Why Recognising Neurodivergence in the Classroom is Essential

My training course is designed to fill this gap, providing clear, practical knowledge on how to recognise autism, ADHD, and specific learning differences (SpLD) in children. It also explores how executive functioning and sensory processing impact learning, helping teachers see beyond the surface and truly understand the challenges their students face. 

 

Many neurodivergent children struggle in ways that are often misunderstood. These struggles aren’t always obvious, and they don’t look the same in every child. That’s why training is so important ,to help educators spot the subtle signs that a child may need support. 

 

Proprioception is our body awareness, our ability to sense where our body is in space and how we move. If a child has poor proprioception, it can show up in many different ways, including: 

 

Struggling in PE—for example, they might find it hard to catch a ball or balance on one leg. 

Holding their pencil too tightly or too loosely, making writing physically exhausting. 

Leaning on walls, tables, or people excessively because they don’t quite know where their body is in space. 

Seeming ‘clumsy’ or bumping into things often. 

 

Without understanding proprioception, these children might be seen as simply uncoordinated, inattentive, or lacking effort, when in reality, their sensory system isn’t giving them the right feedback. 

 

Executive functioning skills help us organise, plan, remember, and regulate emotions. They develop over time, but if a child has ADHD, these skills can be significantly weaker. 

 

 

Many teachers see children who struggle to start work, complete tasks, or engage in learning and assume it’s due to: 

❌ Laziness 

❌ Lack of discipline 

❌ Not caring about school 

 

But for a child with ADHD, the skill of motivation might not be working properly. ADHD affects dopamine regulation, which means that tasks need to feel interesting or rewarding to trigger the motivation system. This isn’t a choice, it’s a neurological difference. 

 

Instead of punishing ‘lack of effort’, we need to understand what’s happening in the brain. My course teaches educators to recognise these difficulties and provide the right support, rather than expecting motivation to appear where it neurologically can’t. 

 

Our senses shape how we experience the world. If a child’s sensory system isn’t working in a typical way, it can dramatically affect how they learn. 

 

Some children are sensory seekers, constantly moving, tapping, chewing, or fidgeting because their brain isn’t receiving enough input. Others are sensory avoiders, who may find bright lights, loud noises, or busy classrooms overwhelming and painful. 

 

 

Refuse to join in noisy group activities (not because they’re ‘shy’ but because it’s overwhelming). 

Struggle to focus in a brightly lit classroom (because their brain is constantly distracted by the lighting). 

Be labelled as ‘disruptive’ when they actually need sensory regulation strategies. 

 

Understanding how sensory processing impacts learning and behaviour is a key part of my training. Once educators understand what’s happening, they can adjust their approach and create an environment where neurodivergent children can thrive. 

 

Many of the difficulties neurodivergent children face are not behavioural problems, they are neurological differences. When teachers and professionals understand executive functioning, motivation, sensory processing, and neurodivergent ways of thinking, they can: 

 

✔ Recognise why a child is struggling, rather than assuming a lack of effort. 

✔ Adjust their approach to support children effectively. 

✔ Advocate for the right strategies to help each child succeed.