Over the past 12 years of my teaching career, I have observed a significant increase in the number of neurodiverse students entering the mainstream education system. Unfortunately, many educators are not adequately trained in the psychological principles of scaffolding learning to support the success of these students. This gap can be attributed partly to limitations in university training and partly to the growing time constraints faced by teachers today. Increasing administrative tasks—such as individual learning plans, risk assessments, and mandatory reporting—consume much of a teacher's time.
Neurodiverse students often require more one-on-one attention from their teachers or support staff. However, a key factor that can ease this demand is the thoughtful design of the classroom environment. In my experience, most neurodiverse students do not thrive in traditionally arranged classrooms. Fortunately, there are small, cost-effective adjustments we can make that significantly improve their learning experience.
Quiet Environment
At the start of each year, I ask my students how they learn best in the classroom. The number one factor they list is a quiet environment. Both neurodivergent and typical students tend to focus better in a peaceful setting. Depending on the tasks, I might play deep-focus music softly in the background. This can assist ADHD and ASD students by blocking out noises that typical students might not even register, such as the sound of a pencil moving across a page, finger tapping, a student humming, birds chirping outside, or the rustling of clothes. However, when one group is working in a teacher focus group, discussions may increase distractions for others. In such cases, adding extra elements like background music can become more distracting, so I leave it off.
From the beginning of the year, my students understand that specific learning times are quiet times, unless in a teacher focus group. They can quietly whisper to a peer if they are stuck on something, but this is rare. Each lesson begins with clear expectations and instructions. Students are encouraged to problem-solve independently and to take risks with their learning, which also builds resilience. Even asking to go to the toilet is done quietly.
Stand-Up Table and Balance Boards
I work in a boys' school where most students, both typical and atypical, are energetic and sports enthusiasts. Many are fidgety or suffer from restless legs, making it difficult for them to sit for long periods and focus on learning. Their attention shifts to the part of their body that is most restless. To counteract this and help refocus cognition, I have several areas in the room, including a stand-up table with round balance boards underneath. This setup requires students to use their leg muscles to balance, allowing them to write or type without focusing on their need to move. This helps them concentrate for longer periods, particularly students with ADHD. Studies have shown that using balance boards improves not only spatial cognition but also memory, benefiting all students (Rogge et al., 2017).
Vibration Boards
Another resource in my classroom is a vibration board. Like the balance boards, the vibration board helps with balance but adds the benefit of sending vibrations through the body, which promotes blood flow. This means oxygen reaches the brain faster, improving attention, cognition, and memory. Studies have shown that attention spans improve after just two minutes on a vibration board (Fuermaier, 2015). Regular use has been linked to dramatic increases in cognitive performance, with benefits that can last into the next day (2015).
Rules are discussed for using the vibration board (and other differentiated spaces) with my students. The rules include respecting themselves, their peers, and the resources. Students are encouraged to know themselves, self-regulate, and use the board when they need it. About two minutes can make a difference if they use it properly and avoid distracting others. Since students experience the benefits firsthand, they rarely break the rules, even in the lower primary years. The board is particularly popular after lunchtime when students return to the classroom physically and mentally hyperactive. Throughout my study of the board, I have witnessed many instances of increased focus and attention after student use.
Writing Versus Typing
I encourage my students to write more often than type. Many studies have shown that writing rather than typing helps move information from short term or working memory into long-term memory. Electroencephalography (EEG) has shown more brain activity in the regions associated with memory when writing compared with typing, according to Weel and Meer’s study (Weel & Meer, 2024). They suggest that fine motor skills involved in writing create greater awareness of the content, while typing is a "mechanical and repetitive" process that emphasises speed over awareness. However, for students who struggle with handwriting—perhaps due to poor motor skills—their focus may be overly consumed by the act of writing, preventing meaningful learning. In such cases, typing can be more beneficial.
Visual Displays
Visual aids, including months with birthday lists, daily timetables in both digital and analogue formats, math strategies, writing steps, and phonological relationships, play a crucial role in diverse classrooms. In later primary years, students become more self-conscious and aware of their cognitive and physical differences from their peers. Subtle visual tools allow students to absorb information without feeling exposed. When aligned with learning intentions, visual tools have been shown to improve retention and boost cognition across subjects (Aisami, 2015).
Time is an abstract concept for many students, making task management difficult. Visual timers, such as hourglasses or digital timers displayed on an interactive board, help students break tasks into manageable chunks, aiding in task completion.
Background Music
Background music has been shown to improve classroom focus by masking distractions, inspiring students, and reducing negative behaviours (White, 2007). Slow instrumental music with a lower tempo, which I play during independent work, has a noticeable impact on student behaviour. I have observed increased concentration and task completion when using background music. For ADHD and ASD students, the calming effect is even more visible, as they seem to relax physically. Slow, calming music can reduce anxiety by lowering the heart rate and mimicking the effects of deep breathing. Lehmann and Seufert (2017) found a positive correlation between high working memory capacity and background music, which led to better comprehension and retention. However, it's essential to consider students with lower cognitive capacities, as music might increase their cognitive load (Lehmann & Seufert, 2017). Knowing your students is key here.
Aromatherapy
Studies have shown that aromatherapy can help reduce anxiety. Essential oils such as Bergamot have been found to regulate the autonomic nervous system (Chang & Shen, 2011). In another study, lemon oil was shown to activate the olfactory cortex, which is involved in smell processing, leading to improved performance on memory tasks (Choi et al., 2022). In my classroom, where I use a diffuser with lemongrass oil, both students and teachers seem noticeably calmer. Visitors to the classroom, including teachers and parents, often comment on how pleasant and calming the environment is.
Calm Corners
I have designed each calm corner in my various classrooms to be small and cozy, almost nook-like, creating a space where students feel safe and independent. These spaces allow students to practice self-regulation strategies and manage their emotions. In the calm corners, I provide strategy posters, a small bookshelf, fidget toys, a soft rug, and tactile cushions. ASD students, who are often more sensory-sensitive, benefit from the variety of textures, including vibrating and weighted cushions. This area also allows students to practice mindfulness or find peace within themselves. Thompson (2021) found that calm corners help students self-regulate and foster a positive learning environment, a result I have frequently witnessed in my own classroom.
Conclusion
From my experience and studies, one of the most crucial aspects of primary school teaching is understanding the diverse needs of students. Observing how each student learns best and identifying the environments that foster their success have been key strategies. Engaging with students about their learning preferences and reflecting on how they feel most supported in their education has provided valuable insights. I have found that these factors can vary depending on the subject matter, classroom dynamics, student demographics, and external influences such as sleep, nutrition, and other environments.
Adaptability and a commitment to staying informed on best practices are essential for promoting success in diverse classrooms and addressing individual learning needs.
References
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