Oxford Languages defines “neurodivergent” as “differing in mental or neurological function from what is considered typical or normal.” According to the University of Massachusetts Amherst, neurodivergent is an umbrella term that includes mental disabilities such as autism, attention-deficit/hyperactivity disorder (ADHD) and dyslexia. Child Mind defines neurodiversity as the existence of natural variations in how people’s brains work. Neurodivergency is a spectrum, however, leading to varying degrees of strengths and challenges.

It wasn’t until the late 1990s and early 2000s that neurodivergence was more notably acknowledged. According to Worldmetrics, it is believed that 15-20% of the world’s population is neurodivergent. Before neurodivergence was popularized, many of those who were neurodivergent went unnoticed and were a part of the “missing generation” of neurodivergent people. “Many of us have spent the majority of our lives not knowing we had brains that differed from that of the people around us,” popular blogger Neurodivergent Rebel said. Visual and performing arts teacher Katelyn Miller, who was diagnosed with ADD (now known as ADHD) when she was four years old recalls getting in trouble as a child during school due to her energetic nature and wanting to talk a lot.

“It was really hard for me to stay quiet in class,” Miller said.

According to Kids Health, ADHD can affect a student’s ability to focus, pay attention, listen or put effort into schoolwork. CDC studies show children with ADHD have a harder time succeeding than the average student. Although ADHD can cause symptoms like difficulty focusing, ADHD can also cause hyperfocus, also known as “getting in the zone” in accordance with Cleveland Clinic. Miller agrees with this concept, recalling past experiences in college when she would intensely concentrate.

“I would write an essay in half an hour, and it would take everyone else five hours because I was just so heavily focused on it,” Miller said. 

When Miller was younger, there were also times when she felt frustrated due to her ADHD. In school, teachers would ask her “Why can’t you just do this?” and point out her inability to stand or sit still. 

Multimedia Arts teacher Cameron Seibly also has ADHD and experienced instances where being neurodivergent has made him feel different than others. Throughout high school, Seibly felt more lively compared to his peers, but there have been instances where Seibly has dealt with negative reactions due to his energetic nature.

“Being loud, being kind of energetic, being eager to talk, has not always been my friend,” Seibly said. “Sometimes folks don’t really enjoy that.” 

Experiences of Seibly’s eagerness going unappreciated have made him realize that everyone doesn’t fit into a box. Seibly believes that the common conception that neurodivergent people require some kind of assistance isn’t true. Tools such as visual aids or planners may be beneficial, but many neurodivergent people thrive without them. Nevertheless, many neurodivergent individuals, including Seibly, have been able to find new strategies for themselves after encountering obstacles. 

“I always think about things, and make a lot of fast decisions that maybe weren’t the best, where I kind of get over excited,” Seibly said. 

Seibly’s impulsivity has made him more aware of his decision-making and how important it is for him to organize his schedule. 

In comparison to Miller and Seibly’s experiences, modern understanding of neurodivergency has allowed students to feel more supported in the classroom. IEP and 504 Coordinator Lizzie Wirtz helps give neurodivergent students structure and organization on a daily basis. She believes that mistakes are something that need to be celebrated and are crucial in the continual process of learning. 

“Talking about where a student is feeling stuck in the problem and getting them to access other parts of their brain helps unlock the other parts,” Wirtz said. “Maybe the more intellectual, or maybe parts where they do feel curious about certain things can come out.”

Similarly, based on her own experiences, Miller tries to make sure her classroom is an inclusive space for all. She includes classroom accommodations such as visual aids and timers, tools that have helped her through her life.

“For anyone with ADHD, timers are the best thing in the world,” Miller said.

Wirtz also makes sure her class is inclusive and welcoming for students; neurodivergent or not. In order to help make learning easier for neurodivergent students, she uses special strategies such as tactile learning and encourages students to use Play-Doh or white boards when learning.

For Seibly, being neurodivergent has altered his perceptions and actions towards others, as he’s noticed it has made him more understanding and considerate of others’ feelings.

“It made me more empathetic to people who have a hard time making decisions,” Seibly said.  

According to Psychology Today, “teachers are typically the first line of support for neurodivergent students.” Wirtz makes sure to be that supporting figure for her students by practicing learning partnerships with them in order to boost their confidence. When she first agreed to her role at UPA, her goal was to leave the community better than she found it. 

“I will never forget the experience of seeing my first group of students graduate” Wirtz said. “It will always stay with me and I think graduation is a really impactful time for most educators.”

In the past few decades, the understanding of neurodivergency in classrooms has immensely progressed. As the relationship between neurodivergent and neurotypical people continues to evolve, both sides foster mental and emotional growth towards each other.