Session Overview
Neurodivergence in the Primary Classroom: Overcoming Barriers to Student Success
This session explores six barriers that commonly get in the way for neurodivergent learners: sensory overload, emotional regulation, executive function, processing speed, transitions, and social communication. For each barrier, you’ll hear what the experience actually feels like from the child’s perspective, followed by practical strategies on a graduated scale, from quick classroom tweaks to more intensive support. You’ll leave with a toolbox of approaches you can try tomorrow.
Learning outcomes:
- Recognise six common barriers and what they’re really telling you
- See through the child’s eyes with first-person perspectives
- Leave with practical, graduated strategies you can use tomorrow
- Create a classroom where neurodivergent learners can thrive
Resources
Here are some further resources that complement the session:
Seven practical strategies for making break times feel safer and more engaging. Covers playground zones, transitions, social scripts, and how adults can move from supervising to genuinely connecting through play.
Supporting Executive Function at School
A comprehensive guide covering the eight areas where executive function shows up in the classroom, from working memory to task initiation to time awareness. For each area, you’ll find what you might see, what helps, and how to explain it to children in their own language.
A quick-reference guide to co-regulation strategies organised by activity type: breathing, grounding, shared calm activities, movement, and creative expression. Practical ideas you can try alongside children during moments of distress.
A simple tool to view your classroom through your students’ eyes. The supporting notes include tips for each section (I see, I hear, I feel, I smell) and three different approaches: solo reflection, collaborative with students, and peer audit for INSET days.
A simple planner to help students who struggle with planning, prioritising, and organisation (executive function skills) engage well in class or organise their homework. This is a frequent issue for autistic students and those with ADHD, who are often unable to demonstrate their brilliant ideas because the tasks get in the way. It can be adapted for a variety of ages and may be especially helpful for those transitioning into secondary school.
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