Did you know 1 in 5 Australians are neurodivergent? This includes autism, ADHD, and other learning differences that shape how young people experience the world. Neurodivergence is not one-size-fits-all. Each student experiences school differently, and support needs may change across developmental stages and life circumstances.
Supporting neurodivergent young people at school
In Australia, an estimated one in five people are neurodivergent. Neurodivergence refers to the natural variation in how brains develop, function, learn, and process information, compared to what is typically expected within current social and cultural norms. This includes autism, ADHD, and specific learning differences, among others.
As awareness increases, many families are recognising that neurodivergence often runs in families. A young person’s identification or diagnosis can prompt parents and carers to reflect on their own experiences of learning, work, and wellbeing — sometimes for the first time. This recognition can be empowering and validating, while also highlighting the challenges of navigating systems that are not always designed to support neurodivergent people.
What is neurodivergence?
Neurodivergent people may experience differences in attention, sensory processing, communication, emotional regulation, or executive functioning. These differences are not deficits, but natural variations in how individuals interact with the world.
In families where one or more members are neurodivergent, daily life may require additional planning, flexibility, and advocacy — particularly within education settings. Parents, carers, young people, and siblings can all feel the impact of navigating environments that may lack understanding or appropriate support, which can place strain on both individual and family wellbeing over time.
Supporting neurodivergent young people at school
Neurodivergence is not one-size-fits-all. Each student experiences school differently, and support needs may change across developmental stages and life circumstances.
Effective school support is flexible, individualised, and collaborative, prioritising understanding, inclusion, and psychological safety.
Key areas of support include:
Understanding neurodivergence
- When educators understand the wide range of neurodivergent experiences — and how these may influence learning, communication, behaviour, and emotional regulation — schools are better positioned to move away from assumptions and towards strengths-based, individualised support.
Creating supportive environments
- Predictable routines, sensory-aware classrooms, visual supports, and flexible learning approaches can support regulation, safety, and meaningful engagement in learning.
Executive functioning support
- High school students may benefit from explicit support with organisation, planning, and time management. Tools such as planners, visual task breakdowns, clear expectations, and structured check-ins can reduce overwhelm while supporting autonomy and independence.
Social and emotional support
- Guided social support, mentoring, and emotional coaching can help neurodivergent young people navigate social challenges they may be experiencing — including relationships, social expectations, and emotional experiences — while building confidence and connection.
Collaboration with parents and carers
- Parents and carers hold deep knowledge about their young person. Sharing this knowledge through regular communication, planning meetings, or an “About Me” letter can strengthen partnerships between families and schools and support consistent, meaningful adjustments.
Community, belonging, and self-acceptance
- Access to clubs, peer groups, and neurodivergent-affirming communities — online or in person — supports belonging and positive identity development. Advocacy from adults plays a key role in fostering self-worth and self-understanding
Supporting neurodivergent teenagers
Adolescence can be a complex and intense period for neurodivergent teenagers. Alongside typical developmental changes, teens may be navigating increased academic demands, heightened social expectations, sensory overload, and a growing awareness of how they experience the world differently from their peers.
Supporting neurodivergent teenagers means recognising their need for autonomy, dignity, and collaboration. Teens are best supported when they are actively involved in conversations about their learning, adjustments, and wellbeing, rather than having decisions made about them without their input.
Helpful supports for neurodivergent teens include:
- Clear, respectful communication that explains why expectations or changes are happening
- Opportunities for choice and control where possible
- Flexible approaches to learning, assessment, and attendance
- Support with emotional regulation, burnout, and stress — not just academic performance
- Safe adults and spaces where teens can be themselves without needing to mask
Many neurodivergent teens experience exhaustion from masking or trying to meet neurotypical expectations. Prioritising psychological safety, connection, and trust helps reduce burnout and supports long-term wellbeing. When teens feel understood and respected, they are more able to engage, self-advocate, and develop a positive sense of identity.
When school attendance becomes a struggle: understanding “School Can’t”
Schools across Australia are seeing an increase in young people experiencing school attendance difficulties, which can be deeply distressing for young people and their families.
“School Can’t” describes situations where a young person is unable to attend school due to overwhelming stress. It is not a behaviour problem, but a nervous system response often linked to anxiety, burnout, sensory overload, trauma, or unmet support needs. Neurodivergent young people are disproportionately affected.
School Can’t Australia is a national organisation supporting parents, carers, and professionals working with young people experiencing school attendance difficulties. As Australia’s largest parent and carer support network in this space, it offers lived-experience-informed resources to help families prioritise wellbeing while navigating education systems.
Looking after yourself matters too
Supporting a neurodivergent young person — particularly through school challenges — can be both rewarding and exhausting. Caring for your own mental health is essential. When families are supported, young people are better supported too.
With understanding, appropriate school adjustments, and professional support, neurodivergent young people — and their families — can be supported to thrive.
How Raise supports young people and families
Raise supports young people through trained mentors who provide consistent, caring support across our 10- or 20-week programs. Programs are delivered in person or online, supporting young people at school, at home, or in the community.
In 2025, Raise supported over 2,500 young people, with 37% identifying as neurodivergent. We also play an active advocacy role and, in 2025, contributed to the Review of the Disability Standards for Education (DSE).
We believe young people and their families must be at the centre of inclusive education policy and practice.
