Tips for Teachers: How to Champion Neurodivergent Students
Written by an autistic mentor and I CAN Network staff member.
TL;DR: Teachers can transform school for neurodivergent students through connection, individualised support and interest-based learning. Below are practical, classroom-ready tips drawn from lived experience and I CAN Network resources.
Why Teachers Matter (From Someone Who Gets It)
It can hardly be overstated what an enormous difference a teacher can make in the life of any child – especially a neurodivergent child who may find school a struggle. When I was in school, I didn’t have a diagnosis. My teachers had no idea I was autistic, and autism wasn’t well understood then. Even so, several teachers went out of their way to support and empower me, setting me up for success despite the challenges. I appreciate those teachers more than they’ll ever know.
Drawing on lived experience from our autistic mentors and staff, we’ve compiled practical ways teachers can become champions for neurodivergent learners.
Start with Connection
Look for small moments to connect – greet us by name, check in privately, and listen without rushing to solutions. Caring curiosity builds trust and predictability, which lowers anxiety and opens the door to learning.
See the Individual, Not a Stereotype
Every autistic person is different. Rather than expecting us to fit a broad idea of “autism,” get to know who we are. Tailor expectations, communication and supports to our unique strengths and needs.
Use Interests to Unlock Engagement
Our interests are often a major source of joy and a powerful learning tool. When teachers notice and integrate our interests into lessons, participation and persistence usually rise.
Personal Example: Writing has been one of my deepest passions since primary school. In Grade 6, a teacher printed one of my stories for the school library and helped me submit another to a short-story collection. That validation supercharged my confidence.
Assume Good Intent & Be Non-Judgemental
What stresses us may not look “big” to others, but it’s real to us. Responding with understanding and calm rather than judgement helps us feel safe and reduces shutdowns or meltdowns.
Offer Roles and Predictable Responsibilitie
Small jobs like timekeeper, laptop cart helper, photographer on an excursion provide focus, reduce anxiety and promote belonging. Roles can be rotated and matched to strengths.
Support Without Gatekeeping Diagnosis
Not all neurodivergent students will have a diagnosis—there are many barriers. The teachers who made a difference for me didn’t need paperwork to help; they saw the child in front of them and met me where I was.
Not all neurodivergent students will have a diagnosis—there are many barriers. The teachers who made a difference for me didn’t need paperwork to help; they saw the child in front of them and met me where I was.
Whether your child is a Swiftie, loves to draw, or is passionate about AFL, our groups offer a comfortable, strengths-based pathway to connection.
Further Reading for Educators
Explore our educator resource: Becoming a Champion for Your Neurodivergent Students and for families seeking safe, interest-based connection after school, explore: I CAN Online
