Belgium (Brussels Morning newspaper) Another autumn means another return to the routine of a new academic year – a comfort for many, but often the opposite for kids with conditions like Autism Spectrum Disorder (ASD) and ADHD.
I remember my own struggles at this time of year when days of playing with friends were replaced with sitting at a desk for six hours a day. As I begin my doctoral research into exercise and sports science with a focus on neurodivergent youth, it’s clear that little has changed in the US classrooms for the 5m-plus kids nationwide with these challenges.
In Europe, straight answers about ASD prevalence are hard to come by if we rely on sources, such as health surveys, hospital discharges, and registers. ASD is not treated in hospitals, and the diagnoses are not standardized, making tracking or country-to-country comparisons difficult. For example, the prevalence figures available for the UK and France are practically the same, but they do not necessarily reflect the same reality, nor can they be easily compared to the US.
The good news is that on October 4, the EU lawmakers endorsed a non-binding resolution to harmonize the rights of people with autism in Europe. The MEPs recommend mutual recognition of diagnoses, better access to employment, and prohibition of forced sterilization. While this resolution covers many areas affecting the lives of people with autism and their needs, its overarching purpose is creating a more inclusive society where they can thrive.
The rise of ASD rates in my native California especially among minorities, highlights the importance of educators helping kids with disabilities make smooth adjustments. I’ve developed a teacher toolkit that will help neurodivergent brains use exercise and awareness of sensory needs to achieve excellence in the classroom and become their own unique School Superheroes.
Let’s first address the exercise. Research from Harvard, University College London, and others attests to the link between exercise and learning, so we know that when students are active, they learn and retain information better. A kinesiologist more recently told U.S. News & World Report that four 15-minute exercise breaks during the school day are ideal for all kids. This is especially important for neurodivergent kids, who might need an extra low-impact activity break to become a Spelling Superhero.
It is also important to incorporate some non-exercise routines that are safe and teacher-monitored, such as chewing sugar-free gum. Like with exercise, kids could benefit from this fix – but especially kids with sensory issues. Keeping a pack of sugar-free gum in your desk and letting students chew it when they get nervous or agitated can help them stay focused and avoid classroom disruptions. It’s their gum, chosen by them for the specific challenges they face in a classroom. They become their own Coping Superheroes.
Third, help neurodivergent kids learn to cope with their surroundings. They may be hypersensitive to other students’ feelings . . . or they might have trouble perceiving others’ feelings at all. And they may not be able to see that there can be more than one way to solve a problem. Reducing some of the pressure with “show your work” allowances or pauses during particularly frustrating assignments can help these students keep up academically and build self-confidence.
Having a student with a neurodivergent diagnosis doesn’t mean that he or you have no control. Indeed, as famed psychiatrist and “Spark” author Dr. Ratey says, “What it means is that you have the power to change your brain. All you have to do is lace up your running shoes.” Even Superheroes need their special exceptions. After all, nobody expects Superman to fly below the speed limit!
Everyone deserves a chance to succeed. The Los Angeles community continues to make necessary investments in assisting neurodivergent people to become Superheroes, such as with the millions of dollars dedicated to a new adult living facility. Educators can become the Yoda for neurodivergent students simply by recognizing what they need – something as simple as chewing sugar-free gum or as unorthodox as a mock duel during a break in a history lesson. Together, we can create a learning environment where every neurodivergent child soars.
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