The challenges of working with neurodiverse children and young people
We’re all guilty of doing things a certain way because that’s how they’ve always been done – in every aspect of our lives.
When it comes to working with children and young people who are neurodiverse and have additional learning needs, I believe a fear of changing the way we work is holding us back.
Working with Neurodiversity
As teachers and therapists, we can learn a lot from those who are neurodiverse which can help us break down societal norms and unrealistic expectations. This in turn can make our work and our support much easier, as we work with the individual and not the neurotypical standards that are expected.
Right now, we have a generation of young people coming through our schools with different and complex needs when it comes to neurodiversity.
Can we confidently say we are supporting them in realistic and achievable ways? Are we meeting their needs or are we pushing them to conform to societal norms?
Or are we focusing on what needs to be done?
A common concern in schools and from caregivers is the not knowing. Not knowing what the triggers are or how to support students who are neurodiverse. Putting the focus on people with special needs or who are neurodivergent can cause us, and them, to become frustrated. But... an awareness of neurodevelopmental needs such as Autism and ADHD can help us understand what is and isn’t working and which can then help us to identify and develop the tools and strategies that can help. Of course, this takes time, and isn’t a quick fix, but understanding that sometimes you may feel that you are going one step forward and two steps back will help you through the process.
Building relationships with these children is key, but as we see the huge increase in neurodiversity in schools, it can be overwhelming, and feel lonely. This is where we can all benefit from additional support, through professional development and training and workshops to help extend our knowledge and understanding. And this is where we can help, we can enhance that knowledge and understanding through reflective practice and psychoeducation groups. Facilitated by a therapist who is experienced and has worked extensively with children and young people. To enable open discussion and work on strategies and interventions to enable them to support those in need. This can be for groups of up to 8 team members or on a one-to-one basis online. This is a confidential space to discuss specific themes, learners, circumstances, personal resonance and sharing ideas, that they need support with. Facilitated by a therapist This is also delivered on a one-to-one basis for LDMs, DSL’s and Deputy DSL’s.
Fortis can work with the children in school with individual therapeutic sessions, supporting them to understand what neurodiversity means for them, what strategies they can use to support their individual needs. Working with them to develop coping strategies tailor made for them and teach them to use them outside of the therapy space to help with regulation. Working with the team around the child to enhance their knowledge of individual children and their neurodiverse traits and why they respond and act the way they do, to give context to situations which helps defuse difficult situations.
