Introduction
Supporting neurodivergent students—those with ADHD, autism, dyslexia, and other neurological differences—requires a thoughtful and inclusive approach that respects their unique strengths while addressing challenges. This guide is designed to equip educators with effective strategies and insights using Ross Greene’s Collaborative Problem Solving (CPS) model and other neurodiversity-affirming practices.
The goal is to create a classroom environment where all students can thrive.
Understanding Neurodiversity and Neurodivergence
Neurodiversity refers to the natural variation in human brain function and cognition. Neurodivergent students include those with autism, ADHD, dyslexia, and other neurological differences.
Rather than focusing on deficits, it’s crucial to embrace a strengths-based perspective that values their unique abilities. In the classroom, this means fostering a culture of acceptance, respect, and inclusion where all students can thrive.
Creating a Sensory-Friendly, Low-Demands Classroom Environment
- REGULATION OVER COMPLIANCE ALWAYS
- RELATIONSHIPS BEFORE COMPLIANCE
- AUTONOMY OVER COMPLIANCE
Many neurodivergent students benefit from a sensory-friendly environment that reduces overwhelming stimuli and offers spaces for sensory regulation. It’s more important with these students to make time for breaks than get the actual academic work done, so don’t stress if you don’t finish everything in your lesson plan. Your main goal is to keep them calm, regulated, and engaged, not to get your to-do list done.
Building relationships comes first before any learning will be achieved. Showing interest in what the students like or who they are versus being authoritative and rule-bound right out the gate will result in more compliance and engagement in your class down the line. Structure is still important, but always try to prioritize regulation and relationships FIRST.
NeuroQuest takes a neuroaffirming approach to working with neurodivergent students. Behaviorist methods are outdated and should be replaced with an affirming focused approach.
Source: OTs for Neurodiversity
1-Hour Class Flow
5-10 minutes
- Let kids freely explore, bounce, swing, and play as needed. Perhaps they get to explore the materials before starting the actual activity (autistic kids often need to be able to do this first). You can try to do some fun icebreaker games as well after there is a relationship with the class.
- Walk around and start talking and playing with the kids. Start to build relationships to bond and connect on common interests. Ask them what their interests are and make observations about their play. Avoid baby talk, commands, or punitive phrases. Talk to them like you would any adult. This is how the kids will develop respect, and trust and engage in your class and reduce behavior issues.
10 minute mark
- Call everyone together (see declarative language for the best ways to do this. Avoid commands and call back phrases like “1-2-3, eyes on me” as most don’t make eye contact consistently – Here are some phrases you can try – use ones that are fun and relatable for kids in your class.
- Choose 1-2 and stick with those. If kids stop responding over the weeks, switch up the phrase for novelty’s sake.
30 minutes
Direct class instruction/activity.
- Each student has a binder. Please give anything that could be a “work sample” to the teacher assistants to place in a binder. Parents can use these for homeschool sample work.
- *Note that there are teacher assistants in every class to help support children who need more breaks. The children are allowed to take breaks whenever they need. NEVER incentivize or forbid breaks or use it as a classroom management tool.
- Students are allowed to have fidgets or whatever sensory tools they need in class to keep them regulated.
10 minutes
Movement breaks/clean up/bathroom/transition to next class
- For many of these kids, clean-up can be a trigger and very difficult.
- Please do not pressure any given kid to clean up if they are resisting. It’s not worth the meltdown that could ensue.
- Instead, use declarative language to attempt to get kids to clean up and transition. You could try letting kids choose a song they want to listen to while cleaning up. Or sing a jingle as you do it (nothing too juvenile).
- Model it and lightly praise those who help (again, however, you would thank an adult, is the tone/words you should use with these kids).
- Praise that is too enthusiastic or loud can trigger these kids to shut down, get embarrassed, and not want to continue. So use your best judgment.
Other Sensory Tips
- Adapt the physical classroom by dimming lights, reducing noise levels, and offering sensory tools like fidget items or weighted blankets.
- Designate quiet corners or sensory spaces where students can take breaks when needed (guide students who seem to be overstimulated by the outdoor space or sensory room)
- Incorporate movement breaks and sensory regulation activities into the daily routine and class.
Social-Emotional Learning (SEL) for Neurodivergent Students
Embedding Social-Emotional Learning (SEL) into the classroom is crucial for supporting the emotional regulation, self-advocacy, and resilience of neurodivergent students.
- Include role-playing, visual aids, and social stories that teach communication and social interaction skills.
- Promote peer understanding and encourage inclusive group activities. If you see two students struggling with each other, gently place yourself in between them or direct one student to another area to de-escalate the situation. Make a note of this on their Tracker in their binder.
Partnering with Families and Community Resources
Consistent communication and collaboration with families are key components of successful support.
- Work closely with parents to align strategies and create individualized plans reflecting the student’s needs.
- Stay in regular communication to discuss progress, challenges, and adjustments.
- Review the Safety Plan and lean on teacher assistants/admin for support as needed.
Using Declarative Language to Support Neurodivergent Students
Declarative language focuses on making statements, sharing observations, or expressing curiosity rather than giving direct commands or asking questions. This approach is particularly helpful for neurodivergent students as it reduces pressure, promotes engagement, and helps regulate the nervous system.
