Neurodivergence: the hidden disability with a high cost for schools
We now know that neurodivergence is far more prevalent than originally thought, with an increasing number of adults being diagnosed in midlife with conditions such as ADHD, Dyslexia or Autism.
The World Economic Forum cites that between 10-20% of the world's population is neurodivergent, although these figures may be conservative (WEF, 2022).
The way that neurodivergence presents can be multifaceted and it is very difficult to identify. Neurodivergence is what we refer to as ‘hidden disability’. Neurodivergent people can be adept at masking so they ‘fit in’ with peers. It is only as they experience high pressure through life that the difficulties they have can become apparent. For some, this collapse of coping mechanisms can happen when they are still at school.
What this means for educators is that it is very likely there will be undiagnosed neurodivergent children present in the classroom. The difficulties that they have with self-regulation, executive function and social skills will have an energetic and cognitive cost which can, and does, impact on academic performance and general wellbeing.
In the UK, the numbers of pupils with Autism refusing to attend school has rocketed in recent years because many feel unable to cope in the learning environment (Guardian, 2024). As critical periods arrive, such as transition from primary to secondary school, or exams, this drives more children away. This has been echoed in studies from schools across the world (Nordin, et al, 2023).
By learning about neurodivergence, how it impacts children, and how we can adapt our practice and the school environment to better support them, we will be making school life much more tenable for them, ensuring they can realise their potential. They will also learn support mechanisms that they can take with them beyond school, to university, and into adult life.
Neurodivergent people have many difficulties, but they also have many abilities. Their potential is extensive, but if they are unable to cope in the mainstream world, this will never be met. There is a significant drive for neuroinclusive workplaces, and this needs to be happening in schools too.
It is important to note that many teachers and other education professionals will be neurodivergent. They might not even know themselves. Therefore, if we create a neuroinclusive environment in school, it will be beneficial for these adults as well as their students.
By practicing neuroinclusivity in the classroom, we make it possible for all children to thrive in our lessons. We want our schools to promote wellbeing and belonging, so we must be taking hidden disability into account. Changes do not need to be complex; simple adaptions can make teaching and learning more accessible for everyone. These changes and strategies could be lifesaving for some.
For more information about how to support neurodivergent children in school, view our Supporting Neurodivergent Students in the Classroom workshop.
Article written by Joanne Robinson
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