5 ways this MQ educator is crafting neuro-inclusive classrooms

Imagine walking into a classroom where every student feels understood, supported, and ready to learn, no matter how their brain is wired.

How did you get started with supporting neurodiverse students?

Before teaching at Macquarie, I had worked as a Speech Pathologist for a number of years. Predominately, my clinical work involved supporting individuals with lived experience of disability, including neurodivergent clients. So, when I found myself in the classroom in front of busy masters students and saw how stressed they were with their assignments, placements, getting a portfolio together, trying to start applying for jobs, doing interviews, and everything in between, I knew that I had to make some changes to ensure all students could access learning in the classroom.

Why self-regulation?

Rebeca explains that self-regulation is key because it’s about helping students manage their emotions and stress levels. When they’re overwhelmed, it’s hard for anyone to learn effectively, let alone participate fully in class. This understanding led Rebecca to adapt her classroom to be a space where students could find their calm amidst the storm of confusing academic and personal challenges.

Here’s how Rebecca adapted her teaching:

1. Incorporated a neurodiversity acknowledgement

In addition to the Acknowledgement of Country, Rebeca created and incorporated a diversity acknowledgment in her classes.

“I recognise that we’ve got different learners in the class. We’ve got people who identify in different ways. I want you to know that this is something that I really value. I want to make sure that you feel safe in the classroom that you’re able to like interact with the learning materials. So if you’re finding things difficult, or if there’s a way I can better support your learning, let me know. If there’s a way that you would prefer me to refer in terms of your gender pronouns or any neuro divergent diagnoses then let me know, and I’ll like make an effort to use that in the classroom.”

Listen to Rebecca doing the acknowledgement:

Rebecca’s acknowledgment of diversity is an important step, as it contributes to an inclusive classroom culture and signals that all differences are celebrated, not just tolerated. This openness fosters communication, encouraging students to share their needs and enabling effective learning experiences. It also breaks down stigma, empowering students to seek support. However, it’s important to do more than have good will and acknowledge differences. What else did Rebeca do?

2. Introduced sensory and fidget tools

Rebeca already had sensory and fidget tools in her clinical practice, so she brought them into the classroom. “These tools are fantastic for providing a physical outlet for stress and helping maintain focus,” she says. If you are interested in getting some tools for your classroom, they can be purchased relatively inexpensively at Kmart and other retailers. E.g. tools like these ones are sold for under 3 dollars and can be claimed on tax. Whether it was a textured fidget spinner or a stress ball, these tools became a way for students to better self-regulate and, as a result, focus.

3. Adjusted lighting

One more strategy that Rebeca used is to adjust lighting in the classroom. In one of the first sessions, she set aside a couple of minutes asking for students’ feedback on the lighting and adjusted it as much as possible.  Note that some neurodivergent students are particularly sensitive to the humming noise produced by lights that many neurotypical brains filter out, and using natural light, where possible, can be a big help for them.

4. Included regular breaks and movement

Understanding the importance of physical movement for emotional calm and mental clarity, Rebecca incorporated regular breaks into her classes. “A quick stretch can reboot the brain for all of us, but especially neurodivergent students,” she notes. These breaks don’t have to be pauses in learning.

There are ways to combine expressing one’s opinion and movement. For example, you can ask students to go to different sides of the room to show their choices. Similarly, you can assign different terms or concepts to specific physical movements or locations in the classroom. Students can ‘act out’ these terms through movement, enhancing their memory and understanding through physical activity.

5. Created easy-to-read lecture slides

Rebeca surveyed students at the start of the semester and found that many of them said that lecture slides had too many details on them, which can be overwhelming. She is now trailing having 2 versions of the slides – one with more detail and one easy to read.

Other strategies to address this issue might include:

• Layered information delivery: Begin with the core ideas and gradually introduce more detail. This method helps prevent information overload and keeps students engaged.
• Visual summaries: Use infographics or mind maps to visually summarise complex concepts. These can help students grasp the relationships between ideas without sifting through dense text.
• Interactive elements: If you are creating online lectures, you can consider adding interactive H5P components to your slides, such as clickable areas that reveal more information. This not only makes the presentation more engaging but allows students to explore additional content at their own pace.
• Guided notes: Provide guided notes that outline the key points of your lecture. This helps students focus on the main ideas without worrying about capturing every detail on the slides.

A call to fellow educators

Rebecca’s story is not just an inspiring case study but also a call to action for other educators. She demonstrates that with a bit of creativity, empathy, and willingness to adapt, it’s possible to create a learning environment where every student feels supported and ready to learn regardless of how their unique brain is wired.

Her message to fellow educators is clear: understanding and accommodating neurodiversity in the classroom not only benefits neurodiverse students but enriches the learning experience for everyone.

Rebecca is not just teaching her subject matter; she’s teaching the value of inclusivity, empathy, and support in the educational journey—a lesson that her students, and indeed all of us, can carry far beyond the classroom.

Image acknowledgements:

Header image generated with CoPilot AI

Did you know that all MQ staff have access to CoPilot? Just log in with your MQ credentials and you, too, can generate AI images.

Fidget image is from https://www.abc.net.au/news/2022-04-01/adhd-neurodiverse-fidgeting-evidence-helps-focus-attention/100934054

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