Reflecting on their recent session for professionals, Corrie McLean shares some tips on how to create inclusive learning environments for neurodivergent young people.
Earlier this year, I delivered one of my favourite training sessions we do for Children in Scotland called Reasonable and realistic adjustments: creating inclusive environments. It was aimed at professionals working with children and young people with additional support needs in Scotland.
As a neurodivergent person and a specialist teacher myself, I know that adapting our environment (including how we present ourselves) can make an enormous difference in how much children and young people can engage.
The diversity of professionals attending was encouraging – not just from education, but also the arts, youth work, and the third sector –all facing the growing challenge of supporting some of the most vulnerable young people.
The reality professionals face
Professionals are working in roles that have often changed quite drastically in the last five years. With the cumulative effect of COVID-19, cost of living, cuts to funding and capacity being stretched beyond belief, professionals are increasingly encountering young people with complex needs who come to them in crisis. Interestingly, those not working in education settings shared that they often have limited knowledge of the additional support needs of children and young people.
For the most part, those who joined the session were looking for practical strategies and tools to help them create more inclusive spaces. This highlighted an important shift: while formal diagnosis and labels can help, the focus should always be on adapting environments based on individual needs rather than waiting for a diagnosis.
What resonated the most
Feedback from the session made it clear that practical strategies, tools and “hacks” were the most valued, with discussions focusing on communication techniques, the importance of understanding context and managing sensory overload.
For example, using clear, direct and literal language, giving processing time, and incorporating visuals to aid understanding.
Understanding context and how regulated the individual is when they arrive at your setting is also crucial, as it may affect their ability to engage with the setting and you as a professional. If they’ve had a stressful school day or have had a difficult time at home we, as professionals, have to adjust our expectations accordingly. Sometimes the same child can express themselves freely one day but not the next.
We also know that many young people, particularly those who are neurodivergent, struggle with sensory overload. Small changes, such as providing quiet spaces or allowing noise-cancelling headphones, can make a world of difference. Having an old blackout curtain in the boot of my car I can drape over a table has saved me in new settings often, as I can immediately create a dark, quieter space.
Practical and cost-effective adjustments
The good news is that making an environment more inclusive doesn’t have to be expensive. Small, simple changes can sometimes have the biggest impact.
When thinking about the physical environment, consider:
- Creating designated quiet zones for regulation. This can be as simple as buying a cheap tent or putting a dark blanket over a table.
- Reducing fluorescent lighting or providing alternative lighting options – consider allowing hats, sunglasses and even hoods up!
- Offering fidget-friendly seating such as bean bags, wobble cushions or physio bands on the bottom of the chair.
- Reducing sound pollution: ear defenders, Loop and Flare Audio earplugs, and even a beanie pulled over someone’s ears can provide some respite for those with sensory sensitivity.
Remember, you do not need to change everything and it can be important to keep some consistency. Young people have told us again and again that having one space that stays the same can create a sense of calm and consistency in otherwise chaotic environments.
Managing expectations and being flexible
It is important to be flexible in both approach and expectation. For example:
- Allowing alternative ways to complete tasks for those who might find the more traditional approach difficult. For example, using a tablet instead of handwriting, allowing the child to complete the exercise orally if writing is a struggle.
- Offering movement breaks for those who struggle with focus – I once worked with a child who could listen best when doing jumping jacks.
- Adjusting communication styles based on an individual’s needs.
In some cases it might be best to simply abandon the task altogether! Sometimes knowing when to abandon original plans and acknowledging that a child cannot take part in the way you imagined can be very validating. This is important for both neurodivergent and neurotypical children.
Improving communication support
Communication is consistently raised as an issue by neurodivergent young people, with a misunderstanding or lack of awareness of how to adapt more traditional ways of communicating.
Some things I have personally found helpful in my setting include:
- Introducing visual aids to support understanding. I use Twinkl Symbols on my phone both at work and at home – it’s been a game changer!
- Encouraging children to wiggle their way to words. Sometimes allowing a child to fidget or stim can help regulate them and give their brain space to communicate clearer. My autistic daughter plays with water in the sink after nursery and it regulates her enough to be able to communicate verbally again.
- Providing key information in various formats (e.g., written, verbal, pictorial) – having visuals for regular routines and locations can reduce anxiety.
- Being clear and literal with language, avoiding abstract phrases that might confuse literal thinkers.
Final thoughts
Creating inclusive environments is not about perfection; it’s about being intentional and realistic about what we can do. What we want to reinforce is that small, reasonable adjustments can make a significant impact.
I loved hearing some of the adjustments professionals have already made. Tiny changes are already being made which are having a huge impact on our relationships with the children and young people we work with.
We don’t have all the answers – but we do have curiosity and a willingness to adapt. Inclusion isn’t about grand gestures; it’s about the everyday choices we make to ensure every young person feels seen, heard, and valued.
I encourage everyone, whether you managed to attend the session or not, to explore small, practical ways to make your setting more inclusive. Some of the most useful tools often found in my bag are physio bands, old blackout curtains, sour lollipops and blue tack!
Corrie McLean is co-founder of Three Sisters Consultancy. Three Sisters Consultancy works with health, social care and education organisations offering training around neurodiversity, sexual health and leading participatory and inclusive research. Find out more at https://threesistersconsultancy.org/
More information and resources
Enquire’s pages for professionals share a range of information, advice and resources focused on planning and delivering additional support in a range of ways. Visit our pages for professionals.
In addition, Enquire support the Inclusion Ambassadors to share their experiences of being young people with an additional support need, attending school in Scotland. They have produced a series of resources for professionals, including a poster demonstrating what inclusive settings might look like and a language and communication guide. Find out more here.