Creating inclusive classrooms for neurodiverse students begins with one essential practice: truly learning about neurodiversity. Not superficially—not through checklists or mandated training sessions—but genuinely, by intentionally listening, observing, and reflecting. The best first step educators can take is to learn from the voices and experiences of neurodiverse individuals themselves.
-by Dr. Tim Grivois, Executive Director
Understanding Neurodiversity: It’s About Wiring, Not Willpower
As an adult with ADHD, I’ve experienced profound validation and a sense of belonging simply by following neurodivergent creators who share openly about their lives. Their words remind me—and hopefully remind educators everywhere—that challenges related to ADHD, autism, dyslexia, and other forms of neurodivergence aren’t about willpower or character. They’re about wiring. These differences don’t need fixing; they need understanding and support.
When educators learn directly from neurodiverse voices, they gain insights that strategies and programs alone can’t provide. Authentic learning begins when we start seeing the richness in neurological differences as strengths to celebrate rather than problems to solve.
Learning From Others: A Practice of Humility
As a cisgender white gay man—one color among many in the queer rainbow, and certainly not the most vibrant—I’ve deepened my understanding of neurodiversity and inclusion by listening closely to voices different from mine. Often, I don’t join these conversations; instead, I respectfully observe, learn, and carry these insights forward into my work with schools.
This approach, I believe, is essential. Educators, school leaders, and anyone committed to building inclusive spaces must recognize when conversations are theirs to participate in and when it’s time simply to listen. This humility fosters deeper connections and more authentic learning opportunities for all involved.
Practical Steps for Educators
Here are three straightforward ways educators can practice humility and authentic learning about neurodiversity:
- Follow Diverse Voices: Seek out neurodiverse educators, creators, authors, and advocates on platforms you frequent. Listen first.
- Reflect Regularly: After engaging with these voices, take time to reflect on what you’ve learned. How might this knowledge influence your teaching practice, leadership, or learning culture?
- Engage Respectfully: If you choose to engage, do so respectfully, acknowledging your position as a learner rather than as an expert. Often, simply amplifying neurodiverse voices is the most valuable contribution you can make.
Building Inclusive Classrooms is a Commitment to Growth
Ultimately, creating inclusive classrooms doesn’t start with a training module or new program. It starts with our willingness to grow, listen deeply, and approach every student with genuine curiosity and compassion. By embracing this mindset, educators set the stage for classrooms where neurodiverse students can thrive—and where differences aren’t just accommodated, they’re celebrated.
Inclusive classrooms begin with listening. Let’s commit to being educators who listen first, understand deeply, and teach inclusively.