We are walking into classrooms where the needs of our young learners are more diverse and unique than ever before. Neurodiversity—the idea that neurological differences like autism, ADHD, dyslexia, and other learning and cognitive styles are natural variations of the human brain—is becoming more common than many of us are prepared for. According to EdSurge, in the U.S., 7.3 million of students applied for Special Education services in the Summer of 2024. Yet, our students are not fully equipped to empathize with, support, or even understand their peers in a way that honors an inclusive approach. Is this something we should pursue? Absolutely!
When we teach about neurodiversity, we’re not only supporting neurodivergent students; we’re empowering all students to reflect on their own learning and the choices they have to access it.
Teaching students about neurodiversity isn’t just about raising awareness—it’s about fostering a culture of empathy, understanding, and inclusion. It’s about helping students see the “jaggedness” in themselves and others, recognizing that everyone has unique strengths and challenges. When we teach about neurodiversity, we’re not only supporting neurodivergent students; we’re empowering all students to reflect on their own learning and the choices they have to access it.
The jaggedness principle, popularized by Todd Rose, reminds us that no one is “average” in every way. A student might excel in verbal communication but struggle with time management. Another might have incredible spatial reasoning skills but find reading comprehension challenging.
Another factor to consider is interpersonal variability. This means that some students may struggle with time management when it comes to assignments, but excel when it comes to getting ready in the morning. These differences can be influenced by context, motivation and daily circumstances they may face. This principle applies to all learners, neurodivergent and neurotypical alike.
When we teach students about neurodiversity, we’re helping them understand this jaggedness. We’re showing them that variability is normal and that everyone’s brain works differently. This understanding can reduce stigma, build empathy, and create a classroom culture where differences are celebrated rather than hidden.
Imagine a classroom where students openly discuss their strengths and challenges, where they feel comfortable asking for the support they need, and where they naturally offer help to their peers. This is the power of teaching about neurodiversity.
One of the most immediate benefits of teaching about neurodiversity is the increase in empathy and understanding among students. When students learn about the experiences of their neurodivergent peers, they begin to see the world from a different perspective. They start to understand why a classmate might need extra time on a test, why another might prefer to work alone, or why someone might use a fidget tool to stay focused.
This awareness doesn’t just benefit neurodivergent students—it benefits everyone. It teaches students to understand themselves, and, in turn, to understand others. It also helps them to recognize that everyone has unique needs and that supporting each other is part of being a community
Teaching about neurodiversity encourages students to reflect on their own learning. When they learn about the different ways people process information, solve problems, and express themselves, they begin to think about their own learning preferences and strategies.
For example, a student might realize that they learn best through visual aids, while their classmate prefers hands-on activities. Another might discover that they need frequent breaks to stay focused, while someone else thrives with long periods of uninterrupted work. This reflection helps students become more self-aware and proactive in their learning.
It also ties directly into the principles of Universal Design for Learning (UDL). UDL emphasizes providing multiple means of engagement, representation, and action and expression to meet the diverse needs of all learners. When students understand neurodiversity, they’re more likely to appreciate the value of these choices. They see that having options isn’t just about fairness—it’s about creating an environment where everyone can succeed.
So, how can you bring this conversation into your classroom? Here are five practical strategies that you can begin implementing right away. Save the infographic for a quick reference tool!
When we teach students about neurodiversity, we’re not just creating a more inclusive classroom—we’re preparing them for the world beyond school. In a society that is increasingly diverse, the ability to understand, empathize, and collaborate with people who think differently is a critical skill.
Moreover, this approach aligns with the broader goals of education: to help students become thoughtful, compassionate, and capable individuals. By teaching about neurodiversity, we’re not only raising awareness—we’re fostering a generation of learners who are equipped to navigate a complex and varied world.
Teaching about neurodiversity is more than just a “nice-to-have”—it’s a necessity in today’s classrooms. It helps students see the beauty in variability, reflect on their own learning, and develop empathy for others. So, let’s take the first step. Let’s start the conversation about neurodiversity in our classrooms. Let’s show our students that differences are not just okay—they’re something to be celebrated. And let’s create a future where every learner feels valued, supported, and empowered to succeed.