Removing barriers, raising expectations: inclusive strategies for neurodiverse classrooms

Laura Broadbent
Reading time: 4 minutes

Every classroom is neurodiverse. Learners differ in how they process information, regulate emotions, sustain attention and show what they know. Yet many classroom routines are still designed around a narrow idea of a “typical” learner. The result? Capable neurodivergent students face unnecessary barriers, their confidence is eroded and their potential goes unrealized.

Our latest research report, Teaching Neurodiverse Students: The Case for a Strengths‑First Approach, challenges this model. It makes a clear case for inclusive teaching that removes barriers without lowering expectations, and it shows why designing for difference benefits every learner in the room.

Inclusion is not about "lowering the bar"

A common misconception is that inclusive teaching means simplifying content or reducing the level of challenge. In reality, the opposite is true. When neurodivergent learners are overwhelmed by working‑memory demands, unclear instructions or single‑mode tasks, their cognitive energy is spent coping, not thinking.

Inclusive design focuses on equity, not equality. Equality means giving every learner the same support, regardless of their needs. Whereas, equity means providing different types or levels of support so that every learner has a fair opportunity to succeed. In practice, this might look like offering varied ways to access content or demonstrate understanding, rather than expecting all students to learn and respond in the same way.

And so, inclusive design keeps learning goals high while offering multiple pathways to reach them. By reducing unnecessary cognitive load, learners have more capacity to engage deeply, take risks and make progress.

Why a strengths‑first approach matters

Too often, neurodiverse learners receive repeated messages about what they struggle with: slow processing, poor memory and difficulty concentrating. Over time, these labels shape identity and motivation.

A strengths‑first approach reframes classroom design around what learners can do. Many neurodiverse students bring powerful strengths, such as visual thinking, creativity, pattern recognition, problem‑solving and the ability to hyper‑focus on areas of interest. When teaching builds on these strengths, students experience early success, develop confidence and are better equipped to tackle challenges.

Designing for how the brain learns

Cognitive science tells us that learning relies on attention, memory, processing and emotional regulation. For many learners, one or more of these systems works differently – not worse, just differently.

Inclusive classrooms make learning visible and predictable. This means:

  • Giving both spoken and written instructions, rather than just spoken
  • Using visuals, diagrams and models alongside text
  • Chunking tasks into clear steps
  • Highlighting key information and success criteria

These strategies free up working memory and allow learners to focus on meaning rather than managing overload.

Universal Design for Learning in action

Universal Design for Learning (UDL) plays a central role in inclusive teaching. It encourages teachers to offer:

  • Multiple ways to engage learners through relevance, choice and safe challenge
  • Multiple ways to represent information using visuals, talk, text and multimedia
  • Multiple ways to express understanding through speaking, writing, drawing, building or recording

This isn’t about “dumbing down”. It’s about removing barriers so deeper thinking becomes possible.

Small strategies, big impact

The report highlights practical, classroom‑ready strategies that support regulation and engagement for all learners:

  • Allowing movement and low‑load fidgeting to support attention
  • Normalising doodling during listening tasks
  • Using short, structured brain breaks to reset focus
  • Providing calm‑down spaces and clear routines for emotional regulation
  • Offering flexible assessment options so learners can show what they know, not how well they cope with the format

When these tools are available to everyone, stigma disappears – and classroom culture improves.

From fixed ability to growth

Inclusive classrooms move away from fixed labels and towards a growth mindset. This means praising effort and strategy over speed or neatness, rotating groups and helping learners see challenge as part of learning rather than a sign of failure.

When students can track their own progress and understand that their abilities develop over time, motivation and resilience grow.

Creating classrooms where everyone belongs

Inclusive teaching is not a bolt‑on. It’s a way of designing learning from the outset, so variability is expected, planned for and valued. When accessibility becomes the norm, classrooms become communities of belonging; places where all learners are recognized for their strengths and supported to succeed.

Explore the full report to discover practical, research‑informed strategies you can use immediately to remove barriers, raise expectations and help every learner make progress.

Read the report here

About the author

Laura Broadbent is an educational author, dyslexia tutor, and consultant specializing in inclusive teaching and educational needs. She has taught English internationally and worked across classrooms, publishing and teacher training. With experience supporting learners with dyslexia and other learning differences, Laura is passionate about creating accessible materials and practical strategies that help every learner succeed.

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