"Neurodiversity may be the most revolutionary idea you've never heard of." — Harvey Blume
Each year on April 2nd, World Autism Day serves as a global reminder of the importance of inclusion, acceptance, and advocacy for individuals on the autism spectrum. But the conversation must reach beyond symbolic gestures. To truly honor neurodivergent students, those whose brains function differently in ways that are not deficits but variations, we must delve into the deeper work of transforming schools into places of genuine belonging.
Coined in the late 1990s by sociologist Judy Singer, the term neurodiversity captures the idea that neurological differences, such as autism, ADHD, dyslexia, Tourette’s syndrome, and others are natural variations of the human genome. As Singer herself put it, "Neurodiversity is the idea that neurological differences like autism and ADHD are the result of normal, natural variation in the human genome."
This paradigm shift is more than semantics. It challenges the traditional deficit-based model that views such conditions solely through the lens of disorder and dysfunction. Instead, neurodiversity advocates for viewing these differences as “differences to be respected”—not anomalies to be corrected.
Despite progress in policy and awareness, the educational system remains predominantly designed for the neurotypical learner. Rigid structures, overstimulation, standardized testing, and narrow behavioral expectations often create invisible barriers for neurodivergent students.
“Too often, we force students to adapt to the school, rather than adapting the school to fit the student.” This quote, shared in a recent publication by the National Center for Learning Disabilities, captures the essence of the challenge at hand.
It's not just about academic performance—it's about mental health, self-worth, and the fundamental right of every student to participate fully in a supportive and inclusive learning community. Schools like Mayoor School Siliguri are setting a powerful example by prioritizing holistic development, where emotional well-being is valued as much as scholastic achievement. By fostering an environment that nurtures confidence, belonging, and psychological safety, they empower students to thrive not just in exams, but in life.
Awareness is not the end goal, it’s merely the starting point. As autistic advocate and author Dr. Stephen Shore famously said, “If you’ve met one person with autism, you’ve met one person with autism.” The spectrum is broad, nuanced, and deeply individual.
Understanding that complexity is key. In classrooms, this can translate to practices like:
Universal Design for Learning (UDL): An inclusive teaching framework that provides multiple means of engagement, representation, and expression.At Mayoor School Siliguri, this approach is embodied in what they refer to as Differentiated Instruction (DI). It began with a dedicated workshop where teachers were trained to design lesson plans rooted in the principles of UDL, tailored to meet the varied learning needs of their students. This proactive initiative reflects the school's commitment to inclusivity, ensuring that every learner has the opportunity to succeed and feel seen within the educational process.
Sensory-Friendly Spaces: Quiet zones, calming corners, or noise-canceling headphones can make a world of difference.
Strength-Based Approaches: Focusing on what neurodivergent students can do exceptionally well, rather than what they struggle with.
Temple Grandin, one of the most well-known voices in autism advocacy, once said: “There needs to be a lot more emphasis on what a child can do instead of what they cannot do.”
That shift in narrative from deficit to strength is the heart of neurodiversity-informed education.
Words matter. Labels like "high-functioning" or "low-functioning" may seem helpful but often obscure more than they reveal. Many in the autistic community advocate for identity-first language (e.g., “autistic person” vs. “person with autism”) as a recognition of autism as a core part of their identity, not something external or secondary.
"We don't say 'person with maleness' or 'person with Jewishness'," notes autistic writer Jim Sinclair. "We say 'man' or 'Jew'. In the same way, we say 'autistic person'."
Educators, peers, and policymakers must listen deeply to neurodivergent voices and respect how individuals choose to self-identify.
Inclusion is not a seat at the table; it’s a voice in the conversation. And ultimately, it’s a sense of belonging.
“Diversity is being invited to the party; inclusion is being asked to dance,” said Verna Myers. In the context of neurodiversity, belonging means having your needs met without having to apologize for them. It means being seen, heard, and valued, exactly as you are.
This doesn’t come from awareness posters on a bulletin board. It comes from rethinking discipline policies, training teachers in neurodivergent-affirming practices, inviting neurodivergent students to co-design their learning environments, and embedding flexibility into every layer of the system.
World Autism Day is a powerful moment of reflection. But if we want our schools to truly honor neurodivergence, we must extend the spirit of April 2nd into every day of the year.
That means pushing beyond tokenism. It means embracing discomfort as we unlearn ableist assumptions. And it means championing neurodivergent joy, brilliance, and potential—not in spite of difference, but because of it. At the best residential school in Siliguri, we believe in moving forward not just with awareness, but with empathy, intention, and the belief that every brain has something to offer the world—especially the classroom.
