Neurodivergent kids (e.g. Autistic, ADHD, etc) have different ways of thinking and processing information compared to the ways that are considered “typical.”
Neurodivergent kids often process language very literally or (over)analyse the meaning of ambiguous language (i.e. language that can be interpreted in different ways).
School assignment questions often have implied instructions for how much to write and what kind of answer is required based on the words in the question (e.g. “discuss” vs “explain”).
These extra layers of meaning can make it difficult for Neurodivergent kids to know what is expected of their answers or how in-depth to go often resulting in what looks like underperformance.
There are also some underlying differences in how different kinds of brains are wired that can contribute to challenges with academic performance. Commonly Autistic or ADHD kids have differences in the development of their executive functioning skills.
Executive functions are like the control centre of the brain which includes working memory, mental flexibility, regulation and self control.
Read more about it here https://developingchild.harvard.edu/science/key-concepts/executive-function/
These differences are often linked to challenges with interpreting, planning, and completing school work and assignments at a level that reflects their abilities or within strict timeframes.
Many neurodivergent kids (particularly Autistic and ADHD) have an interest-based attention system. This means they may hyperfocus on interests leading to a high level of knowledge about interests. This difference in focus can look like they are “choosing” not to apply themselves to their school work.
Many neurodivergent kids (particularly Autistic and ADHD) have an interest-based attention system. This means they may hyperfocus on interests leading to a high level of knowledge about interests. This difference in focus can look like they are “choosing” not to apply themselves to their school work.
https://thepsychologist.bps.org.uk/volume-32/august-2019/me-and-monotropism-unified-theory-autism
This is often where the difference between their “potential” and “performance” can be seen as a “behaviour” or “self-discipline” problem.
While there is no “one size fits all” solution to these challenges and some “trial and error” will be needed to help find what works best for each child there are some general strategies that may be useful:
Our speech pathologists can help by working with you and your child to determine the types of supports that work for them and how this can be communicated with their teachers.
Therapist Neurodiversity Collective
https://therapistndc.org/education/
Neurodiversity Hub
https://www.neurodiversityhub.org/what-is-neurodiversity
Written by our Speech Pathologist – Georgia Stuart
