Neurodivergent-Friendly Pedagogy: Strategies for Accessible Learning Environments

Introduction

Creating equitable classrooms that support neurodiverse students is a growing priority in higher education (Quigley & Gallagher, 2025; Hamilton & Petty, 2023; Taneja, et al.,  2024). Historically, neurodiversity has been used to describe cognitive differences that are often represented in conditions like autism spectrum disorder (ASD), obsessive compulsive disorder (OCD), dyslexia, and attention deficit hyperactivity disorder (ADHD) (Quigley & Gallagher, 2025). However, neurodiversity now functions much as a nonmedical umbrella term to describe any naturally occurring variation in neurodevelopmental or cognitive processing (Hamilton & Petty, 2023).

Approximately 10-30 percent of higher education students are neurodivergent, and exact estimates are hard to pinpoint due to the diversity within the community (Schaefer & Sanchez, 2024).

Hence, because of the prevalence of neurodiverse students in higher ed classrooms, the purpose of this post is to provide practical teaching strategies that promote inclusion for all learners. 

Neurodiversity in Higher Education

Approaches to engaging with neurodiversity in higher education have shifted.

Once conceptualized in terms of deficit, neurodiversity is now understood as natural, diverse, and nuanced.

Despite this paradigm shift, neurodiverse students still face significant learning challenges, and many do an excellent job at masking or hiding how overwhelmed they feel (Quigley & Gallagher, 2025; Provenzano, 2022; Miller et al., 2021). Instructors can build classrooms that support diverse learning needs by developing a pedagogy that moves beyond narrow definitions of academic strength, value, and success (Quigley &  Gallagher, 2025). The following sections offer creative design methods and teaching practices for fostering supportive learning environments.

Creating Classrooms That Support Neurodiverse Learners: Language Matters

When contemplating how to meet the needs of neurodiverse learners, consider the techniques below:

• Take the time to get to know students. Educator and mental health advocate Nicholas Provenzano recommends using the first five minutes of class to engage with learners about anything other than coursework. Provenzano notes that although this practice might seem difficult when class time is limited, neurodivergent students need to feel “seen” and put at ease before getting started (“6 Strategies to Help Neurodiverse Students Fully Engage in Class”).
• Be mindful of the language used when communicating about disability and/or neurodivergence. Destigmatize learning differences by clearly outlining course policies regarding accommodation and warmly welcoming students to attend office hours. Such communication practices invite students to self-disclose their status and advocate for themselves (“How to Build a Neurodivergent Friendly Classroom”).

Encourage students to use campus resources to find support outside of class (e.g., office of accessibility, tutoring centers, counseling services, etc.).

Designing with Accessibility in Mind: Applying the Principles of Universal Design for Learning

Universal Design for Learning (UDL) is the educational application of the fundamental principles of Universal Design, a proactive theoretical approach to accessibility and inclusion that finds its roots in architecture and product design (Tarconish et al., 2023; Barkley & Major, n.d.). UDL stresses that inclusion and accessibility benefit all learners, not just neurodiverse students and/or learners with physical disabilities. Providing students with options for learning activities, instruction, and assessment is a key aspect of UDL (Barkley & Major, n.d.). The tips below are organized around this principle and will help instructors remove barriers in traditional classroom settings.

• Present Course Content in Multiple Ways

  • Embrace individualization by providing course materials in various formats, such as YouTube videos, podcast episodes, digital workshops, text-based journal articles, or graphics-based infographics. Presenting content in varied modalities allows students to choose resources that meet neurodiverse learning needs (“Neurodiversity-friendly Teaching”).
  • Provide closed captioning for all videos, and ensure digital resources are compatible with screen readers. Graphics and other visuals should have alternative text. Including these elements affords all students choices when it comes to engaging with learning resources (“How to Build a Neurodivergent Friendly Classroom”).
  • Post the schedule for the day before class begins so that students know what to expect. Sharing lecture notes or PowerPoints in advance gives learners the opportunity to concentrate on what’s being said instead of just on the presentation (“How to Build a Neurodivergent Friendly Classroom”).
  • Use sans-serif fonts, like Arial, Helvetica, Verdana, and Comic Sans, to improve readability. Further improve accessibility by using clear layouts and consistent spacing. Because italics can make letters harder to recognize, avoid emphasizing text with them.

• Offer a Variety of Ways for Learners to Contribute to the Classroom Community

  • Establish a predictable classroom routine and culture so that learners feel comfortable engaging with each other. This structure may come via a course schedule that is updated weekly or a course etiquette policy that is drafted collaboratively. An etiquette policy should detail clear expectations for behavior, participating in group work, and instructor communication (“Neurodiversity-friendly Teaching”).
  • Adopt a flexible approach to class participation by giving students different options to engage in class discussion via verbal contributions, discussion boards, and/or digital platforms (e.g., Mentimeter, Poll Everywhere, Kahoot!, etc.).

• Incorporate Diverse Forms of Assessment

  • Allow students to choose how they will demonstrate mastery of learning outcomes and objectives. Alternative assessment options, such as visual infographics, presentations, podcasts, or text-based essays, easily support many disability accommodation requests and don’t require extra preparation on the part of the instructor (“How to Build a Neurodivergent Friendly Classroom”).
  • Give students options on how they will make presentations. Learners may still be able to meet the objectives of this type of assessment either virtually or during office hours with a smaller audience (“How to Build a Neurodivergent Friendly Classroom”).
  • Break large projects up into smaller assignments and scaffold the required tasks into manageable chunks with clear instructions and due dates. This approach ensures that knowledge outcomes are being measured instead of executive function.

Conclusion

Proactive and inclusive pedagogy benefits all students. However, it may feel challenging to begin the process of making the classroom accessible for neurodivergent learners.

Keep in mind that starting small can make a big difference, and most personal pedagogies don’t require a complete overhaul.

An achievable approach might be to commit to making one small change per week to support inclusivity over the course of the semester. Another may be to collect midterm student feedback to evaluate student contributions and satisfaction with meeting course objectives. Continuous improvement in this aspect of teaching and learning will enhance equity and the sense of belonging students experience.

Additional Resources

The following blog posts from the K. Patricia Academy CrossCurrents Library provide additional perspectives that promote proactive and inclusive teaching and course design practices:

• This piece provides a deep dive into what Universal Design for Learning (UDL) is and how it can help educators become proactive in supporting the learning needs of diverse learners.

 

• The article challenges the traditional definition of class participation and invites instructors to shift to a broader understanding that embraces class contributions, such as active listening, small group discussion, and journaling/written reflections. This change may benefit neurodiverse learners in engaging with their classroom communities.

 

• The post emphasizes the importance of implementing a layered support system when engaging in differentiated instruction. This approach to scaffolded learning begins with pre-assessments to meet learners where they are and then provides multiple options for them to demonstrate their mastery of course objectives and goals, potentially benefitting neurodiverse learners through its flexible design.