Rethinking Listening: How We Can Better Support Neurodivergent Learners
When we think about "good listening" in classrooms, many of us imagine a quiet child, sitting still, making eye contact with the teacher.
But for many neurodivergent students — including autistic children, ADHDers, trauma affected and those with sensory processing differences — this picture of listening doesn’t just feel uncomfortable; it can make learning harder, not easier.
It's time we rethink what listening really means, and how we can create environments where every student can truly focus, engage, and thrive.
Why "Traditional" Listening Expectations Don't Work for Everyone
Traditional classroom expectations — like sitting still, making eye contact, folding hands, and facing forward — are based on neurotypical norms.
But neurodivergent students process information differently, and these expectations can actually interfere with their ability to learn.
Research shows that for many autistic children, forced eye contact can be overwhelming, distracting, and even painful.
A study published in Nature Scientific Reports (Lassalle et al., 2017) found that autistic individuals experience overactivation of the subcortical brain system when making eye contact, leading to heightened emotional and physiological stress responses.
Similarly, expecting children to sit still often places their focus on suppressing natural self-regulation behaviours (like fidgeting or moving), rather than allowing their brains to stay engaged with learning. Research from the Journal of Abnormal Child Psychology (Hartanto et al., 2016) shows that physical movement can actually enhance cognitive performance in children with ADHD.
For neurodivergent students, traditional "listening behaviours" often require masking — hiding their natural needs in order to appear "compliant." Masking has been linked to increased stress, anxiety, depression, and even suicidal ideation in autistic young people (Cassidy et al., 2018, Autism Research.)
Source: autloveaccept.wordpress.com
What Listening Might Really Look Like for Neurodivergent Students
Inclusive listening recognises that focus and engagement don't always look the same.
For some students, listening might look like:
Fidgeting with a tool or toy to stay regulated
Looking away or avoiding eye contact to better process auditory information
Doodling or drawing to maintain focus during verbal instruction
Standing up, pacing, or shifting positions while thinking
Taking sensory breaks when overwhelmed
These behaviours aren’t signs of disinterest or inattention — they’re things that help neurodivergent students listen better.
Moving Towards Inclusive Listening Practices
Schools have an opportunity — and a responsibility — to create environments that support every learner.
Inclusive listening practices mean trusting students to know what their brains and bodies need in order to engage.
One simple but powerful step is to move away from rigid expectations like Whole Body Listening and instead introduce flexible frameworks, like Bumper the Whole Body Learner (Autism Level UP!), which affirm that listening can look different for everyone.
By honouring these differences, we create classrooms where:
Students feel safe, respected, and included
Learning becomes more accessible to a wider range of learners
Authentic engagement — not masking — becomes the norm
Final Thoughts
Listening isn’t about how a student looks — it’s about whether they are able to process, engage, and connect with the information being shared.
When we broaden our understanding of what listening can look like, we open the door to true inclusion, belonging, and thriving for every child.
Our students deserve nothing less.
Further Reading:
References:
Lassalle, A., et al. (2017). "Effects of eye contact and gaze direction on autonomic responses to emotional faces." Scientific Reports.
Hartanto, T. A., et al. (2016). "Effect of fidgeting on cognitive performance in children with and without ADHD." Journal of Abnormal Child Psychology.
Cassidy, S., et al. (2018). "Risk markers for suicidality in autistic adults." Autism Research.
