Understanding neurodiversity allows early childhood educators and teachers to appreciate the unique ways that children think, feel, and engage with the world.
Educators can create inclusive spaces where all children feel safe and valued, and they can adjust learning environments and teaching approaches to support every learner.
Without this understanding, children who think or behave ‘differently’ may be viewed through a deficit lens, which can significantly impact their sense of belonging, identity, well-being, and confidence as learners.
Neurodiversity instead fosters compassion and empathy for all humans, and advocates for a more equal society.
What is neurodiversity?
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Across the human population there are differences in how our brains work. This is a natural part of biological diversity in human beings just like differences in eye colour and body shape.
The ‘neuro’ in neurodiversity refers to our nervous system which includes the brain, spinal cord and peripheral nerves. This complex system coordinates how our brains receive information through the senses, process information and send messages to the rest of the body. The natural differences between our nervous systems means that we can perceive the world and respond to it in different ways.
Unfortunately, modern society has been structured to suit a particular range of nervous systems, sometimes called ‘neurotypical’, meaning a typical or standard range of functioning. This means that people whose nervous systems work quite differently, who have different ‘neurotypes’ have been made to feel ‘less than’ or deficient.
In education this has led to children being excluded, segregated from their same-age peers or made to assimilate or ‘fit-in’ with neurotypical ways of learning, socialising and emotional regulation.
For children, these exclusionary practices can manifest in different ways. Some children may withdraw from active participation in the learning environment and begin to ‘fly under the radar’. For other children we may see more ‘big behaviours’, when the learning environment and teaching practices do not meet the needs of all children. Understanding the different ways that each child’s brain responds to the world and learns best, helps educators to create a learning community that respects and embraces everyone.
After all, neurodiversity is about advocating for the unconditional acceptance and inclusion of every neurotype in education and broader society. It is both a biological fact of human existence and a social movement to uphold human rights and celebrate the strengths of every person and their unique brain.
The benefits of children understanding neurodiversity
Neurodiversity is about advocating for unconditional acceptance and inclusion, and this starts with our youngest citizens. The benefits of children understanding neurodiversity include:
1. Promoting empathy and reducing stigma
Learning about neurodiversity helps children recognise and appreciate that people experience the world in a variety of ways. This understanding encourages children to value different abilities and perspectives as a natural part of being in a community. Research indicates that children who are taught to embrace diversity—whether cultural, neurological, or physical—develop stronger empathetic skills and are less likely to hold biases against those who appear or act differently from themselves. This encourages children to see differences as something to be celebrated rather than feared.
2. Supporting belonging and confident self-identities
Understanding neurodiversity helps children feel valued for who they are. Neurodivergent children can take pride in their identities, knowing that their differences are acknowledged and appreciated, while all children learn to embrace these differences as part of a rich and diverse learning community. This supports children in building confident self-identities and fosters a genuine sense of belonging.
3. Supporting positive peer relationships
Children who understand why peers may communicate or play differently are more likely to include others in their play. Guided exposure to different abilities and perspectives also helps to challenge bias and prevent exclusionary or bullying behaviours. Young children are naturally curious and eager to learn about one another. By framing neurodiversity positively, educators can help children identify and appreciate each other’s unique abilities, such as problem-solving in creative ways or showing persistence in tasks.
4. Building an inclusive world
Early childhood is a key stage for building attitudes that will shape how children interact with others throughout their lives. Helping them understand and appreciate diversity—including neurodiversity—equips them to engage respectfully and inclusively in a world full of differences. This is especially important in fostering kindness, compassion, and mutual respect from their earliest relationships.
Communicating with children about neurodiversity
When supporting children to develop their understanding of neurodiversity, it is important to use strengths-based language. Alongside families, educators are key role models in children’s lives. It is our responsibility to model respect and inclusivity, to demonstrate how we can recognise and celebrate our different strengths and support each other in our challenges. Some other some key points to consider include:
Thoughtful conversations
Children love to ask questions about the differences they observe. These questions are an important opportunity for educators to respond thoughtfully, encouraging empathy, understanding and self-reflection. By focusing on individual strengths and learning preferences, educators can help children understand what it means to be part of an inclusive learning community.
This supports children to embrace differences as a natural part of humanity rather than focusing on a particular child being singled out as different from the group.
Here is an example:
Ameen: Why does Taylor get to hold the squishy ball at storytime?
Educator: Taylor, would you like to share how the squishy ball helps you?
Taylor: It helps my brain to listen
Educator: Thanks for sharing with us Taylor. Everyone’s brain works a little differently. Some people’s brains find it easier to listen and concentrate when they can move their hands or body. Other people find it easier to listen when their bodies are still. As we grow, we find the things that help each of us learn best in our own way.
Remember, this conversation is only the beginning. To extend on this interaction, the educators could offer children opportunities to start experimenting with different tools that support concentration and emotional regulation for different brains.
By fostering an understanding of neurodiversity, early childhood educators play a pivotal role in shaping a generation that values inclusivity, empathy, and mutual respect. Recognising and celebrating the unique ways in which each child experiences the world creates a foundation for inclusive practices that benefit all learners. It empowers children to embrace differences, build meaningful relationships, and contribute to a society where diversity is not just accepted but celebrated.
CELA professional development relating to ths topic
Embracing Neurodiversity: A Strengths Based Approach
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