Why Declarative Language Works
For neurodivergent children, being constantly directed with commands or questions can be overwhelming. Commands like “sit down” or “stop that” often activate the fight, flight, or freeze response in students who already have heightened sensitivity to stress.
By contrast, declarative language provides information without demanding an immediate response, allowing students to engage more naturally.
Source: The Hill Pediatric Therapy
Examples of Declarative vs. Directive Language
- Directive: “Stop talking and listen.”
- Declarative: “I notice there’s a lot of talking happening right now. It makes it hard to hear the lesson.”
- Directive: “Put away your toys.”
- Declarative: “It looks like we’re almost done playing. I see the toys are still out.” ● Directive: “You need to hurry up.”
- Declarative: “It looks like we have about five minutes before we need to leave.”
How Declarative Language Supports Regulation
When children feel less pressured, they are better able to regulate their emotions and stay engaged. Declarative language also fosters critical thinking, problem-solving, and social understanding because it encourages students to reflect and make decisions. For neurodivergent children, where nervous system dysregulation can be triggered by unexpected demands or uncertainty, the predictability and gentleness of declarative language can make a significant difference.
Tiered Support Framework (Aligned with Ross Greene’s CPS Model)
Supporting neurodivergent students effectively requires a tiered approach, ensuring that every student receives the level of support they need.
Tier 1: Universal Support (All Students)
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Focus on creating clear, consistent routines and realistic expectations.
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Integrate sensory-friendly strategies and movement breaks into daily activities. ○ Conduct classroom-wide problem-solving sessions that address common challenges collaboratively.
Tier 2: Targeted Support (Small Groups or Specific Needs)
- Offer small group interventions focused on problem-solving and executive functioning skills.
- Provide flexible seating arrangements and sensory tools for students needing individualized accommodations.
- Use proactive role-play and social stories to help students manage challenging situations.
Tier 3: Intensive Support (Individualized Intervention)
- Develop personalized learning plans tailored to each student’s strengths and challenges.
- Offer one-on-one coaching that emphasizes proactive problem-solving techniques.
- Ensure ongoing communication between educators, parents, and support staff for regular assessment and adjustments.
All Three Tiers
This summarizes all three tiers of the collaborative proactive solutions tiering approach.
Implementing Collaborative Problem Solving (CPS)
Ross Greene’s Collaborative and Proactive Solutions (CPS) model is a key tool for supporting neurodivergent students. The CPS approach includes:
- Empathy: Identify the student’s perspective and understand their concerns.
- Define the Problem: Clarify the teacher’s concerns and expectations.
- Invitation: Work together to brainstorm mutually satisfying solutions.
Incorporating CPS in the classroom promotes a collaborative environment where students learn to solve problems while feeling heard and respected. Use these worksheets to help implement the CPS appraoch:
- Behavior Communication Document (NeuroQuest will have this printed on a clipboard for teachers to quickly log issues/problems to be addressed later).
- Collaborative Proactive Solutions Worksheet (this worksheet is completed with the student/teacher and possibly parent/admin if needed)
If there is an ongoing issue that couldn’t be resolved at Tier 1-2, then it becomes a Tier 3 problem. At this point, the teacher and student will use this worksheet to address the problem and come up with solutions to address it in hopes that the next time, the teacher/student have a plan.
The time to do this is NOT when the student is escalated. But when they are calm, regulated, and ready to discuss it (this could be the end of the class, the end of the day, the next time they come, or a specific meeting that is set up. Some students may need an administrator or parent to be present for support as well.
Closing Comments
Thank you for taking the time to learn about this approach to supporting neurodivergent children in the classroom. Shifting from a traditional behaviorist or authoritative approach to one rooted in respect, autonomy, and understanding takes practice and patience.
It’s only through hands-on experience with the kids that you’ll truly begin to see, understand, and apply these techniques. Mistakes will happen, and that’s okay—change takes time and consistent conscious effort. The key is to stay committed because the impact is truly worth it.
This approach isn’t just effective for neurodivergent children—it’s beneficial for all kids. When children feel safe, and respected, and have a sense of autonomy, they’re more likely to engage, learn, and build meaningful social connections.
If you’re feeling frustrated or defeated, remember that these children have likely experienced those emotions tenfold. Many have been told, directly or indirectly, that they’re “bad” or “not good enough” simply because they don’t fit neurotypical expectations.
Key points to remember:
- Kids do well when they can. If they’re struggling, there’s a reason behind it.
- Never assume they’re trying to be “bad” or upset you. Dysregulation or noncompliance usually stems from an unmet need or an overwhelmed nervous system. ● Our role as educators, coaches, and parents is to figure out why and work collaboratively to create the conditions for better outcomes.
- Change takes time. Breaking away from the standard behaviorist approach requires conscious, repeated practice, but it leads to an environment where all children, neurodivergent or not, feel respected, safe, and capable of learning.
With patience, understanding, and the willingness to adapt, you can create a space where all kids can thrive—socially, emotionally, and academically.
Briana Songer
Briana taught K-10th grade for over a decade in California public schools and internationally in South Korea and Colombia. Renowned for her strong student connections and applying Gardner’s Theories of Multiple Intelligences, she created practical and engaging learning experiences.
