Sociology, generally speaking, tends to be one of the more inclusive subject areas, dealing as it does with a broad range of social inequalities. As sociology teachers, we spend a lot of time researching the impacts of class, gender, ethnicity, sexuality and disability. We pay attention to potential triggers that might make students feel uncomfortable, and, for the most part, are dealing with issues that could potential impact of the mental health and well-being of our students. But often, one of the biggest issues we face in creating a diverse and inclusive classroom is neurodiversity present in our students and often ourselves.

Recent headlines surrounding neurodiversity in education, and experiences within my own family have led me question how effective I am at producing an inclusive setting for neurodiverse students; and how sociology teachers can make a difference in this area. Often many of the activities we use can create unintended challenges for our students, and as somebody who does not have a specialism in this area, I have spent a lot of time recently reading reports – particularly focused on older children in FE and Sixth Form Colleges in the hope of creating some inclusive guidelines for both my own practice, and to aid others. What I was surprised to find, was that the changes required to facilitate neurodiverse students are not that great, albeit with the caveat that within the broad area of neurodiversity, there are an infinite number of different needs, and of course, I defer to those with expertise in this area. Simply, my aim is to put together a practical guide, based on research findings.

For post-16 sociology teachers, ensuring classroom activities are accessible to neurodiverse students is key to inclusive education. Neurodiversity in a typical sixth-form or FE classroom might include learners with ADHD, autism spectrum disorder (ASD), dyslexia, dyspraxia, or sensory processing differences; each with unique strengths and needs. By adapting common sociological tasks (debates, group discussions, analysing resources, projects, presentations, writing exercises), teachers can create an environment where every student can participate and learn effectively. The following guidelines offer practical strategies for planning and running these activities inclusively, with brief rationales aimed at promoting inclusive teaching principles. Many of these adjustments align with universal design for learning, meaning they can benefit all students, not only those with diagnosed differences. Many of these ideas come from the fantastic Teaching Toolkits created by UCL, particularly focused on neurodiveristy (ucl.ac.uk).

1. Structured Debates for Predictability and Comfort

Share the debate topic, questions, and format with students well in advance so they have time to process the material and prepare their ideas. Provide clear, explicit instructions and break the debate into structured phases (e.g. opening statements, rebuttals, summary) so that autistic and ADHD learners know exactly what will happen and can follow each step. For example, you might assign specific roles or time limits for speaking turns to ensure no one is overwhelmed by rapid exchanges or unexpected turns. An autistic student could be given a predetermined slot to speak or allowed to have a peer partner for support, ensuring they can contribute without feeling pressured to jump in unpredictably. This level of predictability reduces anxiety for students on the autism spectrum and helps those with ADHD stay focused on content rather than coping with chaotic discussion.

2. Facilitating Inclusive Group Discussions

Use smaller group sizes for discussions whenever possible, as they tend to be less overwhelming and enable neurodivergent students to contribute more comfortably. Give each group a clear goal or set of questions and establish basic ground rules (for instance, one person speaks at a time) to provide structure and predictability. It can help to assign defined roles within the group (e.g. facilitator, note-taker, reporter) so that students with dyslexia or social communication difficulties can choose a way to participate that plays to their strengths. Offering universally accepted supports, such as fidget items or stress balls for anyone who wants them can also help students with ADHD or anxiety self-regulate without feeling singled out. Additionally, foster an open conversation about learning preferences: invite students to share how the group might accommodate their needs (for example, a student might say they process ideas better if they write them down first). This kind of transparency builds understanding and flexibility, allowing group members to adjust their collaboration style so everyone is included.

3. Adapting Resources for Accessibility

Ensure that written source materials (e.g. sociological case studies, articles, or data handouts) are accessible to students with reading or processing differences. Provide texts ahead of time and allow extra time for reading assignments so that dyslexic students or slow readers can absorb the content without rushing (dyslexia.yale.edu). It’s also helpful to offer alternative formats: for instance, you might supply an audio recording of an article or use text-to-speech tools so a student can listen while reading along which enables a dyslexic or ADHD learner to access the material through multiple channels. Use clear layouts and plain language in handouts where possible; for example, highlight key points, break up dense paragraphs, or include a glossary for complex sociological terms to support comprehension for students with ASD or language-processing difficulties. These adaptations let learners focus on analysing and discussing the sociological content rather than getting stuck decoding the text, meaning all students can engage more deeply with the sources.

4. Scaffolding Project Work with Clear Timelines

Plan and scaffold longer projects explicitly to support students with organisation and planning difficulties (common in ADHD and dyspraxia). Break the work into manageable stages with interim deadlines or checkpoints, and provide visual tools like checklists, calendars or timeline planners to help students structure their time and tasks according to the organisation childmind (childmind.org) . During a sociology research project, for example, you might set separate due dates for the proposal, data collection, and final report, giving concrete targets that keep everyone on track.

If it’s a group project, define each member’s role clearly and consider grouping students thoughtfully; for instance, you might allow a neurodivergent student to partner with a classmate they know and trust, to reduce the social stress of collaboration. Aligning projects with student interests can also boost motivation and confidence; whenever possible, let students choose or tailor project topics to their passions (for example, an autistic student could investigate a sociological aspect of a favourite hobby or interest) according to readingrockets.org. Overall, consistent structure and ongoing guidance prevent learners with executive function challenges from feeling overwhelmed, and ensure that every student can contribute meaningfully to the project.

