Blog Post #9: Understanding Neurodiversity in Schools

 Child Mind Institute, “What Is Neurodiversity?”

Introduction

The Child Mind Institute article explains neurodiversity as the idea that differences in how people think, learn, and process the world are natural and should be respected, not treated as problems that need to be fixed. It challenges the traditional view that conditions like ADHD, autism, dyslexia, and other learning differences are deficits. Instead, it reframes them as part of normal human variation.

What stood out to me is that this article is not saying support is unnecessary. It is saying that the way we understand difference matters. If we see neurodivergent students as broken, we design schools to fix them. If we see them as different, we design schools to support them. That shift changes everything about how students experience school.

Neurodiversity reminds us that students learn in different ways, and classrooms should reflect that diversity.

Three Talking Points

Beginning

At the beginning of the article, neurodiversity is defined as the idea that brain differences are a normal part of human variation. Conditions like autism or ADHD are not framed as disorders that need to be "fixed" but as differences in how people experience the world.

This stood out to me because it directly challenges how schools are structured. Most schools are built around one idea of what “normal” learning looks like. If students do not fit that model, they are often seen as struggling instead of being seen as different learners.

Middle

In the middle of the article, the focus shifts to how neurodivergent individuals may face challenges, but also bring strengths. For example, some students may struggle with attention or organization, but they may also be highly creative, detail-oriented, or strong problem-solvers.

This part matters because it connects directly to ableism. Schools often focus only on what students cannot do instead of recognizing what they can do. That creates environments where students are constantly being corrected instead of supported.

End

At the end of the article, the importance of support, understanding, and inclusion is emphasized. Neurodiversity does not mean ignoring challenges. It means responding to them in ways that respect students’ dignity and individuality.

This stood out to me because it reinforces that inclusion is not just about placing students in classrooms. It is about changing how we teach, how we think, and how we define success.

Argument Statement

This author argues that neurological differences should be understood as natural variations rather than deficits, and that schools must shift from fixing students to creating environments that support diverse ways of thinking and learning.

Connections to Other Texts, Vocabulary, and Course Themes

This article connects directly to the idea of ableism, which is the belief that certain abilities are “normal” and others are inferior. Schools often reinforce ableism by rewarding one type of learning style and labeling other students as struggling or behind.

It also connects to the social construction of disability. Disability is not just about a student’s condition. It is also about how environments are designed. A student is not inherently “disabled” in all contexts. They become disabled when systems are not built to support them. This shows that schools play a major role in either creating or reducing barriers.

The concept of neurodivergence also connects to asset-based thinking. Just like Renkly and Bertolini argue that students bring strengths, neurodiversity reminds us that differences in thinking are not weaknesses. They are part of what students bring into the classroom.

This also connects to The Non-Burning House Matters Too because both challenge the idea of neutrality. Schools are not neutral spaces. The way classrooms are structured often reflects dominant ideas about what “normal” looks like. If those ideas are not questioned, students who are different are pushed to the margins.

Personal Reflection

This article made me reflect on how often schools unintentionally create barriers for students. It is easy to assume that if a student is struggling, the problem is with the student. But this reading reminded me that sometimes the problem is the environment.

I have seen students who are labeled as distracted, difficult, or behind, when in reality they just learn differently. Once those labels are placed on students, it can change how teachers interact with them and how students see themselves.

What stood out to me the most is the idea that support should not come from a place of fixing, but from a place of understanding. Students should not feel like they need to change who they are to succeed in school. Schools should be flexible enough to meet students where they are.

As a teacher, this made me think about how I design my classroom. Am I creating opportunities for different types of learners to succeed, or am I expecting all students to fit into one model? That is something I want to be more intentional about moving forward. It also made me think back to a previous class that I had in the summer, where I gained a broader understanding of neurodiversity and myths surrounding it.

Resource / Hyperlink

Read the full article here:
https://childmind.org/article/what-is-neurodiversity/

Explore more resources on ADHD and learning differences:
https://www.additudemag.com/

Closing Thought

Neurodiversity reminds us that difference is not the problem. The problem is when systems are designed for only one type of learner. If schools want to be truly inclusive, they must move beyond fixing students and begin redesigning environments where all students can thrive.

