All Kinds of Minds: Embracing Neurodiversity in Today’s Classrooms
By: Denise Heppner, Associate Director, STF Professional Learning
Teachers in Saskatchewan and beyond are increasingly navigating classrooms that reflect a wide range of neurodiverse needs. From sensory sensitivities and communication differences to regulation challenges and unique learning profiles, the landscape of today’s classrooms is more complex than ever.
Neurodiversity-affirming practice is about shifting how students are seen and supported.
At the heart of inclusive education is the belief that all students deserve to feel seen, valued and supported for who they are. This includes neurodivergent learners – students whose brains are wired a little differently, whether they are autistic, have ADHD, experience anxiety or process information in ways that may not align with traditional expectations. These students don’t need to be “fixed” or “managed” – they need to be understood, accepted and affirmed.
Why Neurodiversity-Affirming Practices Matter
Neurodiversity-affirming practices are rooted in the idea that neurological differences are part of human diversity. They challenge deficit-based thinking and instead promote environments where all kinds of minds can thrive. When educators shift from asking, “How do I fix this behaviour?” to “What is this student trying to communicate?” the focus becomes one of connection. Neurodiversity-affirming classrooms benefit all students – not just those who are neurodivergent. When we build routines that support regulation, when we offer multiple ways to communicate and engage and when we reduce sensory and emotional overwhelm, we create a learning environment that is more inclusive, more respectful and more effective for everyone.
These approaches also support teacher well-being. Classrooms built on safety, trust and flexibility tend to experience fewer behaviour escalations and more meaningful relationships. Teachers feel more empowered, and students feel more understood.
What This Looks Like in Practice
Neurodiversity-affirming practice isn’t about adding something extra to your already full plate – it’s about shifting how we see and support students.
- Designing classrooms that allow for movement, sensory tools and flexible seating.
- Offering communication choices like visuals, gestures or assistive technology.
- Building routines that support predictability and reduce anxiety.
- Using language that reflects respect and avoids labeling students by their challenges.
- Responding to behaviour as communication.
It also means collaborating with families and caregivers (who know their children best) and listening to neurodivergent voices to guide practice. More and more, neurodivergent adults are sharing what helped – and what harmed – their school experiences. Their insights are critical to shaping more compassionate classrooms moving forward.
Continuing the Learning Journey
Understanding and supporting neurodivergent students is not a destination – it’s an ongoing learning journey. To support this work, the Saskatchewan Teachers’ Federation Professional Learning team has developed two in-person workshops for PreK to Grade 8 teachers and educational assistants. These sessions offer practical strategies, current research and real-world examples to help teachers deepen their understanding and apply neuro-affirming approaches in their classrooms.
- Understanding Neurodivergence: Insights Into Autism and Behaviour: Developed in partnership with Autism Services, this session offers foundational learning about autism and other forms of neurodivergence, alongside practical strategies for inclusive classroom practice.
- Supporting Neurodiverse Minds in Learning Environments: Focused on regulation, communication and building inclusive routines, this session explores how to respond to student needs while maintaining educator well-being.
Creating classrooms that affirm and support all kinds of minds requires curiosity, compassion and the willingness to adapt. When teachers lead with those qualities, the result is a classroom where all students feel like they belong – and where every learner, neurodivergent or not, has the chance to succeed.