Supporting Neurodiverse Students in a Practical Coaching and Teaching Module

Introduction #

I have the privilege of teaching a first-year module focused on practical coaching and teaching, and it’s fantastic to see the diverse range of students in my classes. Among them are several neurodiverse students, a group often underrepresented in higher education settings.

The Challenge: Why Neurodiverse Students Need Special Attention #

Practical coaching and teaching modules can pose unique challenges for neurodiverse students. The high noise levels, bright lights, and potential for overstimulation can be problematic for some. These conditions can compound the already complex transition into adulthood university life—a transition that ADHD and autistic people can find challenging (Dwyer et al., 2023).

My Approach: Reassurance and Accommodation #

Open Communication #

One of the first steps I take is to reassure my students. I encourage them to communicate openly with me about the challenges they face. I also make it a point to self-disclose, sharing my own experiences and acknowledging the difficulties they might be encountering.

Physical Adjustments #

To make the learning environment more welcoming, I’ve implemented softer lighting in my lectures and seminars. Lighting can have a significant impact on comfort and focus, particularly for neurodiverse students.

Structured Learning #

I provide structured worksheets that guide task completion and note-taking without giving away the answers. This approach helps students who may struggle with executive function skills, like organising and prioritising information.

Safe Spaces #

For those who may become overstimulated during practical sessions, I’ve designated a changing room next to the sports hall as a “safe space.” Here, students can take a moment to regain their composure away from sensory overload.

Individualised Approach #

No two neurodiverse students are the same. I make it a point to consult with each student about their specific needs, appreciating the varied experiences and symptoms that come with neurodiversity.

Conclusion #

Being neurodiverse can sometimes feel isolating, especially in spaces predominantly occupied by neurotypical individuals. By taking these steps, I hope to foster a more inclusive and supportive environment for all my students. It is important to note that these adjustments to the learning environment are supplementary to learning support services, and neurodiverse students should be encouraged and supported to access the professional learning support services that are on offer.