Is this Neurodiversity-Affirming? A Quick Checklist for Evaluating Resources and Classroom Practices

What does “neurodiversity-affirming” mean?

“Neurodiversity-affirming” refers to language, beliefs, approaches, and professionals that respect, support, and empower neurodivergent individuals by recognizing their neurological differences without viewing them as deficits. This includes autistic people, people with ADHD, and others with neurological differences. These differences are natural and valuable ways of thinking, feeling, and experiencing the world and should not be viewed as problems that need to be fixed. To put it simply,  something is neurodiversity-affirming if it supports students as they are without trying to change or hide their differences.

Why is it important for resources and classroom practices to be neurodiversity-affirming?

Neurodiversity-affirming curriculum and tools help all students feel safe, included, and respected. That’s important for every student, whether they are neurodivergent or neurotypical. Using materials that affirm neurodivergence creates an environment where differences are expected, respected, and embraced.

Use this list to help you determine if various tools, practices, or curriculum will positively or negatively impact neurodivergent students. You can download the checklist by clicking the image below. Examples of harmful and neurodiversity-affirming practices can be found below the image.

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You can download a copy of this checklist here.

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Characteristics of Harmful Resources and Practices

Use this list to identify tools, practices, or curriculum that may negatively impact neurodivergent students.

- Focuses on changing how students act without addressing their needs

(Ex. A lesson teaches students to stop fidgeting instead of helping them find ways to meet their sensory needs.)

- Punishes students for things related to their disability

(Ex. A student loses recess for stimming, needing a break, or not making eye contact)

- Encourages students to hide who they are

(Ex. A program praises students for “acting normal” or discourages behaviors, like stimming, that help them feel calm and regulated.)

- Assume there is only one right way to learn or behave

(Ex. Students are expected to sit still, work quietly, and complete all assignments within a specific time period.)

- Uses language that suggests neurodivergent students are difficult, broken, or problems that need fixing.

(Ex. Describes students as noncompliant, defiant, or needing to be fixed.)

- Teaches emotional regulation as behavior control, not self-understanding(Ex. Students are told to calm down quickly without support to name, understand, or express their feelings.)

- Does not allow for or see the value in sensory supports and breaks
(Ex. Students must ask for permission to leave the room or move to a quiet area, even when they feel overwhelmed or overstimulated.)

- Only accepts certain types of communication
(Ex. Students must answer verbally or raise their hands. No other options like writing, typing, drawing, etc.)- Presents neurodivergent people as challenges or burdens to others.
(Ex. A professional development video focuses on how to “deal with” autistic students instead of understanding them.”)

- Puts all responsibility on the student to adapt to the system
(Ex. Students are expected to "cope” with a fixed classroom structure, or the educator implies that they won’t have accommodations in “the real world.”

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If these characteristics are present in your school, classroom, or curriculum, neurodivergent students notice. Even if these messages aren’t spoken out loud, they still communicate that neurodivergent students need to mask or change in order to belong.

Characteristics of Neurodiversity-Affirming Resources and Practices

Use this list to help you choose or create inclusive, affirming resources and practices.

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- Uses respectful, non-judgmental language

(Ex. Focuses on strengths and avoids words that suggest something is wrong with the student)

- Focuses on helping students understand themselves and their emotions

(Ex. Teaches students how to name their feelings, set boundaries, take care of themselves, etc.)

- Gives students choices for how to communicate

(Ex. Offers options like speaking, writing, drawing, using assistive technology, etc.)

- Makes it easy to ask for support or take breaks

(Ex. Encourages students to use visuals or signals to take breaks or ask for help without needing to explain themselves verbally)

- Shows authentic, positive examples of neurodivergent people and characters

(Ex. Includes characters, stories, lessons, etc. that reflect neurodivergent experiences)

- Accepts different ways of thinking, moving, and processing
(Ex. Gives students time to respond, access to space for movement, and multiple ways to complete assignments)

- Supports collaboration and independence
(Ex. Allows students to work with peers or on their own based on what works best for them.)

- Normalizes sensory regulation and movement
(Ex. Provides fidgets, flexible seating, and space to walk around)

- Teaches self-advocacy as a strength
(Ex. Students are encouraged to express what they need.)

- Fosters a sense of belonging without requiring students to change

(Ex. Shows through action that students are welcomed and valued as they are, not only when they “fit in” or act like their neurotypical peers.”)

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Are you looking for a neurodiversity-affirming social and emotional learning (SEL) program?

Social Cipher’s curriculum and game series, Ava_, was designed to support all students while centering those who are often left out. Ava helps students build and strengthen social and emotional skills such as emotional regulation, empathy, self-advocacy, and more. Built by a neurodiverse team, Ava can be used as a whole-class curriculum, MTSS Tier 2 intervention, or tool to support students in achieving IEP goals.