Being a teacher is hard enough. Add in a classroom of kids with diverse needs—some neurodivergent, some just “spirited”—and it’s basically a juggling act with flaming swords. But the good ones make it look effortless.
We sat down with Ms. Jordan, a middle school teacher with 12 years of experience working in inclusive classrooms, to ask her all the burning questions: What works? What doesn’t? And what do teachers really wish parents knew about supporting neurodivergent kids?
Spoiler: It’s eye-opening, funny, and a little too relatable.
Q: Let’s Start Big. What’s the Most Important Thing Parents Should Know About Supporting Neurodivergent Kids?
Ms. Jordan: Honestly, parents should know that we’re on the same team. It doesn’t always feel like it when you’re fighting for accommodations or emailing us about your kid’s missing homework, but trust me—we want your child to succeed as much as you do. Also, neurodivergent kids aren’t “problems” in the classroom. They’re unique and often bring incredible perspectives. But yeah, sometimes we need a little extra help understanding what makes your kid tick.
Q: What’s the Hardest Part About Teaching Neurodivergent Kids?
Ms. Jordan: It’s not the kids—it’s the system. Schools love to say they’re inclusive, but our classrooms often aren’t designed for neurodivergence. The lighting is too harsh, the schedules are rigid, and the curriculum assumes everyone learns the same way (spoiler: they don’t). And don’t even get me started on paperwork. For every accommodation we implement, there’s an hour of forms to fill out. It’s like the universe doesn’t want us to have time to actually teach.
Q: Let’s Talk Accommodations. What Works Best for Neurodivergent Kids?
Ms. Jordan: Accommodations are life-changing—when they’re done right. Some of my go-to favorites:
Flexible Seating: Letting kids sit where they’re comfortable (beanbags, standing desks, etc.) works wonders.
Movement Breaks: A quick walk or stretch can reset a kid who’s on the verge of losing it.
Visual Schedules: These are gold for kids who struggle with transitions or time management.
Clear Instructions: Keep it simple, direct, and repeat when necessary. “Read Chapter 5” isn’t going to cut it for everyone.
Q: What’s a Common Misconception About Neurodivergent Kids?
Ms. Jordan: That they’re just being “lazy” or “difficult.” I hear it all the time: “If they’d just try harder…” No. Neurodivergent kids aren’t failing because they don’t care—they’re overwhelmed, frustrated, or don’t have the tools they need to succeed. Also, not every neurodivergent kid is the same. ADHD doesn’t look the same for every student, and neither does autism. One size fits all doesn’t work in education—or life.
Q: What Do You Wish Parents Would Do More of?
Ms. Jordan: Communicate! The more I know about your child, the better I can support them. If your kid responds well to a specific technique at home, tell me. If mornings are a disaster and they’re always frazzled by first period, let me know. And please, for the love of coffee, read the emails we send. We’re not writing them for fun—we’re trying to keep you in the loop.
Q: Be Honest. What’s a Teacher’s Worst Nightmare in an IEP Meeting?
Ms. Jordan: When a parent assumes we’re the enemy. IEP meetings are not the Hunger Games. We’re there to collaborate, not to fight over whether your kid should get extra time on tests. Oh, and when someone says, “But that’s not how we did it when I was in school.” Yeah, Carol, well, kids weren’t expected to do math on an iPad while navigating social media and a global pandemic when you were in school either. Times change.
Q: What’s Your Favorite Success Story with a Neurodivergent Student?
Ms. Jordan: I had a student named Ethan who struggled with severe anxiety and sensory processing issues. He couldn’t handle loud environments, so fire drills were a nightmare for him. We worked together—me, his parents, and the school counselor—and came up with a plan. He’d wear noise-canceling headphones during drills, and I’d give him a heads-up if possible. Over time, he gained enough confidence to participate without them. By the end of the year, Ethan was thriving. Seeing him succeed felt like winning an Oscar, but with less glamour and more tears.
Q: What’s the One Thing Every Teacher Wants to Say to Parents?
Ms. Jordan: We see how hard you’re working. Parenting a neurodivergent child isn’t easy, and you’re doing great. Also, don’t feel like you have to fix everything. Sometimes just being there and advocating for your child is enough.
Q: Any Final Advice for Parents?
Ms. Jordan: Be patient—with your child, with their teacher, and with yourself. Neurodivergent kids are amazing, but raising and teaching them takes time, creativity, and a lot of trial and error. Oh, and stock up on caffeine. You’re going to need it.
The Takeaway
Supporting neurodivergent kids in the classroom isn’t about doing more—it’s about doing things differently. Teachers and parents can create incredible change when we work together, and kids like Ethan are proof that the right strategies make all the difference.
Have questions about supporting neurodivergent kids at school? Call or text 614-470-4466, email admin@achievepsychology.org, or visit www.achievepsychology.org to connect with experts who can help.
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