How to support neurodivergent high school students: Practical strategies for parents 

As a parent of a neurodivergent high school student, it can be hard to know how to support them as school becomes more complex, homework gets harder and social pressures increase.  

Our last article looked at how neurodivergence can affect the way students learn because understanding the “why” behind what your teenager is experiencing can be a starting point for figuring out how best to support them. In this article, we’ll look at some simple but foundational strategies you can use to support them. 

What “thriving” actually means for neurodivergent learners

Thriving is often viewed as getting good grades and handing in homework on time. But it looks different for every student. For one learner, it might mean putting their hand up in class for the first time that term. For another, it could be having a go at a maths problem they once thought was impossible, and persisting when they don’t get it right the first time. A thriving learner is not one who no longer finds school challenging, because challenge is an important part of learning. It can often be more about building confidence, engagement and enjoyment.

Foundational strategies 

Every neurodivergent person is unique, and there’s no one approach that works for everyone. You can think of the strategies below as a starting point. Expect some trial and error as you work out what fits your child. 

Importantly, these strategies are not about “fixing” your child, trying to change them, or asking them to mask who they are. Instead, they focus on the environment around the student, which can often be tweaked to better fit them and set them up for success. 

Break tasks down

Many academic tasks can look straightforward on the surface, but actually be quite vague or overwhelming for neurodivergent learners. For example: “Do your assignment” sounds like a simple instruction, however, it’s a pretty big task with lots of invisible steps underpinning it. Breaking it down into smaller, more manageable steps (such as: “read the assignment question”, “underline key words”, “define key words” etc.) can make each step feel concrete and achievable. It’s often assumed that a student will naturally infer these steps, but for many, it can be challenging. 

In daily life, breaking down tasks might look like using a checklist to work through an assignment one step at a time. It could also involve a tutor supporting your child to make the steps behind tasks visible, so they can build confidence in breaking it down themselves at home. 

Add structure 

Structure and a consistent routine are often helpful for neurodivergent people. One of the reasons why relates to executive functions, the higher-order thinking skills we compared to the CEO of the brain in our last article. Part of that CEO’s job is planning ahead and adjusting when something changes. Routine and predictability let a student anticipate and prepare for what’s coming next, allowing them to focus more of their mental energy on the task itself. 

In practice, adding structure and predictability could look like a monthly calendar with upcoming assessment deadlines clearly visible, a heads up before a change of activity in the classroom, or a tutor who runs sessions at a consistent time and with planned content and activities each week. 

Set up a dedicated study space 

When teenagers are studying, background noise, conversations and other external distractions can all compete for their attention. A dedicated study space reduces that competition and makes focusing on the task easier. This doesn’t need to be a home office; it can be any space that your child can use consistently for study, with minimal distractions. 

In practice, this could look like studying away from the TV or your child choosing to put their phone on silent. It can also be helpful for students to consider the lighting, how their materials are organised and whether the space is comfortable. 

Build consistency 

It’s worth noting that a strategy that works well in a tutoring lesson but nowhere else is not particularly useful for students. Strategies have a better chance of sticking when they are used across settings, including home and school, making it beneficial for the adults around your child to work together. 

Consistency can often be built by sharing the strategies your child’s teachers are using with their tutor, or letting any new people who work with your child know what works well for them at home. This helps the same approach to be reinforced everywhere your child learns. 

Encourage sleep and movement 

Lifestyle factors, such as getting enough sleep and exercising regularly, lay the foundation for adolescents to succeed at school. These healthy habits support thinking and learning, and can also improve mood and reduce stress, playing an essential role in how children engage with school. 

For your child, this might look like trying to maintain a consistent sleep and wake time, and fitting in some form of movement that is enjoyable to them, such as walking home from school or playing a sport. 

Highlight strengths 

A student’s strengths are just as important as their challenges. Highlighting their strengths helps students build their confidence and feel good about themselves, which is often key to thriving at school. 

This means noticing and naming things your child is good at, giving them opportunities to showcase their knowledge and succeed, and supporting them to recognise their own strengths. 

Where to next

Foundational strategies are a helpful starting point, but they aren’t one-size fits all. They also require your child to be on board with trying them out. Before introducing new strategies, it helps to understand what’s going on for your child from their perspective, what they want out of the situation, and what they’re willing to try. Young people are often able to suggest and try out strategies themselves, and think of ways the strategies we’ve provided in this article could work for them. The goal isn’t to hand your child a finished toolkit, but to build one in collaboration with them. 

Disclaimer: This article is general information only, not individual advice. For guidance specific to your child, please speak with their treating clinician, school or other qualified professional.

We’re always here to discuss your child’s unique learning needs as well – get in touch here any time.