Neurodivergent Profiles Overview
A quick-reference space for teachers and schools to support inclusive learning and emotional wellbeing in the classroom.
Attention Deficit Hyperactivity Disorder
In the Classroom: Vibrant energy and dynamic thinking; May find traditional linear tasks or long sitting periods challenging.
Supportive Strategies: Offer frequent movement breaks; Use visual checklists to make daily routines predictable and manageable.
Dyscalculia
In the Classroom: Often strong in visual arts or storytelling; Numbers, patterns, or mental math may feel confusing.
Supportive Strategies: Use physical manipulatives (like blocks) for math concepts; Foster a safe space where mistakes are part of learning.
Dysgraphia
In the Classroom: Rich vocabulary and creative ideas; Writing by hand or organizing thoughts on paper can be tiring.
Supportive Strategies: Allow speech-to-text tools or oral presentations; Focus on the quality of ideas rather than the handwriting.
Obsessive-Compulsive Disorder
In the Classroom: Conscientious and detail-oriented; May feel a strong need for repetitive actions to quiet anxious thoughts.
Supportive Strategies: Establish flexible routines that allow for checking/re-checking; Prioritize emotional safety over rigid deadlines.
Sensory Processing Disorder
In the Classroom: Deeply sensitive to surroundings; Sounds, lights, or textures can feel overwhelming or under-stimulating.
Supportive Strategies: Design a 'calm corner' for low-stimulus breaks; Reduce visual clutter to help the brain focus on learning.
Auditory Processing Disorder
In the Classroom: Expert listeners in quiet areas; Filtering speech from background noise can be mentally exhausting.
Supportive Strategies: Use visual aids alongside spoken instructions; Seat learners where they can clearly see the teacher's face.
Intellectual Disability
In the Classroom: Kind, social, and eager to connect; Learning new skills generally takes more time and repetition.
Supportive Strategies: Break learning into small, achievable steps; Celebrate every milestone to build confidence and belonging.
Mental Health & Medical Considerations
Anxiety Disorder
In the Classroom: May exhibit hesitance to participate or avoid social interactions. Can experience physical symptoms like fidgeting or restlessness when overwhelmed.
Supportive Strategies: Establish a safe environment for expression. Use consistent schedules to reduce uncertainty and partner with families for predictability.
Depression
In the Classroom: Potential changes in energy levels, showing signs of withdrawal or fatigue. May struggle with concentration on tasks that previously held interest.
Supportive Strategies: Maintain a gentle presence; offer patient encouragement and celebrate small efforts. Work with professionals to ensure emotional safety.
Bipolar Disorder
In the Classroom: Noticeable fluctuations in mood, motivation, and social engagement. Energy levels may shift between high output and periods of withdrawal.
Supportive Strategies: Provide stability through routines and non-judgmental support. Partner with families to understand and respect medical needs.
PTSD
In the Classroom: May appear easily startled or hyper-aware of changes. Emotional shifts can occur in response to sensory or social classroom triggers.
Supportive Strategies: Ensure the environment feels secure and predictable. Maintain a regulated tone to help learners feel safe and grounded daily.
Schizophrenia
In the Classroom: May struggle with organizing thoughts or maintaining social communication. Can seem preoccupied or distant during group activities.
Supportive Strategies: Provide clear, literal instructions and visual reminders. Foster a community based on kindness, belonging, and partnership with specialists.
Epilepsy
In the Classroom: May experience brief moments of disconnection from surroundings. Concentration can fluctuate due to seizures or medical effects.
Supportive Strategies: Ensure staff are trained in individual safety care plans. Maintain reassuring routines that help transitions feel comfortable.