When faculty redesign syllabi, they are not only updating deadlines or swapping readings, they are designing their courses to better support students who experience the world differently. Neurodivergent students; i.e. those diagnosed with ADHD, autism, dyslexia, or any other cognitive variation; are not an exception in the classroom but are increasingly becoming the norm.
Supporting neurodivergent students is not about lowering standards or offering special treatment. It’s about creating learning environments that are flexible, predictable, and inclusive from the start, which often improves the experience for all students.
Structure is Support
One of the most powerful tools faculty has is structure. Clear routines reduce cognitive load and anxiety. When students know what to expect, how to prepare, how assignments are weighted, when feedback will arrive, etc., they can focus on learning rather than decoding the hidden curriculum.
- Use direct language in your syllabus: Instead of “please turn in,” say “due by 4:30 PM on [date].”
- Put due dates at the top of assignments.
- Share rubrics and the “why” behind tasks—model your thinking and problem-solving process.
Flexible Course Design
Neurodivergent students benefit from multiple ways to engage with material and demonstrate learning. Offering choices—like a podcast or video essay instead of a paper—allows students to play to their strengths.
- Use videos, readings, and discussions to present content.
- Allow alternative formats for assignments.
- Avoid assuming students know what “done” looks like—show examples and clarify expectations.
Communication & Clarity
In the classroom, explicit communication is key. Say things out loud and write them down. Give advance notice of changes. Be open to questions without judgment. Being clear, direct, and explicit is the best way to be kind to all students.
- If a student shares a connection that seems out of place, ask: “Please walk me through how you made that connection.”
- Teach students how to share the floor in discussions—don’t assume they’ll follow social cues.
- Use the “step up, step back” method and explain it in advance.
- Tell students that during class discussions, you may ask someone to step back and invite others to step up that have not been speaking.
- If you notice some students are dominating the discussion, talk to them privately outside of class, express your appreciation for their contributions, but ask them to ‘step-back’ more or encourage others to participate. Or discuss with a student after class if they are sharing a lot and others do not have a chance.
- Teach other students how to regulate their responses to avoid eye rolling or rumblings in response to other students.
Understanding Neurodivergence
Neurodivergence is shaped not just by individual traits, but by environments that define what it means to be a “good student.” Unclear expectations, rigid norms, and lack of flexibility can turn differences into disabilities that hinder learning.
- Don’t assume students share the same communication styles or cultural norms. Explain how this class will operate and make the implicit explicit.
- Interpret student emails and behaviors by asking: What are they saying? Not just how they said it.
- Avoid phrases like “if you would just…” or “students should…”, instead ask students to explain how they are thinking about and approaching a task or assignment.
Practical Tips for Inclusive Teaching
- Teach and model classroom routines—don’t assume students know how to participate.
- Limit surprises—alert students to changes in group work or class structure.
- Use TILT (Transparency in Learning and Teaching) to make hidden expectations visible.
- When engaging students in group work, make clear the structure, roles, and expectations. In unregulated group work there are opportunities for unspoken assumptions and hidden expectations.
- Consider, in a work environment rarely are groups formed randomly. People are brought together because of the role they play, perspective they bring, and a clear charge and deliverable is provided along with resources to do the work. Class group work can mirror the structure and direction of group work in jobs.
Faculty don’t need to be experts in neurodiversity to make a difference. They just need to be curious, compassionate, and willing to ask: “What would make this course more accessible for everyone?” When we design with neurodivergent students in mind, we create better learning environments for all.