Blog Post #8: Schools, ICE, and the Reality of Safety Rethinking Schools — ICE Issue (Introduction + Selected Articles)

Introduction

The introduction to the Rethinking Schools ICE issue makes it clear that schools are not separate from what is happening in society, especially when it comes to immigration enforcement.

One of the biggest ideas is that students cannot learn if they do not feel safe. The introduction explains that ICE presence in communities creates fear that follows students directly into the classroom. Students are described as coming to school “carrying… worries in their hearts,” which shows that fear is not something left at home. This fear affects how students show up and participate and even whether they come to school at all.

Another key issue raised in the introduction is that immigration has been treated as a security issue instead of a human issue, which has expanded systems of surveillance, detention, and deportation. This framing is important because it directly impacts how students and families are viewed and treated. At the same time, the introduction highlights something powerful: resistance and community care. Teachers, families, and communities are not just accepting these conditions. They are organizing, protecting each other, and advocating for students.

Three Talking Points

Beginning

The introduction challenges the idea that schools are safe and neutral spaces. Instead, it shows that schools are deeply connected to political and social systems like ICE. This stood out to me because as educators, we sometimes act like what happens outside of school does not affect learning. But this proves that it absolutely does.

Middle

In Kicking ICE Out of Our Schools and Communities, educators explain how students are coming to school with fear and anxiety, sometimes even preparing for the possibility that their parents could be taken. In the context of "Now Is the Time to Defend Our Students," schools witnessed a pervasive atmosphere of fear within their communities, as students absented themselves from school due to the proximity of Immigration and Customs Enforcement (ICE) operations. These examples highlight the real-world effects of the problem, which are seen in classrooms and affect students' attendance, engagement, and mental health.
The final part of this discussion will focus on what educators can do, with the introduction emphasizing the importance of teachers taking an active role.

Instead, educators should collaborate with communities, safeguard students, and champion more secure school settings. This is significant because it emphasizes the dual responsibility of educators: to provide instruction and to safeguard their students' welfare. Argument Statement The authors argue that ICE and immigration enforcement create an atmosphere of fear and insecurity, which directly impairs students' ability to learn; therefore, educators are compelled to actively cultivate secure, encouraging, and protective school settings.

Connections to Other Texts & Course Themes

This viewpoint aligns closely with the school-to-prison pipeline, as both systems illustrate how students, especially students of color, are subjected to surveillance and control instead of receiving sufficient support.

It also connects to Renkly & Bertolini’s asset-based model, because these ICE situations show what happens when students are seen through a deficit lens instead of being valued for their humanity. This also connects to Lisa Delpit’s “The Silenced Dialogue.” When students feel unsafe, they are less likely to speak, participate, or engage. Their voices become silenced. It also connects to Mellody Hobson’s idea of being color brave, because ignoring issues like immigration and race does not protect students. It actually makes harm invisible.

Personal Reflection

    This really resonated with me because it made me think about how students are carrying things into the classroom that we do not always see. In my own experience in school settings, I have seen how quickly students can be labeled without understanding what they are going through. A student might seem disengaged or quiet, but there could be something much deeper happening in their life. Reading this made me realize that for some students, school is not just about learning. It is about safety. If a student is worried about their family being taken or not knowing what is going to happen when they get home, learning becomes secondary. This connects to the idea that as educators, we have to look beyond behavior and really understand students as whole people. It is not enough to just teach. We also have to create environments where students feel safe enough to even be present.

Hyperlink

https://www.rethinkingschools.org/articles/kicking-ice-out-of-our-schools-and-communities/

Students cannot fully learn in environments shaped by fear. Schools must be places of safety and protection.

Closing Thought

The introduction to this issue makes one thing clear: education is not separate from justice. If students do not feel safe, they cannot fully learn. That means educators must take an active role in protecting students and standing against systems that create harm.