Traditional School Approaches

There are lots of ‘traditional’ school interventions that can backfire for neurodivergent kids (and, I would argue, neurotypical ones as well).

In order for parents and carers to confidently advocate for their children’s needs at school, it helps to know what ‘bad practice’ is.

Here are few common practices used by schools that may negatively impact your ND child:

1.        Time out: sent out of the classroom, kept inside at lunchtime… sound familiar? The practice of ‘time out to think about what you have done’ fails right off the bat, as children need an adult to help them process their behaviour and consider alternatives. Leaving a child to work it out themselves, while denying them learning or an opportunity for exercise and socialising is archaic and pointless.

2.        Lack of flexibility: not allowing safe foods at crunch and sip/in lunch boxes, forcing children to sit at desks to learn, mandatory homework… if your school is being strict when a small amount of flex would provide a huge benefit to your child, to help them remain regulated and capable, then their approach is dated and unhelpful.

3.        Punitive approaches: punishments like excluding your child from an excursion, detentions, confiscating comfort objects… these will all amplify your child feeling unsafe at school and show that the school is not willing to collaborate with the child to address non-preferred behaviours.

4.        A focus on equality instead of equity: true inclusion means following a social model of disability. This means the belief that there is nothing wrong with your child, rather the building/system/structures needs to be adjusted so they can be included and thrive. ‘Equality’ means the same for all, ‘equity’ means each student getting what they need to succeed and participate.

If your child’s school is utilising these practices, it might be time to have a chat.