You do not need a brand new program to start tomorrow. You need a handful of moves that make learning clearer, calmer, and more doable for every brain in the room. Even if you are not sure who is neurodivergent in your class, begin with universal supports, then add extra platforms where they are needed. Think training wheels for learning. Universal first, targeted second. In this blog, I will go through some ideas that help ‘my [neurodiverse] brain’… thus would help many other (neurodiverse) brains!

Make the day predictable

Uncertainty fuels anxiety; predictability settles it. I can’t function at my best when unpredictability is at a high. In class, post a simple visual schedule and teach your routines like any other skill, so students can see what is coming and when they will be finished. Open a lesson with three plain sentences about what you are learning, how you will do it, and how everyone will know they are getting it right, then circle back mid-lesson and in the last minute, so progress is visible. This doesn’t have to be a detailed monologue, just a sentence or two. A visible timer and crossing off items on the board can reduce worry too.

Lower the cognitive load

Many students can do the thinking, but the route gets jammed by long talk, cluttered pages, and multi-step tasks. Keep explanations tight, pause, and ask pairs to repeat the steps in their own words before you release the task. Separate ideas from formatting with a worked example on one side and a clean template on the other, so students can launch without spinning their wheels. Offer first contact with new content in more than one form, such as a short paragraph plus an audio clip, so decoding does not block understanding.

Shape the space, not just the task

Brains notice light, noise, and movement before they notice your great hook. Set up a calm zone for focused work and a collaboration zone for group time, and let students choose the best fit for the task. Keep one wall purposeful rather than busy, provide quiet fidgets, page rulers, and noise-reducing headphones (if at all possible) as standard tools, and keep pathways clear so transitions are smooth. Small sensory aware adjustments like these reduce overwhelm and lift access for many learners. 

Teach regulation like you teach reading

Co-regulation comes first, self-regulation follows. Build a simple shared language for feelings and energy levels, then rehearse short regulation routines when everyone is calm, not just when the room is hot. Things like a two-minute colour check in at the start of class, two taught breathing drills before assessments, and a discreet help signal students can use to request a short break, create a culture where managing emotions is normal and respected. The Victorian Resilience, Rights and Respectful Relationships materials slot neatly here with ready-to-use lessons on emotional literacy and help-seeking. 

Give choice in how to learn and show learning

Not every learner takes in information or demonstrates mastery the same way. Offer options for input and output that still point to the same success criteria. Students might read or listen, plan with a graphic organiser or a quick voice note, then show understanding with a labelled diagram, a short paragraph, or a sixty-second explanation video.

Reframe behaviour as information

Most blow-ups are stress, not defiance. Give a quick, quiet reminder before the tricky bit. Say what happens next and how to do it. Cut down noise and crowding. Keep reminders short and calm. After things settle, have a short chat: what happened, what helped, and what we will try next time. Prevent first, react less.

Build belief with small, visible wins

Confidence grows when students can see their own progress. Set tiny targets and track them where students can touch and update them, such as a three-step progress strip on the desk. Give one-minute feedback that names the effort and the strategy, not just the mark, and invite a single sentence reflection at pack up. Today I moved forward by.... Those moments compound into a student who expects improvement because they can see it.

Work with families, not around them

Parents and carers are experts on their child. Swap quick wins both ways and keep it practical. Send a photo of your visual schedule or the sentence strip you are using so home can mirror the cue. Co-design a short support plan with two classroom adjustments and one home routine, then keep check-ins short and regular so you stay aligned.

You do not need to be a specialist to begin. You need clarity, curiosity, and a few routines you will practise until they stick. These moves calm the room, lift access, and give more kids a fair crack at learning. Start small, keep it steady, and watch confidence grow.