Learning & Neurodivergence – How to Support Different Ways of Learning

In classrooms today we increasingly recognise that children learn in different ways - and with growing awareness of neurodivergence, it is more important than ever to think about “how” as much as “what” we teach. This blog explores the concept of neurodivergent learning styles, what the research shows, and how you can provide inclusive, responsive support in your setting. It also directs you to our extensive range of neurodivergent-friendly resources across multiple formats in our general shop.

What does “neurodivergent learning style” mean?

The term neurodivergence describes the variation in how people’s brains process information. As the Local Government Association puts it:

about “one in seven people (more than 15 %) in the UK are neurodivergent, meaning that the brain functions, learns and processes information differently”.

Neurodivergent learning styles may include, for example, differences in how learners:

• process sensory input and focus attention

• organise and plan tasks (executive function)

• regulate emotions or attention spans

• benefit from visual, auditory, kinaesthetic or multisensory teaching approaches

• prefer structured, scaffolded or flexible supports

Some of these differences are formally identified conditions (such as autism, ADHD, dyslexia, dyspraxia) and others less so - the key is to recognise that “normal” or “average” learning pathways are only one part of the story.

What does the latest research say?

A few noteworthy findings:

• A 2024 study from University of Birmingham looked at neurodiversity across adult populations in the UK — recognising that variation in processing, attention and cognition is widespread and not just in diagnosed groups.

• The same 1-in-7 figure is echoed across multiple sources; for example one article says “as many as one in five children in the UK are neurodivergent”. 

• Yet: neurodivergent students often face barriers in mainstream settings. For instance less than 40 % of autistic students successfully complete their studies at university as compared to higher completion rates among neurotypical peers.

• In a study of online learning, neurodivergent students reported greater difficulties with cognitive load (reading, listening and writing simultaneously) and found flexibility, control of environment, ability to pause and replay content to be especially helpful.

• Data from England’s SEN (Special Educational Needs) statistics: In 2024/25 over 1.7 million pupils in England had SEN support or an EHC (Education, Health & Care) plan. The percentage with an EHC plan rose to 5.3 % and with SEN support to 14.2 %.

What does this mean for how we teach and support?

Here are some practical implications for schools, teachers and learning-support professionals:

• Recognise individual difference: Don’t assume one teaching method suits all. Even within “visual learners” or “kinesthetic learners” there is variation and overlap.

• Provide choice and flexibility: Allow different ways to access information (video/audio/text), to engage with tasks (hands-on, visual mapping, structured checklists) and to demonstrate learning (spoken, written, visually produced).

• Scaffold executive & organisation support: Many neurodivergent learners benefit from clear step-by-step guidance, breaks, timers, chunking of tasks and visual prompts.

• Create a calm, structured environment: Minimising sensory distractions, giving clear routines and predictable transitions can help learners whose attention or sensory processing may be taxed.

• Embed inclusive resources: Use resources explicitly designed to be inclusive - for example which require less reading load, give multi-modal access, include visuals, are dyslexia-friendly, and so on.

• Monitor and adapt: Keep an eye on how learners are engaging and progress, and be prepared to adjust supports rather than sticking rigidly to one method.

• Professional development & awareness: Teachers and support staff benefit from training and understanding of neurodiversity, so they can recognise strengths, potential barriers, and design accordingly.

Our neurodivergent-friendly resources

At Reachout Educational we are proud to host a wide range of resources tailored for neurodivergent learners. Whether you’re looking for scaffolding packs, multi-sensory tools, working-memory support sheets, planning frames, visual organisers, or full schemes tagged for neurodivergent accessibility - we have something for you. Browse our full collection of neurodivergent-friendly resources here: https://www.reachouteducational.co.uk/category/all-products

All our resources are clearly tabbed by type of neurodivergence and learning area, and are designed for practical use in classrooms, intervention groups or at home.

Conclusion

Understanding and embracing neurodivergent learning styles isn’t about labels or putting learners into boxes - it’s about recognising diversity in how children think, learn and engage. By offering flexibility, choice, clear supports and inclusive resources, we create learning environments where every pupil can thrive. At Reachout Educational we’re committed to supporting you with the tools that enable that vision. Explore our neurodivergent-friendly resources today and make inclusive learning a reality.