Neurodiversity affirming practice offers a different approach to supporting neurodivergent learners. It recognises neurological differences and has also provided insights for wider teaching methods and education. This article will explore neurodiversity affirming practice and identify how Continuing Professional Development (CPD) can help build the knowledge and understanding to effectively develop and implement the approach.
What Does Neurodiversity Affirming Mean?
Neurodivergent is typically the term used to describe individuals whose brains process information differently from the majority - including those with autism, ADHD, dyslexia, dyspraxia, and other conditions. A neurodiversity affirming approach is a recognition that neurological differences are natural human variations that should be valued rather than viewed as problems to fix. It emphasises the importance and benefits of neurological differences being accommodated within teaching methods.
Neurodiversity affirming practice involves valuing diverse ways of thinking, learning, and communicating. It means developing an understanding that behaviours often communicate unmet needs. Understanding these foundational concepts through focused professional development can support educators in transforming the experience for neurodivergent learners.
What are the Key Principles of Neurodiversity Affirming Practice?
Some core principles often guide neurodiversity-affirming practice:
1. Presume competence.
It is helpful to assume students are doing their best with the resources they have. Struggling doesn't necessarily mean they are unwilling to try.
2. Adapt the environment, not the child.
The environment can significantly impact neurodivergent learners. For example, if a student struggles to sit still for thirty minutes, then consider whether the challenge stems from unreasonable expectations rather than the child's capabilities.
3. Respect autonomy and choice.
Prioritise asking neurodivergent students what best addresses their needs and facilitate autonomy. Emotional regulation (1) is harder for neurodivergent individuals. Support regulation rather than punishing dysregulation. When students are overwhelmed, they may benefit from support to regulate, rather than consequences that increase stress.
In addition, neurodiversity affirming practice often highlights that changes which help neurodivergent students can benefit everyone. Flexibility can be for all, not just those who "need" it.
Continuing Professional Development (CPD) is the term used to describe the learning activities professionals engage in to enhance their abilities and knowledge throughout their career. Through structured CPD, educators can practice applying these principles in realistic scenarios, building confidence before implementing them in the classroom.
Why Should We Move Away from Traditional Behaviour Management?
Traditional teaching approaches have often focused on compliance and conformity with expectations such as sitting still, making eye contact, raising hands, or working quietly. But these expectations are rooted in neurotypical norms that may be uncomfortable, painful, or even impossible for neurodivergent students. This means neurodivergent learners have not always received the standard of learning they could, and moreover it has often been detrimental to their health and wellbeing.
In addition, many neurodivergent students learn to suppress natural behaviours to fit in. This is often called masking (2). Whilst neurodivergent individuals who learn to mask may see the short-term benefits of fitting in, this ultimately can have the negative impacts of increased anxiety, isolation and lowered self-esteem (3). Relevant CPD training in neurodiversity can help educators recognise the signs of masking and understand its potential impact on student wellbeing and learning outcomes.
The focus on flexible and diverse learning methods inherent in neurodiversity affirming practice can also have wider benefits for teaching. Many non-neurodivergent learners may also respond to more autonomy, flexibility and choice in their learning.
Design flexible learning experiences
What Does Flexible Learning Look Like?
Flexibility offering choice in how students learn, can make a difference to the effectiveness of teaching. Students might show better understanding through specific forms of learning - whether written work, oral presentations, visual projects, or practical demonstrations. Adapting teaching methods to the strengths and needs of the individual can be hugely beneficial.
In addition, providing extended time or breaks during tests, allowing typed responses instead of handwritten ones, and considering alternative projects instead of timed exams all honour different learning profiles. The focus should be on understanding rather than presentation format. Providing advance notice for changes in routine can also help students prepare mentally. Visual schedules can show what is coming throughout the day.
Task approaches also benefit from flexibility. Breaking large assignments into smaller chunks can prevent overwhelm. Providing varied options for where students work - such as at a desk, on the floor, or in a quiet area - recognises that different individuals have different working needs. Allowing different paths to the same learning goal and letting students opt out of non-essential activities when overwhelmed shows respect for their experience.
