Tutorials and lectures: Inclusive environment
Create a predictable, sensory-flexible classroom to reduce anxiety and promote engagement4,5,8.
Establish a respectful and predictable community
- Email students with Equitable Learning Plans before term starts, and let them know that you are supportive. Respond to the information you received in each students’ equitable learning plan, letting them know what you can do for each case (e.g. Extensions on assignments – no problem but you need to ask at least one week before the deadline; Early access to class materials has been set up in [your learning software]; Extra time on tests and small rooms – give details of how this will work). For large classes, make a standard email template that sets out what you can do for each type of request, and individualise by adding the students’ name and only including those accommodations that their equitable learning plan calls for.
- In your first class, make it clear that you support neurodiverse students. Let everyone know that it is ok for them to use fidgets, take meds, move around or go to the bathroom during class if they need to – while minimising disruption to the rest of the class. Let your students know that they can contact you if they need support.
- Share group-task details and roles beforehand to lower anxiety and aid preparation4,11,13.
Offer physical and sensory flexibility
- Provide flexible seating options: if possible, have areas that allow for “Front Focus,” “Low Sensory,” or standing, and encourage students to choose what works best.
- Ensure the physical layout is accessible so all students, including those using mobility aids, can move easily6.
- Where possible, advocate for adjustable lighting—such as dimmable fluorescents, natural light, or low-glare alternatives—to reduce sensory strain in teaching spaces.
- Let students know they are welcome to take short sensory breaks without asking permission.
Why it matters—Flexible seating, sensory options, and clear expectations apply the neurodiversity and social-ecological models, adapting the environment to student needs and strengthening belonging through welcome, acceptance, and support
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