Practical tips for supporting neurodivergent learners in the classroom

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Educators need to meet the needs of all students, including those who are neurodivergent. Neurodivergence refers to variations in the human brain and cognition, including dyslexia, ADHD, and autism. Among these, dyslexia is one of the most common learning differences, affecting how individuals process written and spoken language. Although each student’s needs are unique, there are several practical, research-backed strategies educators can employ to support and empower these learners.Ìý

Let’s look at some tips for teachers, which cover everything from font choice and classroom environment to presentation of information and assessment design. Although these are designed to support neurodivergent students, they will in fact help fosterÌýa more inclusive, accessible, and positive learning experience for all learners.

Supporting neurodivergent students
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Understanding the needs of neurodivergent learners

Before diving into practical strategies, it’s important to appreciate the experiences of neurodivergent and dyslexic learners. Dyslexia, for example, is not a marker of intelligence but rather a difference in how the brain processes language. Dyslexic learners may struggle with reading fluency, decoding, spelling and rapid word recognition, even while they often excel in creativity and complex problem-solving.

Neurodivergent learners – whether they have dyslexia, ADHD, autism or other differences – may benefit from adjustments in classroom routines, communication styles and learning materials. By understanding these needs, educators can create a more equitable and supportive environment.

The best fonts for dyslexic and neurodivergent students

Choosing the right font is a simple yet powerful way to boost reading accessibility for all students, especially those with dyslexia or other processing differences. The wrong font can make reading unnecessarily difficult and frustrating, while the right choice can help letters stand apart and reduce confusion.

Sans-serif fonts are widely recommended for their clean, straightforward design. These fonts lack the decorative "feet" (serifs) found in traditional fonts, making each character more distinguishable. Excellent san-serif choices include:

  • Arial
  • Verdana
  • Tahoma
  • Calibri
  • Century Gothic

Specialized dyslexia-friendly fonts

There are fonts specifically designed to support dyslexic readers by making commonly-confused letters less ambiguous and heavier at the bottom to help prevent letter flipping. These include OpenDyslexic, Dyslexie and Lexie Readable. However, these fonts are not universally popular with dyslexic readers.Ìý

Where possible, allow students to adjust font preferences on class devices so they can choose the font that's best for them.

Best practices in font formatting

Size: Use a minimum of 12–14 point size for clarity; larger sizes can be helpful for headings or for students who need more support.

Spacing: Increase line spacing to at least 1.5; wider letter spacing and extra space between paragraphs make reading less visually taxing.

Avoid italics and underlining: Italics distort letter forms and underlining can obscure letters—use bold to highlight instead.

Contrast: Opt for black or dark text on a pale, non-glare background (such as off-white or pastel shades).

Consistent layout: Keep formatting uniform throughout materials to minimize distractions and support predictable reading flow.

Avoid decorative or complex fonts: Steer clear of ornate, script or novelty fonts such as Papyrus. These fonts can confuse letter shapes, reduce legibility and make reading much harder for neurodivergent students. Stick to clean, simple typefaces designed for readability.

Remember, flexibility is crucial as different students may have distinct font preferences. Encourage learners to share what works best for them and adapt when feasible.

Presenting information clearly and accessibly

The way information is presented can make a big difference for neurodivergent learners.

  • Chunk information: Present content in small, manageable sections instead of large blocks of text. Use headings, bullet points and numbered lists to help organize ideas.
  • Use visual aids: Incorporate diagrams, mind maps, infographics and images alongside text. Many learners process visual information more effectively than written language alone.
  • Supplement written text with audio or video: Offer spoken instructions, audiobooks, or video explanations. Providing multiple avenues to access content supports a wider range of learning styles.
  • Minimize cognitive load: Avoid overwhelming students with too much information at once. Introduce new concepts gradually and review key points often.
  • Provide clear instructions: Break down tasks into step-by-step instructions. Check for understanding by having students repeat directions or demonstrate the task.

