Using trauma-informed practices to support neurodivergent students

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Using trauma-informed practices to support neurodivergent students

HomeSchool resourcesScience of learningUsing trauma-informed practices to support neurodivergent students
Tami Harris
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Schools and classrooms can be extremely stressful environments for many neurodivergent students. In addition, these students are often punished and excluded for the behaviours they employ to try and navigate the sensory and learning challenges of school.

Using a trauma-informed lens to understand and support neurodivergent students in school settings can help teachers to mitigate some of these challenges and create a more inclusive learning environment. Tami Harris is the Chief Executive of Acorn Neurodiversity. She is a registered psychotherapist with thirty years of experience managing non-profit organisations and programmes, and a professional development facilitator for the Ministry of Education through Core Education, specialising in inclusion, social-emotional learning and trauma-informed practice. She is also the parent of three neurodivergent children.

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