Rethinking what participation means is also beneficial. Not everyone needs to speak aloud to participate meaningfully. Accepting written responses, drawings, or other contributions, and valuing listening and thinking as forms of participation, can create a more inclusive and rewarding learning context.
CPD Training programmes can help educators learn to design flexible learning experiences and assessment methods. This can help build a teaching environment that genuinely measures understanding rather than conformity.
How Can Neurodiversity Affirming Work with Limited Resources?
In education, managing class sizes and resources can be a challenge and so giving the necessary attention to neurodivergent students can seem like an additional, demanding task. Relevant CPD can help to focus on practical, low-cost strategies that may be implemented relatively quickly:
- Starting small makes the work sustainable. Make one small change a week. For example, add flexible seating gradually since cushions and standing options are inexpensive.
- Adjust language and communication style. These changes cost nothing but may transform the classroom experience.
- Universal Design for Learning can benefit everyone, not just neurodivergent students. Visual schedules can help all students manage time. Movement breaks may improve focus across the class. Clear instructions can reduce confusion for everyone.
- Working smarter rather than harder also helps. Co-creating solutions with students means they know what helps. Building routines that prevent escalation may save time and stress. Using peer support and student leadership can distribute responsibility.
- Addressing "fairness" concerns is important. Equity involves giving each student what they need, not identical treatment. Accommodations can help level the playing field rather than creating an advantage.
Active CPD can equip educators with a toolkit of strategies that work within existing constraints. It can highlight how meaningful change does not always require complicated design, or significant financial investment.
What About Students Without Formal Diagnoses?
Many neurodivergent students may be undiagnosed, misdiagnosed, or unidentified. It can be beneficial not to wait for a diagnosis to make accommodations. If a strategy helps a student, consider using it. Universal Design aligned with the principles of neurodiversity affirming practice can mean support is available to all students, not just those with formal labels.
Relevant CPD training can reveal that learning the principles and approach of neurodiversity affirming practice potentially benefits all learners, not just those with identified needs. This removes the pressure to “prove" that students require support and helps create truly inclusive classrooms from the start.
The Essential Role of CPD in Neurodiversity Affirming Practice
A commitment to Continuing Professional Development (CPD) can be a valuable means for learning to implement neurodiversity affirming practice effectively. CPD participation provides educators with:
- Evidence-based understanding of neurodiversity and how different individuals learn
- Practical strategies that can be implemented in various classroom settings
- Opportunities for reflection on current practices and their impact on neurodivergent students
- Peer learning and collaboration to share effective approaches and problem-solve challenges
- Ongoing support as education methodologies and regulations develop, and the opportunity to refine teaching skills
Ultimately, investing in neurodiversity affirming CPD can create lasting change - not just for individual educators, but for entire school communities.
Where can I find Neurodiversity CPD Courses?
Within the CPD Courses Catalogue, there are a range of neurodiversity focused and related educational CPD courses - as well as a variety of broader learning. These include educational events, eLearning programs, conferences, workshops and seminars – all of which have been formally CPD certified. To find out more about a particular CPD course listed on our website, complete an enquiry form and the details will be sent directly to the relevant CPD provider.
How to become an accredited CPD Provider
We hope this article was helpful. Established in 1996, The CPD Certification Service has over 27 years’ experience providing CPD accreditation. With members in over 100 countries, our CPD providers benefit from the ability to promote themselves as part of an international community where quality is both recognised and assured.
If you are interested in offering training or events suitable for Continuing Professional Development, please visit the Become a CPD Provider page or contact our team to discuss in more detail. Alternatively, if you are looking for a free online CPD record tool to help manage, track and log your ongoing learning, as well as store your professional training records and attendance certificates in one simple place, go to the myCPD Portal page.
REFERENCES
- https://www.theneurodiversitypractice.com/blog/emotional-regulation
- https://www.autism.org.uk/advice-and-guidance/topics/behaviour/masking
- https://www.psychologytoday.com/gb/blog/eating-disorders-among-gender-expansive-and-neurodivergent-individuals/202503/the-consequences
