Neurodiversity and Navigating School Challenges

In recent years, the concept of neurodiversity has gained increasing recognition, emphasising that neurological differences such as autism, ADHD and dyslexia are natural variations in human development. Neurodiversity advocates, such as Nick Walker and Steve Silberman, argue that these differences should be valued as a form of human diversity, like race, gender and culture. In Australia, neurodivergent students represent a growing percentage of the student population, highlighting the need for inclusive approaches to education.

School Refusal and Attendance Issues 

A significant challenge that neurodivergent students face is school refusal, where they avoid attending school due to overwhelming sensory, social or emotional experiences. Estimates of the prevalence of school refusal in both Australian and international literature range between 1% to 5% of all students. In Australia, overall school attendance has been trending downwards over the past few years, with a marked decrease in 2022. In that year, the attendance rate for Years 1–10 was 86.5%, with only 49.9% of students attending 90% or more of school days. This marks a sharp drop from 2021, when the attendance rate was 90.9% and 71.2% of students met the 90% attendance level.

Sensory Processing and Executive Function Challenges 

One of the primary ways neurodivergent students experience the world is through sensory processing. These students may perceive sensory stimuli, such as lights, sounds, or textures, more intensely than their neurotypical peers. For some, this can result in sensory overload, where everyday school environments become overwhelming. Others might engage in sensory-seeking behaviours like fidgeting or humming, which can be misunderstood as disruptive by teachers and classmates. 

Executive function, which includes cognitive flexibility, working memory and inhibitory control, is another area where neurodivergent students commonly struggle. Cognitive flexibility—switching attention between tasks or adapting to new situations—can be especially challenging for autistic students. Transitions, such as moving from one class to another, often trigger anxiety and overwhelm. Allowing these students extra time to transition or providing visual and verbal cues in advance can reduce stress. 

Working memory, the ability to hold and manipulate information, can be another key challenge. Breaking instructions into smaller, manageable steps and offering them in both verbal and written forms can help reduce frustration and increase productivity. Inhibitory control, essential for managing impulsive behaviours, can also present difficulties. Behaviours like shouting out in class or moving excessively may stem from an inability to inhibit certain impulses, not from defiance. 

Mental Health and Emotional Regulation. Anxiety and depression are common among neurodivergent students. These mental health challenges are often exacerbated by sensory overload and social difficulties. The anxiety induced by transitions, unstructured social interactions and overwhelming sensory environments can make school a highly stressful place. Over time, this stress can contribute to depression, especially when students feel isolated or misunderstood. 

Gestalt Therapy, Polyvagal Theory and Play Therapy 

Alongside educational strategies, therapeutic approaches can offer essential support for neurodivergent students. Amanda, a Clinical Counsellor and Neuro-Affirming Practitioner at Pella Wellness, integrates techniques from Gestalt therapy, Polyvagal theory and play therapy to help children manage the complex emotional and sensory challenges they encounter in school. Amanda uses a trauma-informed, relational approach to ensure her clients of all ages feel safe, seen and heard. 

Gestalt therapy focuses on increasing self-awareness and emotional regulation. By helping neurodivergent students understand their internal experiences—whether it's sensory overload or emotional distress—they can learn to manage their reactions more effectively in their own unique way. In therapy sessions, Amanda uses fun and creative therapies to increase a child /young person’s awareness of their experience, so that practical steps can be taken to support school attendance. In the classroom, similar approaches can be integrated, encouraging students to pause and regulate their emotions when they feel overwhelmed. 

Polyvagal theory explains how our autonomic nervous system governs our emotional states and responses to stress. For neurodivergent students, who often experience heightened stress levels, understanding how to regulate their nervous systems can be transformative. Amanda’s work incorporates Polyvagal-informed strategies like deep breathing exercises and sensory regulation techniques. 

Play therapy offers another valuable approach, particularly for younger students or those who struggle with verbal communication. Play therapy allows children to express their emotions through games, toys and creative activities rather than words. This can be especially helpful for students who may find it difficult to articulate the overwhelm they feel during the school day. Amanda uses play therapy to help children process their emotions in a safe and supportive environment. Allowing neurodivergent students access to sensory play materials or creative outlets during stressful times can significantly reduce anxiety and prevent emotional escalation. 

Creating a Neurodiverse-Friendly School Environment 

Giving students a voice in their support plans, whether through choosing sensory tools or determining their preferred strategies for managing transitions, can increase their sense of control and agency. This aligns with the broader neurodiversity paradigm, which advocates for acceptance and support of different ways of thinking and functioning, rather than a pathologizing approach. 

Navigating school life as a neurodivergent student comes with unique challenges, but with the right support from allied health professionals, families and school staff an individual’s strengths can be harnessed and celebrated encouraging students to thrive.