The Challenges Neurodivergent Children Face in Mainstream Classrooms: A Look at ADHD and ASD

While inclusive education aims to create equal learning opportunities, neurodivergent children often face unique obstacles that can make navigating a mainstream classroom environment challenging. These hurdles impact social interactions, classroom engagement, and overall academic success. For parents, teachers, and peers, understanding these challenges is key to fostering a supportive and inclusive learning environment.

The Prevalence of Neurodivergence in Schools

In today’s mainstream classrooms, around 15-20% of students require additional support due to neurodivergent traits. This includes children with ADHD, ASD, dyspraxia, dyslexia, and other learning differences.

Research suggests that between 5% and 10% of children in South Africa have ADHD, aligning with global prevalence rates. A study by the Department of Education in 2007 found that 17% of learners with special educational needs in mainstream schools had ADHD.

For ASD, prevalence estimates suggest it affects 2-5% of the South African population, although data collection is limited, and the true number may be higher. A study in the Western Cape found that 0.08% of students had an ASD diagnosis, with most of these learners residing in urban areas.

To put this into perspective:

• In a classroom of 30 students, roughly 3 may have ADHD.
• 1-2 students could have ASD.
• 4-6 students in total may be neurodivergent, encompassing ADHD, ASD, dyslexia, and other learning differences.

Social Challenges in the Classroom

ADHD and Social Interactions

Children with ADHD often struggle with impulsivity, hyperactivity, and inattentiveness, making social interactions difficult. They may interrupt conversations, struggle to take turns, or act in ways that peers find unpredictable. These behaviours can lead to misunderstandings, social rejection, or even bullying. Maintaining friendships can also be tricky, as difficulties with emotional regulation and focus may cause frequent conflicts.

ASD and Social Differences

Children with ASD experience social challenges in a different way. They often struggle with interpreting body language, facial expressions, and social norms. While some may prefer solitary activities, others might want friendships but have difficulty navigating the social expectations of their peers. Changes in routine and unpredictable social situations can heighten anxiety, leading to withdrawal or frustration.

Coping in a Neurotypical Classroom

ADHD and the Classroom Environment

For children with ADHD, staying focused, following instructions, and completing tasks in a structured learning setting can be incredibly difficult. They might get distracted easily, fidget frequently, or struggle to sit still. Teachers and peers may interpret these behaviours as disruptive, but in reality, they stem from an inability to regulate attention and impulse control. This can lead to academic struggles, frustration, and low self-esteem.

ASD and Sensory Overload

Mainstream classrooms can be overwhelming for children with ASD. Bright lights, loud noises, or crowded spaces can trigger sensory overload, making it difficult for them to concentrate. Unstructured times like breaks and lunchtime can also be anxiety-inducing. Many children with ASD require predictability in their environment, and unexpected changes can result in distress.

Essential Skills That May Be Lacking

Neurodivergent children often need additional support with:

1. Executive Functioning Skills – Planning, organisation, time management, and self-regulation. These skills are vital for completing tasks and keeping up with schoolwork.
2. Social Skills – Understanding social norms, building friendships, and effective communication. These are often not picked up naturally and may require explicit instruction and practice.
3. Adaptive Skills – Coping with change, managing emotions, and problem-solving in dynamic school environments. Without proper support, routine changes can lead to stress and meltdowns.

Key Areas Where Support is Needed

Neurodivergent students typically require assistance in three core areas:

1. Behavioural Regulation – Helping them manage impulsivity, emotional outbursts, and self-control.
2. Social Interaction – Teaching effective communication and relationship-building skills.
3. Executive Functioning – Providing tools for organisation, time management, and task completion.

How Teachers Can Support Neurodivergent Learners

Understanding Behavioural Challenges

Neurodivergent children process information differently, affecting their responses to language, sensory input, emotions, and change. When a student is acting out, they are likely overwhelmed and in need of support, not discipline. Teachers can help by acknowledging their emotions and guiding them toward problem-solving.

Creating a Structured Environment

• Establish Routine– A consistent classroom schedule reduces anxiety.
• Give Clear Instructions– Use short, simple steps and check for understanding.
• Provide Visual Supports– Charts, schedules, and reminders improve independence.
• Use Executive Functioning Tools– Planners, timers, and checklists help students stay organised.

Supporting Behaviour and Sensory Needs

• Offer Movement Breaks– Short breaks help students with ADHD reset their focus.
• Create a Calm Corner– A designated quiet space helps ASD students self-regulate.
• Use Preferential Seating– Position students where distractions are minimal.
• Incorporate Fidget Tools– Items like stress balls or wiggle seats can help reduce restlessness.
• Reduce Sensory Overload– Use soft lighting and noise reduction strategies when possible.

Helping with Social and Executive Functioning

• Teach Social Skills Explicitly– Role-playing and mentoring can help children navigate friendships.
• Encourage Inclusivity– Reinforce peer acceptance and model empathetic behaviour.
• Provide Alternative Group Work Options– Some neurodivergent children work better individually or in structured pairs.

How Parents Can Advocate for Their Child

At School:

Request an Individualized Education Plan (IEP) – Ensure classroom accommodations are in place.
Communicate with Teachers – Keep an open dialogue about what helps your child succeed.
Educate Others – Provide teachers with an “About Me” letter outlining your child’s strengths and challenges.

At Home:

• Create Routines– A structured home environment reduces stress.
• Encourage Social Skills Practice– Arrange structured playdates or therapy groups.
• Support Sensory Needs– Noise-cancelling headphones, weighted blankets, or sensory-friendly spaces can be beneficial.

Final Thoughts

Including neurodivergent children in mainstream classrooms is an essential step toward true inclusivity, but it comes with challenges that require awareness and adaptation. By understanding the struggles of students with ADHD and ASD and implementing targeted support strategies, educators and parents can create environments where neurodivergent children can thrive.

Through patience, structure, and collaboration, we can empower every child to reach their full potential—because every learner deserves the chance to succeed.

ALSO READ: Understanding Your Neurodivergent Child’s Love Language: A Guide to Connection and Cooperation