‘Fixing’ neurodivergent kids misses point - it’s schools that need to change

Toronto, Aug 18 (The Conversation) The start of the school year brings excitement and new routines. But for many neurodiverse children, it also marks the return of being misunderstood.

Parents may notice their child struggling with transitions, overstimulated by noisy classrooms or labelled “disruptive” after a few days. Educators, meanwhile, may not be equipped to interpret behaviours that fall outside the expected norms.

Some education programmes, like Ontario’s Kindergarten Programme, emphasise play-based curricula and encourage assessment of students’ development across varied domains of learning. However, traditional notions of school “readiness” can still linger.

In my experience as an educator and mentor to student teachers, I’ve sometimes observed this “readiness” being narrowly interpreted as sitting still, following routines and complying with adult directions.

For many neurodiverse children — those with autism, ADHD, sensory processing differences or other cognitive variations — these misunderstandings can lead to missed supports, exclusionary practices and long-term inequities in education and life outcomes.

When systems fail to understand and accommodate neurodivergent individuals early on, these challenges often persist into adulthood, affecting quality of life and social inclusion.

Racialised children are overlooked Although public awareness of neurodiversity is growing, many children in Canada are still diagnosed too late to benefit from early intervention.

According to the Public Health Agency of Canada, while the median age of autism diagnosis is around 3.7 years, only 54 per cent of children are diagnosed before age five, meaning nearly half miss the most critical developmental window.

But diagnosis is only part of the issue. Many neurodiverse children are never identified at all, either because their behaviours are misread or because their families face systemic barriers to health-care and assessment services.

Research shows that South Asian immigrant families, especially in Ontario, often experience delays in autism diagnosis due to stigma, language barriers, cultural misunderstandings and difficulties navigating complex or unfamiliar systems.

First Nations, Inuit and Métis families are also underrepresented in autism data. These communities often face a “frozen in time” response from health and social services — a term that reflects outdated or inflexible systems with little culturally relevant support and/or screening tools to support their needs.

As a result, many racialised children are disproportionately diagnosed late, or not at all, and are denied the early support that could transform their lives.

School-related distress School transitions can be stressful for neurodivergent students when environments emphasise rigid behavioural norms and overlook diverse ways of learning. Emerging research suggests that these challenges often begin in the early years and continue to shape students’ educational pathways.

Research also shows students with Autism Spectrum Disorder experience school transitions as periods of heightened stress because of changes in relationships, routines and expectations, primarily when individual needs are not adequately supported.

Without adequate training in neurodiversity, many educators feel unprepared and rely heavily on diagnoses to guide support. When educators aren’t prepared, this can result in exclusionary teaching practices, and missed supports and long-term inequities for students.

School-related distress is overwhelmingly concentrated among neurodivergent students, and it’s often linked to environments that are inflexible or unresponsive to their needs.

These systemic gaps contribute to the growing school attendance crisis and underscore the need for more inclusive, neuroaffirming educational practices.

Often, educational settings focus on changing the child rather than adapting the system. School systems must shift away from deficit-based approaches, which regard neurodivergent children in terms of what they lack. These approaches overlook systemic barriers, blame students for their challenges and overlook their strengths.

Instead, school systems should focus on transforming the learning environment itself. A neuro-inclusive model reframes behaviours not as problems within the child but as a sign the school environment may not be supportive of their needs.

This perspective prioritises belonging, flexibility and universal support, starting with how we design classrooms, not how we label children.

Neurodiversity is not a problem to fix Rather than seeing neurodivergence as a problem to diagnose, educators should approach it as a difference to understand. Neurodiversity, first popularised by autistic advocates in the 1990s, recognizes that neurological differences are part of natural human variation.

From this lens, behaviours like fidgeting, stimming or requiring extra transition time are seen as expressions of self-regulation and cognitive needs. A recent educational psychology article reframes stimming as a bodily practice that supports focus and emotional processing in environments designed for neurotypical norms.

Educational systems often create barriers because schools are not built with diverse ways of knowing and being in mind. Neurodiversity is not a problem to fix; it’s a dimension of human diversity to embrace.

Inclusion should not depend on labels; it should be a proactive strategy. Designing classrooms for cognitive and sensory differences from the start ensures all children, especially those from racialised and underserved communities, feel like they belong and can thrive.

What educators and families can do Creating inclusive classrooms doesn’t require waiting for a diagnosis, it requires a mindset shift. Frameworks like universal design for learning (UDL) offer educators multiple ways for children to engage, express themselves and participate. In early years settings, this might look like: -- visual schedules and picture cues to support transitions; -- flexible seating, movement breaks or calming corners; -- storybooks and materials that reflect neurodiversity as part of everyday life; -- observing strengths before jumping in to “fix” perceived deficits.

Research supports these approaches. An inclusive preschool study found that using UDL strategies such as choice-making, varied materials, flexible seating and multimodal activities, led to better skill development, emotional regulation and engagement in both diagnosed and undiagnosed children.

Another 2023 study found that UDL-informed circle-time practices — like predictable routines, participation options and movement supports — fostered greater student participation and a sense of belonging in early-year classrooms.

When classrooms are intentionally designed for neurodiversity, they serve everyone better, from day one.

A call to start September differently As the new school year starts, educators must shift from asking “is this child ready for school?” to “is the school ready for this child?” This reframing challenges deficit-based notions of readiness and calls for schools to adapt their environments, practices and mindsets to welcome all learners equitably.

This change means educators must slow down, listen to behaviours with curiosity and remember that all children communicate differently. It also means school boards, education ministries and provincial governments need to give educators the tools, time and training to recognise neurodiverse learners with care.

When support is no longer conditional on a formal diagnosis or a child being regarded as having exceptional needs, schools open the door to educational equity. When neurodiverse children are seen and valued from the start, rather than excluded or expected to be fixed, they are more likely to thrive.

As Ontario’s own policy documents show, school systems already have a strong foundation for inclusive practice. What’s needed now is the will to put those principles into action, starting in September.

Every child deserves to feel like school is a place for them. (The Conversation) SCY SCY