How to support neurodiverse learners

What does it really mean to think differently?

We all have our own perspective on the world. Each of us thinks and learns in our own way.

It’s the job of educators to teach people new information, which gives them the skills, knowledge and behaviours they need to succeed.

But how often do we give people the skills, knowledge and behaviour they need to learn this information in the first place?

Neurodiversity is an inclusive term that acknowledges the fact that people with learning difficulties have a unique experience of the world that can bring many benefits. They may struggle in some areas but excel in others.

The diversity of human thinking should be celebrated!

And our education system can do more to support a diverse range of learners who have different cognitive strengths and areas where they may need support.

Identifying how we all think and learn differently to provide tailored support can have a huge impact on our learning potential.

Because many people have hidden learning needs, which can go undetected well into adulthood.

We know that 80 percent of people with dyslexia leave school without a diagnosis, which creates unintentional barriers within further education. Our CEO himself did not get diagnosed with dyslexia until he was at university – well after his formative years.

The lack of early identification and support tools can directly affect learners’ confidence and enjoyment of learning. People can become withdrawn and disengaged from their programme, and it’s easy to misinterpret this behaviour and reinforce a bad experience for individuals in education.

Identifying learning needs can be transformative for learners.

And it helps us to become more understanding.

To uncover a different reason for potentially problematic behaviour and find solutions that build a love of learning.