Why Neurodivergent Kids Might Be Smarter Than the System That Fails Them

What If Neurodivergent Children Are Society’s Wake-Up Call?

Let’s begin with humility. I’m not here to disregard the current education system; it has its merits. However, I invite you to consider that there are other options—paths we, as a society, haven’t yet chosen.

Today, we’ll flip the question. Instead of asking why there are more SENers (Special Educational Needs students), let’s ask: what is the increase in SENers showing us? It’s a subtle shift, but like heating water at 100°C versus 101°C, small changes can produce drastically different outcomes.

Brief reflection

In the previous post, we explored why there are more neurodivergent individuals in schools and society. The reasons span nature and nurture, external and internal factors. However, the question was framed from the assumption that neurodivergent individuals must adapt to fit the mould of society.
If you haven’t read the previous post, I recommend catching up [here].

This time, we’ll approach the topic from a different angle, breaking it down into smaller questions.

What Is Society Learning From SENers?

1. An Increase in Neurodivergent Individuals Reflects the Need for Societal Change

A neurodivergent (ND) individual often struggles to conform to societal norms. For instance, a hyperactive child may find it impossible to sit still for a 45-minute lesson. What if they’re showing us that we need more movement, more freedom to think, feel, and act?

Similarly, consider a dyslexic student who struggles with reading but excels at making unexpected connections. Or an autistic child staring at a wall, seemingly lost in thought. Could they be urging society to slow down, to embrace deeper reflection instead of relentless stimulation?

2. Do Parents Need to Find the Right School, or Are Children Teaching the Parents?

Parenthood often brings us back to our own childhood experiences, consciously or unconsciously. Many parents of SENers feel guilt, striving to provide the best for their child. But have they paused to consider what their child is teaching them?

Imagine a boy disengaged from school, struggling academically and behaviourally, with ADHD or dyslexia. Perhaps his actions suggest the family needs to break free from their 9-to-5 routine, explore the world, live on a farm for two months, or work together in a community setting.
Ignoring practicalities for a moment, what is this child teaching his parents? Patience? Better nutrition? More time together?

Rather than finding a school that fits the child, perhaps it’s the parents who need to change. What can we learn from our children?

3. Why Are We Trying to Put ND Individuals Into Boxes?

Do you know who you truly are? Strip away material possessions and job titles, what remains? Many of us avoid confronting this question, filling the void with distractions.

I found myself a few years ago having constructed an identity around job titles and material possessions. It took a few months of depression and then some, to realise who I was. Someone that has the unique ability to adapt, help, communicate and inspire others around me. I am not someone who can focus on something and pick at the fine details, that’s someone else's skill set, but I have the ability to work with that person in a variety of roles.

Children, especially ND ones, often resist the boxes we impose on them. Yes, they need guidance, but are we oversteering, telling them who to be rather than letting them discover it themselves?

4. From the industrial revolution to the technological into the spiritual?

Has our education changed as time has gone by? Yes it has. We are no longer teaching just boys, and we are now no longer teaching domestic classes such as cooking. I believe there should be continuous updates and changes as different generations pass through the schooling system.

• 1760-1840 was the industrial revolution.

• 1870-1900s was the electronic revolution.

• The 1950s-2000s was the information revolution.

What revolution do we now face in the 2020s?

One can argue (if you’ve listened to the news) that it is the age of Artificial Intelligence. However is that what are SENers are telling us? Let us take a more spiritual view.

We are measured by productivity but we feel an emptiness inside. Why do we have the arts? If we were here just to make and build things we’d all become engineers but even engineers enjoy Broadway shows. Please don’t confuse entertainment as connection but there is a connection we all feel when we leave a Broadway show.

Spirituality, I believe (if I was to use a Key Stage 1 example) is to truly understand that a seed holds life, what a remarkable thing! Not just a labelling of a plant and what it eats. Applying spirituality into education holds and sees concepts in a different unmeasurable way. Slowing down, taking time and truly understanding the concepts in front of us is more than just a page in a book, maybe that’s what the ADHDer is showing us.

5. Measurement of education

The mainstream education system is measured by end of term and year tests, predominantly in English, Maths and Science. The importance and continuation of these subjects is vital, there is no denying that. But, if you speak to any teacher or anyone that has been in education long enough they will tell you that these show a fraction of the students ability. Yet, they dictate what move the student makes next.

The increase in SENers and EHCP show that more students need extra support to achieve a level of standardisation. However Local Authorities are struggling to give support to these children due to financial and resources constraints. What do we do? Do we keep going down this road or do we change the education system?

6. What are Steiner's and Montesorri’s systems?

Through the Montessori system of education they emphasise on learning through practical examples. Well the ND person in a mainstream class that has just completed 8 division problems or is writing a letter to Charles Dickens is living in the realm of abstraction. What connection do they have to these 6 division problems or Charles Dickens' letter?

I feel that the Montessorri system is fantastic for those children that just need to move, who are creative physically and know what interests them. Get them out of their chairs!

The Waldorf system of education emphasises the spiritual lessons, flexible thinking, moral and social growth. Teaching students their formal names later on in their development and focusing on the arts and storytelling at the start.

Both methods of education offer something very different from the mainstream. These methods will not be suitable for all children but I feel they would be great for many children that need to be sat at a desk at 9am on a Monday morning.

Have a read here, Susan Stephenson does a brilliant job showing the similarities and differences of these two systems.

Final Thoughts

I hope this post has been thought provoking. By asking the question in a different way we no longer are finding blame or justifying the reasons why we have more SENers. Rather, looking at it in a positive, optimistic way of, Okay, what changes do we need to make.

If there are any parents or fellow teachers that feel the same way. Please reach out to me and tell me your story and your thoughts.