5. Making Presentations Comfortable and Flexible

Offer flexibility in presentation formats to accommodate students with autism, anxiety, or speech difficulties. If a traditional front-of-class oral presentation is too daunting, consider alternative ways for the student to demonstrate their learning – for example, they could video-record their talk at home, co-present with a supportive peer, or deliver the presentation privately to the teacher (or to a small, “safe” group of classmates) instead of the whole class. These options allow the student to show their sociological understanding without the intense stress of performing before a large audience. In fact, being flexible about how students present can make the difference between an accurate or an incomplete picture of what they know, when the format is adjusted to reduce stress, neurodivergent learners are more likely to demonstrate their true comprehension and insights. To build confidence over time, you might use a step-by-step approach: for instance, start by having the student give a short informal talk to a few peers, then gradually work up to larger groups as their comfort grows. Additionally, explicitly teach all students how to plan and structure a good presentation (e.g. how to use cue cards or visual aids, how to handle Q&A). This clarity is especially helpful for ASD learners who thrive on knowing the expectations in advance. By normalising different presentation modes and coaching presentation skills, you create a classroom culture where speaking in front of others becomes more accessible and less anxiety-provoking.

6. Supporting Writing Activities and Assessments

Make written tasks less daunting by allowing multiple ways for students to capture their ideas in writing. Many neurodivergent students (for example, those with dyslexia or dyspraxia) struggle with handwriting or spelling, so permit the use of a computer or tablet for written work – typing can free them to express complex ideas without the physical effort and frustration of handwriting according to research by dyslexia.yale.edu. Similarly, offer access to assistive tools such as speech-to-text dictation or audio recording for brainstorming; these technologies enable students to articulate their thoughts without getting held back by spelling difficulties or slow typing/motor skills. You can also provide writing scaffolds like graphic organisers or paragraph frames to help students with ADHD or ASD who may find it challenging to structure an essay or extended response. During in-class writing exercises, consider allowing short movement breaks or a bit of extra time if needed, and focus your initial feedback on the content and ideas rather than mechanics. (For instance, you might first discuss the strength of a student’s argument or analysis before later helping them correct writing errors.) By reducing the barriers posed by handwriting, spelling, and time pressure, you enable neurodiverse learners to demonstrate their understanding of sociology more effectively in writing.

Conclusion

Whilst these strategies can be used in the classroom in order to aid students, it does not detract from the fact that for those that process information differently, the rigidity and standardised nature of public assessments (such as A levels) can place neurodiverse students at a significant disadvantage compared to more neurotypical peers. Whilst teachers, parents and educational stakeholders can put pressure on authorities such as the Department for Education to reform assessment to be more inclusive of the talents of neurodiverse students, small changes in your classroom can amount to a major difference in pupils’ experiences.

References and Further Reading:

American Academy of Pediatrics (2019). ADHD: Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of ADHD in Children and Adolescents. Pediatrics, 144(4).

Ashburner, J., Ziviani, J., & Rodger, S. (2010). Sensory processing and classroom emotional/behavioral regulation for students with ASD. American Journal of Occupational Therapy, 64(3), 414–423.

Baines, E., Rubie-Davies, C., & Blatchford, P. (2009). Improving pupil group work interaction and dialogue in primary classrooms. British Educational Research Journal, 35(2), 205–233.

Blank, R. et al. (2019). European Academy for Childhood Disability Consensus Statement on DCD. Developmental Medicine & Child Neurology, 61(3), 242–285.

CAST (2018). Universal Design for Learning Guidelines, Version 2.2.

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.

DuPaul, G. & Stoner, G. (2014). ADHD in the Schools: Assessment and Intervention Strategies (3rd ed.). Guilford Press.

Dyspraxia Foundation UK (2013). Guidelines for Supporting Young People with Dyspraxia in Schools and Colleges.

Evans, S.W., Owens, J.S., & Bunford, N. (2014). Evidence-based psychosocial treatments for children and adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 43(4), 527–551.

Fleury, V.P. et al. (2014). Evidence-based practices for adolescents with ASD. Exceptional Children, 80(4), 475–492.

Florian, L. & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828.

Gathercole, S. & Alloway, T. (2008). Working Memory and Learning: A Practical Guide for Teachers. Sage.

Gillies, R. (2016). Cooperative learning: Review of research. Educational Psychology Review, 28(2), 229–265.

Hughes, G. (2019). Assessment for Learning in Higher and Further Education. Routledge.

InclusionED (2020). Adjust Oral Presentations to Reduce Cognitive Load.

Kapp, S. et al. (2019). Autistic community and the neurodiversity movement: Implications for pedagogy. Autism, 23(6), 1673–1685.

Kelly, K. & Phillips, S. (2016). Teaching Literacy to Learners with Dyslexia: A Multi-Sensory Approach. Sage.

Kirby, A. & Sugden, D. (2007). Children with Developmental Coordination Disorder. Child: Care, Health & Development, 33(5), 593–696.

Langberg, J.M., & Epstein, J.N. (2010). Organizational skills interventions in ADHD. School Psychology Review, 39(3), 354–367.

Mitchell, D. (2014). What Really Works in Special and Inclusive Education (2nd ed.). Routledge.

Mortimore, T. (2013). Dyslexia and Learning Style: A Practitioner’s Handbook. Wiley-Blackwell.

National Autistic Society (UK). Understanding the Classroom Impact of Autism – Teacher Guidance.

Ofqual (UK). Access Arrangements and Reasonable Adjustments: Guidance for Centres.

Rappaport, S. (2023). Supporting Sensory Diversity: Building Inclusive Classrooms. Autism Spectrum News.

Rose, J. (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties. Department for Education.

Snowling, M.J. (2013). Early identification and interventions for dyslexia. Journal of Child Psychology and Psychiatry, 54(7), 728–744.

Tomchek, S.D., & Dunn, W. (2007). Sensory processing in children with ASD. American Journal of Occupational Therapy, 61(2), 190–200.

UCL (University College London) (2022). Neurodiversity in Education Teaching Toolkit.