Supporting organization and memory

Some neurodivergent learners may face challenges with organization, working memory and following complex instructions. Consider the following:

  • Use planners and checklists: Provide visual checklists, planners or digital apps to help students organize assignments and deadlines.
  • Color-code materials: Color-coded folders and labels can help students quickly locate notes, homework and resources.
  • Allow note-taking alternatives: Encourage mind mapping, drawing or audio recording as alternatives to traditional note-taking.
  • Offer memory aids: Use mnemonics, rhymes and visual cues to reinforce key concepts.

Flexible assessment and assignment design

Standardized assessments and traditional assignments can disadvantage some neurodivergent learners. To level the playing field:

  • Offer alternatives to written exams: Allow students to demonstrate learning through oral presentations, videos or creative projects where appropriate.
  • Extended time and untimed tests: Provide extra time for reading, processing and producing work to reduce anxiety and allow for accurate demonstration of knowledge.
  • Clear rubrics: Share assessment criteria in advance and use straightforward language.
  • Feedback that builds confidence: Focus on effort, improvement and the strengths each student brings to the class.

Building an inclusive classroom environment

Creating a classroom culture that values difference, flexibility and acceptance is essential.

  • Promote a growth mindset: Emphasize that mistakes are part of learning. Celebrate progress, resilience, and creative thinking.
  • Encourage peer support: Foster collaboration, buddy systems and group work that allows students to shine in different roles.
  • Be mindful of sensory needs: Some neurodivergent learners are sensitive to noise, light or texture. Provide quiet zones, sensory tools or headphones as needed.
  • Respect privacy and agency: Allow students to disclose challenges at their own pace. Avoid singling anyone out or making assumptions about abilities.

Utilize technology

Technology offers a wealth of tools for making learning more accessible:

  • Text-to-speech software: Tools like NaturalReader and built-in accessibility features let students hear text read aloud.
  • Speech-to-text tools: Enable students to dictate assignments or notes, reducing the burden of spelling and handwriting.
  • Accessible learning platforms: Choose digital platforms that allow for customization, such as adjustable font sizes, background colors or audio narration.
  • Organizational apps: Tools such as Google Calendar, Trello or reminders can help neurodivergent students track assignments and manage time.

Communicating with families and specialists

Strong home-school collaboration is vital. Keep open lines of communication with families and, where possible, collaborate with learning specialists, speech-language therapists and occupational therapists. Share strategies that are effective in the classroom and seek input from caregivers who know their child’s strengths and needs best.

Be understanding

Every learner is unique, and what works for one may not work for another. The most powerful tool at a teacher’s disposal is a flexible, empathetic approach – one that invites feedback, encourages self-advocacy and continuously adapts.

By implementing these practical strategies, educators not only help neurodivergent and dyslexic students thrive academically but also foster a sense of belonging and self-worth that extends far beyond the classroom walls. In doing so, we empower all learners to unlock their full potential and contribute their distinct perspectives to our ever-evolving world.

Read our posts 'Dyslexia and ELT: How to help young learners in the classroom' and '5 ways to support students with dyslexia'.

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    6 tips for planning your first English classes

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    You are nervous, yet excited. You want to appear relaxed and fun, but still be taken seriously. Most of all, you are keen to make an excellent first impression.

    With all that in mind - planning your first English classes of the year can be a daunting experience.

    Here are six things to consider when planning your first classes:

    1. Set clear aims

    Whether you are teaching young learners, teenagers or adults, it’s important you discuss the aims and objectives of the course from day one. You’ll need to learn more about your students' needs to do this. Why are they learning English? Do they want to prepare for an official exam? What activities do they enjoy? What things do they need to improve the most?

    The way you do this will depend on the age of your learners. For example, with adults and teens, you could get them to interview each other and write a report about what they found out. With younger children, do a survey they can complete using smiley faces.

    2. Find out students’ interests

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    3. Break the ice

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    Activities where students have to ask each other questions work well.

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    5. Manage expectations

    Managing expectations is an essential part of a teacher's job. Make sure in the first class you are clear about what you expect from your students and what they can expect from you.

    Have students brainstorm the rules for the class and then make a big poster or ‘class contract’ which all students have to sign. Display the poster on the wall so you can always refer to it if someone misbehaves.

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    6. Make it challenging

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