This week marks Neurodiversity Celebration Week, a global initiative which raises awareness of/highlights different types of neurodivergence such as autism, ADHD, dyslexia, and dyspraxia. As a primary science specialist, it’s a perfect time to reflect on how we celebrate the diverse ways children think, learn, and explore—particularly in science, where curiosity, questioning, and creative problem-solving thrive.
The term neurodiversity, coined by sociologist Judy Singer in 1998, recognises neurological differences as natural variations of the human genome. Neurodiversity celebrates the strengths that often accompany these differences— like pattern recognition, non-linear thinking, creativity, and intense focus on areas of interest.
Research highlights these strengths- for example, studies suggest that individuals with dyslexia excel in holistic and spatial reasoning (Eide & Eide, 2011), while autistic individuals often show superior attention to detail and innovative problem-solving abilities (Baron-Cohen et al., 2009). Such skills are the very bedrock of scientific thinking.
Some of the greatest scientific minds were, and are, neurodivergent. Temple Grandin’s visual thinking revolutionised animal welfare in agriculture, and there is much speculation that scientists like Isaac Newton and/or Albert Einstein may have been autistic. Their unique ways of seeing the world led to breakthroughs that changed how we understand science today.
Yet, in primary classrooms, science can sometimes feel inaccessible to neurodivergent learners if tasks rely heavily on reading, writing, or recalling facts. According to the Wellcome Trust’s Science Education Tracker (2019), children engage most when science feels hands-on, relevant, and inclusive. By adapting our teaching, we can unlock the potential of every learner.
How Can We Make Science More Neuro-Inclusive?
1. Provide Flexible Ways to Demonstrate Understanding
Children could create diagrams, models, videos, or voice recordings to share their scientific ideas. This reduces cognitive barriers and allows learners to showcase strengths beyond writing.
2. Use Visual Supports and Structured Instructions
Visual timetables, checklists, and breaking tasks into smaller steps help reduce cognitive overload, benefiting children with ADHD, autism, or processing difficulties (National Autistic Society, 2021).
3. Value Group Work and Role-Based Tasks
Using team roles like ‘equipment manager’ or ‘data collector’ in experiments allows children to play to their strengths and build confidence. Research suggests collaborative science learning improves engagement and self-esteem for neurodivergent pupils (Cooper, 2021).
4. Celebrate Diverse Scientists
Sharing stories of scientists who think differently—like Temple Grandin or Dr. Maggie Aderin-Pocock—broadens children’s views of what it means to be a scientist. An excellent book to support this is 'I am Not a Label' by Cerrie Burnell. This is a fantastic book for KS2/3 and includes Temple Grandin.
Useful Resources for Further Reading and Classroom Ideas:
- Neurodiversity Celebration Week: https://www.neurodiversityweek.com
- Wellcome Trust Science Education Tracker: https://wellcome.org/reports/science-education-tracker
- National Autistic Society - Teaching Strategies: https://www.autism.org.uk/advice-and-guidance/topics/education
- British Dyslexia Association – Teaching Resources: https://www.bdadyslexia.org.uk/advice/educators
- Eide, B. & Eide, F. (2011). The Dyslexic Advantage. Penguin Random House.
- Baron-Cohen, S. et al. (2009). Autism: The Empathizing-Systemizing Theory. Brain Research
By creating science lessons that are flexible, inclusive, and reflective of diverse strengths, we are preparing every child to see themselves as a scientist. And in doing so, we strengthen science itself—because the future of discovery depends on every kind of mind.