Explaining Neurodiversity to Staff, Students, and Families - Without the Jargon

Making Sense of What It Means, Why It Matters, and How to Celebrate It

In education, we throw around a lot of terms—IEP, accommodations, regulation, executive functioning… and one you’ve probably heard more and more lately is neurodiversity.

But what does it really mean? And how do you explain it to students, parents, or even colleagues without sounding like you’re giving a lecture?

Let’s break it down in plain, people-first language.

What Is Neurodiversity?

At its core, neurodiversity is just a way of saying: "People's brains work differently—and that’s okay."

Some people think in pictures. Some have a hard time sitting still. Others may love routines, patterns, or need quiet spaces to focus. Neurodiversity includes people with conditions like autism, ADHD, dyslexia, sensory differences, and many more.

These differences aren’t always disabilities—though they can come with challenges. They’re just part of how the human brain naturally varies.

Just like we all look different on the outside, we all think and process differently on the inside too.

How to Explain It to Students

Here’s a script you can use with younger students:

“In our class, we all learn in different ways. Some kids might need to move while they think. Others might use headphones to help their brains focus. That’s called neurodiversity—it just means our brains are unique, like fingerprints. And everyone’s way of learning is important.”

Use picture books, social stories, and real-life examples from your classroom. The goal isn’t to give a scientific definition—it’s to plant seeds of understanding and empathy.

How to Talk About It with Families

Families want to feel seen and supported, not overwhelmed with acronyms or diagnoses. When talking to caregivers, try framing neurodiversity as a strength-based concept:

“Neurodiversity recognizes that kids learn and grow in different ways. Our goal is to understand your child’s needs and celebrate what makes them unique.”

Offer resources that are clear, friendly, and non-clinical—infographics, children’s books, or even a quick classroom tour of how you support all learners.

Supporting Staff Without the Overwhelm

Some educators worry about “saying the wrong thing.” Others just haven’t had training in this area. That’s okay. Keep it approachable:

• Start with common ground: We all know students who don’t fit a mold.

• Avoid medical jargon: Say “brain differences” instead of “neurological conditions.”

• Focus on strategies, not labels: “Flexible seating helps students with focus” is more useful than diving into sensory processing theory.

Offer low-pressure ways to learn more—coffee chats, resource corners, or short PDs that share classroom tips rather than diagnoses.

The Big Picture

Talking about neurodiversity isn’t about checking a box or using the newest buzzword. It’s about creating classrooms and communities where every learner feels like they belong—just as they are.

So skip the fancy language. Be human. Be kind. And start the conversation with this simple truth:

"All brains are different. All brains are valuable."