Might the ‘big reaction’ to a ‘small problem’ actually be perceived by the person to be a reaction to a ‘big problem’ for them?
• What are ‘social skills’ and are they important to this person? Is it better to teach them ‘social problem solving’ to empower them to make choices in social situations rather than ‘learn’ skills that society has deemed necessary?
• Can I collaborate with this ND person to achieve mutual goals in a way that honours their lived experience and strengths?
• Is this a school culture/ethos problem? How do we view ND learners as staff, and how are they viewed by their peers? Can we incorporate some universal education regarding ND learners? (see Resources below for the Learning About Neurodiversity In Schools programme).

Quick Wins

If your school would like training and support in understanding and impelementing neurodiverse affirming approaches, please contact Valuing Minds: enquiries@valuingminds.com.

With special thanks to Trainee Occupational Therapist and treasured friend Jeantique, who always challenges me to be the best Psychologist and best version of myself possible.

Resources:

Autism level up: Autism Level UP! – beyond Autism acceptance

Neurowild: NeuroWild | Facebook  – beautiful illustrations demonstrating ND affirming experiences and approaches

Autistic SLT: AutisticSLT | Emily Lees | Supporting autistic children’s communication

Play learn chat: Play. Learn. Chat. – Play. Learn. Chat. (playlearnchat.com) – ND affirming approaches and training

Learning About Neurodiversity In Schools Resource Pack: About LEANS and neurodiversity | Salvesen Mindroom Research Centre (ed.ac.uk) LEANS is a free curriculum to introduce pupils aged 8-11 to the concept of neurodiversity, and help them explore how it impacts school experiences. It is a teacher-delivered resource for the whole class.