We can find ourselves using complex terms without ever having got to grips with the fundamentals of them. Sometimes it’s useful to go back to basics or, indeed, be introduced to them.
Let’s have a look at the essentials of the concept of neurodiversity.
1. What is neurodiversity?
Neurodiversity is a way of thinking about the differences that make us who we are.
Young children are surrounded by information that enters the brain via the nervous system and senses. Each child (i.e. every one of us) responds differently to this. While one child may feel excited when they hear a dog bark, another may feel frightened by the noise; one child may feel secure when tightly held, another may feel suffocated.
Sociologist Judy Singer coined the term ‘neurodiversity’ to mean the variation that exists in human brains, emphasising that there is no ‘right’ way to think, learn or behave.
Neurodiversity avoids seeing any child as a problem just because they don’t fit with what it is to be ‘typical’ (sometimes referred to as neurotypical).
Fundamental implications for educators:
- Recognise that every child is different - some respond ‘typically’, others have different ways of responding
- Use professional expertise to get to know the child - how they respond and interact
2. One size never fits all
Because we are unique, it follows that one learning opportunity will not work for all children. Some will work for most children, but never for all.
It’s fine to be one of the children who responds ‘typically’ and it’s equally fine to be one who does not.
What is not fine is when a child is stigmatised or left out because of the way they respond.
Difficulties arise when there is a mismatch between the child and an environment that does not accommodate them.
Fundamental implications for educators:
- Identify children who are not engaging with an activity and consider how you could adapt it to enable them to participate
- Respond proactively: you might reduce the level of visual distraction or offer the activity in a quieter part of the setting
3. Diagnosis and its drawbacks
Children who don’t respond ‘typically’ are referred to as neurodivergent: their brain functions differently from what is considered (neuro)typical. Neurodivergent children might have a diagnosis such as ADHD, Autism or Dyslexia.
It is critical for educators to understand that a diagnosis does not mean that we know what the child is like; that they are ill or that they need curing.
Neurodiversity is an umbrella concept that sees neurodivergence as a variation in the human brain, not a disorder.
Fundamental implications for educators:
- Get to know the child by looking out for their unique patterns of strengths, difference and difficulties. Understand that their diagnosis is only a small part of this
- Bear in mind that a child who does not have a label / diagnosis may need additional support
4. Early identification of neurodivergent children
Educators in the early years are often the first to pick up on some of the signs of neurodivergence. Early identification is important as the child will only start to flourish if their ways of behaving and learning are recognised and responded to.
Fundamental implications for educators:
Become aware of children who:
- Find it difficult to manage different sensory experiences, like being unusually sensitive to certain fabrics or avoiding foods with certain textures
- Get so deeply engrossed in an activity that they find it difficult to switch attention to something new
- Have a strong response to a sudden noise or other stimulus
- Struggle with communication because they find it difficult to focus on another person and respond to them, or find it difficult to communicate they needs and thoughts
By becoming more aware of children’s individual profiles, you can adapt the provision to make sure it’s inclusive. For example, you might reduce the background noise in your setting by using more fabrics and soft furnishings. You might take care to introduce new foods and textures sensitively, and work with parents to make sure the child’s clothing is comfortable for them.
5. Learning from neuro-divergent children
Children with early signs of neurodivergence might be using communication strategies that you have not seen or thought of before - ones that are unique to them. This provides educators with a wonderful learning opportunity.
Fundamental implications for educators:
- Educators can develop a much broader understanding of how neurodivergent children learn. These learning strategies might also benefit a wider group of children. For example, reducing the background noise might also benefit children with fluctuating hearing loss (glue ear)
- When activities and teaching strategies are adapted to suit a wider range of children, that makes the setting more inclusive
Want to know more?
A Brighter Start EYSPH Wednesday Webinar with Prof Jenny Gibson (15th Oct 2025) Supporting children with diverse communication and language profiles in the Early years
Murphy, K. (2023) A guide to neurodiversity in the early years. Anna Freud.
Coming soon:
Part (ii) of this column: ‘Language and behaviour profiles of neurodivergent children: how to pick up on them and respond in practice.’