Schools are often designed around a narrow definition of how students are expected to learn and participate. For neurodivergent students, this can result in misunderstanding, limited support, or exclusion. Although awareness of neurodiversity in education is increasing, many educators and students still lack clear, concrete guidance on what neurodiversity means and how it should inform everyday classroom practice.

This senior project has two primary objectives. The first objective is to develop a clearer understanding of neurodiversity by examining how it is defined in educational research and how it is experienced by neurodivergent students in school settings. Reviewing current educational research alongside conducting semi-structured interviews, this study examines patterns in classroom support, teacher preparedness, and students’ sense of belonging. Rather than focusing solely on challenges, it highlights strategies that have been effective, gaps that remain, and participant-informed recommendations for meaningful improvement.

The second objective is to support educators in applying this understanding within the classroom. Findings from the research will be used to inform the development of a professional development workshop that provides practical strategies aligned with neurodivergent students’ strengths and needs. The workshop will be designed to help educators create inclusive learning environments that support student engagement, belonging, and academic growth.

By centering neurodivergent perspectives and connecting research to classroom practice, this project aims to contribute to more inclusive and supportive educational experiences for neurodivergent students.