While all children take time and encouragement to adjust to school, children with neurodiversity often have greater difficulty settling in. A child’s behavior may intensify in school if there are unidentified developmental challenges. Teachers may also find these children’s needs more intense to manage, requiring more one-on-one guidance than other children over a prolonged period. Both parents and educators may genuinely want to help a child but not know how. 

Concerned parents looking for confirmation or answers may raise issues with a teacher, assuming they will have the experience, exposure, and training to assess whether what behavioral patterns their child is exhibiting are typical or not. However, many preschools and early education educators are not exposed in their training to common developmental issues, special needs, and warning signs. Consequently, they are unable to differentiate a child’s coping mechanisms for a developmental difference from a challenging behavioral pattern. 

While noncredentialed educators may not have the training to sensitively identify a child’s need for early intervention or manage associated behaviors effectively, most are very dedicated to their students and are doing their best. Like many parents, they are unequipped, and good intentions fall short. That said, a good educator will always:

• want to understand a child better and help them thrive

• take the concerns of parents seriously and not be dismissive of them

• open to collaborating with parents and other specialists involved in early intervention

• make appropriate accommodations at school where reasonable and helpful

• preserve a child’s identity in the group, graciously helping peers understand and empathize with any unexpected or intense behaviors a child may express or need extra help with

Parents, especially first-time parents, should be bold in seeking out additional specialists or answers if unsatisfied with the response of educators to raised concerns or if behavioral issues within the school or other social settings continue unresolved. It helps to be curious listeners, too.

Educators (of all varieties and especially those serving young children between the ages of two and five years) should seek out training and take note of significant developmental differences in the children they work with. They can serve families well by:

• building a special rapport with a child, so attention is not only given when problems arise

• deeply consider any developmental concerns a parent brings up

• bravely bring up developmental concerns to a parent and sensitively direct them to appropriate specialists

• collaborate with specialists and make reasonable accommodations within the school setting

As parents come to a better understanding of their child’s learning style and identity in a group, they should feel free to pivot and seek out pedagogical approaches that are more consistent and supportive. A developmental approach with a structured program and credentialed teachers may be preferable for children with early intervention needs. It helps to choose a school that works best for your child and not be charmed by what appears ideal in terms of ideological fads and aesthetics. Deep compassion is an essential qualification for parents and educators. Go in with an open mind and a listening ear (or two). It is an excellent opportunity to help your child see collaboration and learn to trust adults at home and school.

Requesting 504 accommodations and an evaluation for an Individual Education Plan (IEP) are pathways for parents to help a child receive specialized instruction within the public school system. These school-based options benefit neurodivergent children, as they give educators the freedom to adjust the setting or environment for the child. If you need help navigating this process, a Board Certified Special Education Advocate can help.