Hello, fellow English language teachers! I’ve been thinking a lot about my old students this week, and some of the most memorable ones. We all have them, that student who challenges our teaching skills. So, this week, I thought I would talk about teaching students with “neuro-spicy” brains!
These learners process the world uniquely because they’re neurodivergent, meaning their brains work a bit differently from what’s considered typical. Think conditions like dyslexia, ADHD, ADD, and Autism Spectrum Disorder (ASD).
Before we dive into specifics, here’s a surprising stat: roughly 15–20% of the population is neurodivergent. That’s a lot of people! Dyslexia alone affects about 10% globally, ADHD impacts 5–8% of kids and 2.5% of adults, and ASD shows up in 1 in 44 children, just to name a few. So, if you’ve got 20 students in your classroom, chances are at least a few have neuro-spicy brains. Let’s explore how these students might show up in your lessons and, most importantly, how you can help them thrive.
First Things First: Neurodivergence Is a Spectrum
No two neurodivergent students are the same. While there are common traits, every individual is unique. Someone might show signs of dyslexia, ADHD, and ASD all at once—or none of the “classic” traits at all! Think of these categories as helpful starting points, not rigid boxes. Now, let’s break it down.
Dyslexia: The Word Juggler
Dyslexia is all about challenges with reading and writing, but these students often shine in other areas.
Reading: They might read slowly, mix up letters, or struggle to recognise words quickly.
Writing: Letter orientation can be tricky (hello, backwards Bs!), and punctuation might take a back seat. Written work may not reflect their actual abilities.
Speaking: These students are often super articulate—sometimes so much so that people assume they’re “not trying” when their writing doesn’t match up.
Listening: They’ve got amazing auditory memory but may struggle to write down what they hear.
Self-Management: Copying from the board? A nightmare. *Working memory? A little iffy. They might forget class materials or lose track of where they are mid-task.
Teacher Tip: Pair visuals with text to support their reading and comprehension. Use activities that tap into their strengths, like discussions or storytelling.
* Working memory is like your brain’s sticky note—it helps you hold and work with information for a short period of time. It’s the mental workspace where you juggle tasks, follow instructions, and solve problems. Think of it as the brain’s ability to temporarily store and manage information while you’re actively using it.
ADHD: The Energiser Bunny
Students with ADHD bring lots of energy and creativity to your classroom but need help channelling it.
Reading: They might skip words, lose their place, or struggle with comprehension. Silent reading often turns into whispered reading or even reading aloud.
Writing: Expect rushed work, spelling errors, and a bit of messiness. Proofreading is a big challenge.
Speaking: These students often talk a lot (and we mean a lot). They may jump between topics or lose track of their point.
Listening: New ideas grab their attention, but this can mean missing the current explanation. Sustained eye contact might be a struggle.
Self-Management: Interrupting? Check. Losing materials? Double-check. Distraction behaviours like pen twirling? You bet. They might even nap if they’re bored!
Teacher Tip: Break tasks into short, manageable steps. Incorporate movement breaks and make your lessons fast-paced and engaging.
ADD: The Daydreamer
ADD (Attention Deficit Disorder) is like ADHD without the hyperactivity, but these students have their own challenges.
Reading: Words and punctuation might slip by unnoticed, and they can lose their place easily.
Writing: Slow and steady doesn’t always win the race—they might forget punctuation or lose focus halfway through a sentence.
Speaking: They might trail off mid-sentence or suddenly change the topic.
Listening: They can seem like they’re zoning out, but they’re often absorbing more than you think. Eye contact might be minimal.
Self-Management: Materials disappear like magic, and anxiety about mistakes can hold them back. Girls with ADD often go unnoticed because they’re quiet and not disruptive.
Teacher Tip: Use visual schedules and reminders. Encourage them to verbalise their ideas before writing and give them space to daydream when they need it.
ASD: The Logical Thinker
Autism Spectrum Disorder (ASD) comes with a wide range of traits. Still, these students often have incredible focus and unique strengths.
Reading: They might zero in on details but miss the bigger picture (like understanding the main idea).
Writing: Perfectionism can slow them down, and creative writing might feel overwhelming.
Speaking: They’re precise and literal, which can make figurative language or group discussions tricky.
Listening: They’re great with clear, structured instructions but might struggle to pick up on tone or subtext.
Self-Management: Routines are their comfort zone. Sudden changes or sensory overload can be tough to handle.
Teacher Tip: Keep routines predictable and instructions clear. Use visual cues and give advance notice of changes to the schedule.
Final Thoughts
Neurodivergent students bring so much to the table—creativity, problem-solving, and unique perspectives that can enrich your classroom. By recognising their needs and making small adjustments to your lessons, you’ll create an environment where all students can thrive. Remember, teaching neuro-spicy brains isn’t about “fixing” anything; it’s about understanding and celebrating the beautiful diversity of how we all learn.
This post is for Jack, my train lover who could recite every station on every route. For Ben, who never looked at me, but I would see his smile when I chose him to answer a question. For Stephen, who had so much energy, he put holes in the floor from jumping his chair so much. And for Sarah, who echoed every word I said half a second after I spoke.
Have you taught a Jack, a Ben, a Stephen or a Sarah? Share your stories in the comments!
Let me cite my work
21 Dyslexia Statistics & Facts: How Common Is It? | Discovery ABA https://www.discoveryaba.com/statistics/dyslexia
https://worldpopulationreview.com/country-rankings/adhd-rates-by-country
Leons, E., Herbert, C., & Gobbo, K. (2009). Students with learning disabilities and AD/HD in the foreign language classroom: Supporting students and instructors. Foreign Language Annals, 42(1), 42-54
ESBB Volume 7, Issue 1, 2021 Jennifer Yphantides 34 Supporting Neurodiverse Students in the EFL Classroom: A Cross-Border Challenge and Responsibility Jennifer Yphantides
Burke, Alexandra. (2020). Neurodiverse Students in Your Classroom, The Language Teacher – Issue 44.3; May 2020 PP 31-37. 44. 31-37.
