Can Neurodiveristy strengthen DEI?

In March, I attended the 2023 National Association of Independent Schools Annual Conference, and as I expected to some extent, very few schools included the neurodiverse segment of our population in their Diversity, Equity, and Inclusivity (DEI) messaging and programs. What I did not expect was how publicly and vehemently so many school practitioners resisted the possibility of including neurodiversity within their school’s DEI initiatives. 

Diversity, Equity, and Inclusivity Includes Valuing Neurodiverse Individuals

As a neurodiversity consultant, DEI initiatives have buoyed me. The training taught me that marginalizing any group or segment of society creates injustice and suffering. In addition, it taught me the importance of having all segments of society represented and diverse perspectives celebrated as integral parts of creating a unified community. 

Therefore, from my perspective, DEI work includes valuing neurodiverse individuals, especially since neurodiversity manifests in all races, genders, and cultures. DEI trains the community in more inclusive and equitable educational approaches, which should (and often does) benefit neurodiverse learners.

Does Neurodiversity Fit Into DEI, and If Not, Why?

When I saw firsthand how adamantly school leaders were excluding the neurodiverse populations without regard for the principles of DEI training, I was genuinely perplexed. 

As some of you know, my amazing husband has been a Head of School for over 15 years. So, when I need to explore the perspective of a school leader, he is my go-to guy. When I approached him with this question, he answered quite simply, “Independent school leaders are tired!” As he explained his statement, my understanding deepened.

Independent School leaders face a myriad of complex pressures. 

After an unprecedented three years of stress due to a worldwide pandemic, the usual stressors continue, such as the need to fill the classes with full-paying students while meeting the expectations of offering small class sizes and a rigorous curriculum. In addition, there is a new expectation and hope for creating a more diverse, equitable, and inclusive academic community.

DEI initiatives can be polarizing. 

The polarization created by DEI initiatives became an additional drain on school leaders’ time and energy as they quelled fears on both sides. Most schools and accreditation institutions started DEI initiatives to develop diverse learning communities representing the global community.

This push for diversity activated a segment of the population who feared “their place” at a school, or a job would be given to a “less qualified” person because that person offered a diverse perspective. The group struggled to understand the change in admission practices from strictly academic performance to the addition of prioritizing what perspective the student brings to enrich the learning community. This group demanded to be heard, and this took more time from school administrator’s overflowing schedule. 

Schools value high standards of excellence.

Unlike other groups considered in DEI, neurodivergent students have always been and will continue to be in independent schools. I spent most of my career supporting schools as they discovered there was no need to change their standards of excellence for neurodiverse learners. 

If we train teachers to use different teaching modalities: discussion, modeling, outlines, and experiential learning, neurodiverse students could thrive. Additionally, most independent schools added some form of support for neurodiverse students, such as Learning Centers, Writing Centers, and Math Centers. 

However, this neurodiverse student population and the work within schools to support them have remained hidden. This secrecy and shame flows through the education of these students, harming their self-esteem and leading them to hide their neurodiversity throughout their professional and personal lives.

Schools Fear Being Seen as a Place That Celebrates Neurodiverse Thinking

Despite the progress throughout the last 30 years, schools fear being seen as a place that celebrates neurodiverse thinkers. Their identity of being viewed as a rigorous educational institution is threatened when faced with the outdated beliefs of some that neurodiverse students are not intelligent. Even though independent schools serve students with some mild to moderate learning disabilities, most are not equipped to serve individuals with severe disabilities or intense support needs. So, despite the data showing that neurodiversity affects 15 to 20% of our global community, when school leaders face the challenge of changing beliefs, clarifying what types of neurodiversity they serve well, and tracking the number of students they can support, they feel overwhelmed by additional expectations and responsibilities.

As the Founder of Ignite Change Makers, celebrating and attracting neurodiverse students can relieve the myriad of challenges school leaders encounter. I developed a school auditing system that surveys all of the constituents in the school community on their beliefs surrounding neurodiversity and their perceptions of how the school serves this population segment.

This survey identifies the perceptions of the school’s current customer base surrounding neurodiversity, which type of learners the faculty are trained to work with, and which type of neurodiverse students the school serves well. Moreover, it defines how many hours of support their current staffing offers. Armed with this data, I support schools in making informed decisions about which neurodiverse learners to recruit and how many their current structure can support. This can alleviate some of the struggles surrounding admission and diversity numbers.  

As a member of the Independent School Community, I am proud of our smaller class sizes, excellent faculty, engaging curriculum, and the way we know, value, and love our students. These components make our learning communities accessible to many types of diverse learners. The techniques that make curriculum accessible to neurodiverse learners benefit all types of students, even neurotypical ones. I strive to support schools in creating a learning population where 15 to 20% of their student body has some form of neurodivergence, such as anxiety, depression, dyslexia, dysgraphia, or dyscalculia. Therefore, using my new understanding of the fear that wraps around serving neurodiverse individuals, I will continue to elevate the value of neurodivergent thinking and how those unique perspectives enrich every learning experience. We know that cloaks can change into superhero capes. 

We all benefit from the superpowers of neurodivergent thinkers.