Published on: October 21, 2025
A NABITA Tip of the Week by Linda Abbott, M.S., LMHC, LPC
The term “neurodivergent” is widely used in education, social, and political settings, but is often misunderstood or narrowly linked to conditions like autism spectrum disorder (ASD). In fact, it encompasses a wide range of neurological variations, including attention-deficit/hyperactivity disorder (ADHD), dyslexia, and sensory processing differences, reflecting the expansive ways human minds function and develop. Our perception of neurodivergence is shaped by factors like race, sex, age, and culture, which influence how it is understood, expressed, and supported in academic settings.
Educational institutions have long supported individuals who are neurodivergent, even before the term “neurodivergent” or Behavioral Intervention Team (BIT) structures existed. What’s changed is not who we help but how we talk about it and the language we use to better address individual needs.
Individualized Student-Centered Support
Focusing on the individual needs of each student allows us to better support all students, regardless of any specific diagnosis. When working with a student, it is important to pay attention to what resonates with them. If they respond best to concrete steps or written instructions, lean into that. If they prefer visuals, find ways to incorporate them. If they need more time to process, be patient and allow them that time. Whether or not that individual is neurodivergent is secondary. What matters is being flexible, responsive, and focused on their unique needs.
Because the work of BITs is not diagnostic in nature, the focus is not on labeling or “fixing” a student. Instead, BITs focus on what kinds of support, strategies, and resources will best help that student succeed.
The good news? You already have the tools you need. Supporting students who are neurodivergent doesn’t require a brand-new strategy or a complete overhaul of your approach. It’s about thoughtfully adapting your existing methods to better serve individual needs. When used with intention, the same tools can yield powerful results. By turning down the volume on labels and tuning in to the individual, we can truly support their growth and success.
Tips for Supporting Neurodivergent Students
As we shift from theory to practice, here are some concrete strategies to implement:
- Focus on objective behaviors. Avoid assumptions and diagnosis-based judgments. Document what you observe (e.g., missed classes, communication delays, social withdrawal).
- Adapt communication. Provide information in multiple formats, including verbal, written, and visual. Some students process better with time or need clarity in steps.
- Ask rather than assume. “Would it help if I…?” or “What works best for you?” puts the student in control and promotes autonomy.
- Partner with Disability Services. If accommodations are already in place, leverage that support to ensure consistency.
- Be mindful of school or campus culture and norms. Students who are neurodivergent often navigate environments and systems that were not created with their needs in mind.
- Don’t over-identify or under-identify. Some students will self-disclose that they have received a diagnosis consistent with neurodiversity. Others may not have a formal diagnosis. Either way, tailor your approach based on what you see and hear and what the individual needs to succeed.
What This Means for BITs
At NABITA, we’re often asked, “How can I best support a student who is neurodivergent?” The answer is to refine what you’re already doing by approaching it with greater intention and care. Rather than creating separate protocols or processes, we encourage BIT members to embrace individualized support as a universal best practice, benefiting all students.
Remember, the NABITA Risk Rubric is designed for both universality and individualization. Whether neurodivergent or neurotypical, the behaviors we observe, including academic struggles, relationship conflicts, self-harm, and risk-taking, are assessed through the same objective lens. The interventions may vary, but the framework remains consistent.
You’ve Got This, and NABITA Is Here to Help
You don’t need to be a clinical expert in neurodivergence to support individuals who are neurodivergent. You need curiosity, flexibility, and a commitment to person-centered support.
We invite you to keep growing in this area with us. Whether you’re just starting to explore these topics or seeking deeper guidance, NABITA offers:
- Resources, including 20 Minutes to…Trained sessions and whitepapers on individualized support and trauma-informed care.
- Training and certification courses, including Addressing the Intersection of BIT, Conduct, and Disability Support Workshop, BIT Standards & Best Practices, and Case Management Standards & Best Practices.
Want to feel more confident supporting neurodivergence? Start by trusting the tools you already have, then strengthen and refine your skills with NABITA. Learn more at nabita.org.