It’s estimated that around 15-20% of children and teenagers in the education system in Australia are neurodivergent.

So what is neurodiversity?

The term neurodiversity refers to the concept that differences in brain functioning—such as those associated with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia and other developmental or cognitive variations—are part of the normal variation of human minds.

The term actually has its roots in Australia, coined by Australian sociologist Judy Singer in 1998 — drawing on the idea of biodiversity applied to neurology.

The most common forms of neurodivergence in this group are ADHD with a prevalence of 4–11%, and 3–4% for Autism.

“Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will be best at any given moment?”

— Harvey Blume, The Atlantic, 1998

Despite the 15-20% neurodiverse numbers, many school learners are still being left behind as the education system struggles to accommodate their ways of learning, processing, interacting and regulating.

Around 60% of teenagers with Autism finish year 12 level education, but only 8.1% go on to get a bachelor’s degree or higher. Despite growing acceptance and understanding, neurodivergent learners are still being left behind in an education system that wasn’t set up to accommodate neurodiversity.

Many students who are neurodivergent face difficulty with traditional schooling models: less structured environments, frequent transitions, large classes and unpredictable routines can all pose challenges.

At the same time neurodivergent people assigned female at birth often remain under-identified and under-supported, in part due to limited teacher training and awareness about how neurodivergence presents differently in girls.

Educational settings that fail to adapt to neurodivergent ways of thinking and learning risk disengagement, underachievement, absenteeism and lower wellbeing.

A Guardian expose on the Australian education system in 2024 revealed that we are failing “the now almost 1 million Australian school students classified as having a disability and needing some sort of adjustment to learn – a 40% increase since 2017.”

Our own extensive research into the Australian education system revealed that all students benefit from having their unique learning styles taken into account and supported, but that teachers are struggling as it is with growing classrooms and tight budgets.

However progress is slowly being made, including growing awareness that neurodivergent graduates bring valuable skills, as business giants such as Sir Richard Branson come out as neurodivergent.

“The world needs a neurodiverse workforce to help try and solve some of the big problems of our time. Many people on the autism spectrum excel in areas such as logic, technology skills, problem-solving, pattern recognition, precision, sustained concentration, analysis and other unique cognitive functions.”

Richard Branson, 2021

But to get there, they need educational experiences that support their success, not just survival.

Recommendations for schools & policy makers

Prioritise universal design for learning (UDL): Develop teaching and learning methods that allow multiple ways to engage, process information and express learning, rather than retrofit supports after the fact.

Invest in teacher education and professional development: Ensure educators are equipped to recognise and support neurodivergent learners, including those whose divergence is less obvious (e.g., girls, students from diverse cultural backgrounds).

Flexible, student-centred approaches: Schools should adapt routines, class sizes, pacing, and assessment formats to honour how different brains engage.

Foster school cultures of acceptance and strength-based identity: Celebrate neurodiversity rather than pathologise it. Developing student self-understanding and positive identity contributes to wellbeing and engagement.

Wrap-around supports and transitions: For students moving from primary to secondary, or school to higher education/work, ensure continuity of support, mentoring, peer support, and practical preparation.

Collaboration with families and students: Involve neurodivergent students and their families in planning, decision-making, and evaluation of support strategies. Their lived experience provides essential insights.

Acceptance of alternative processing models and unique cognitive function will only benefit both the education system and the work force in the long run. The sooner we realise that all brains are built unique, the better we can create systems that support and uplift all of us.