Tactics for Aiding Neurodiverse Scholars in Underprivileged Socio-Cultural Groups
Supporting Neurodivergent Learners from Marginalized Communities: A Comprehensive Approach
Executive Function (EF) skills are crucial for planning, organizing, time management, emotional regulation, and flexible thinking. These skills are vital for the success of all students, particularly those from marginalized communities who may face additional challenges.
The Executive Function Resource Hub offers a wealth of techniques for learning various EF skills. However, in communities with fewer local resources, life skills coaching (even online) can play a significant role in filling the gap by building essential skills remotely.
For students acquiring English as a second language, the cognitive load can impact the development of EF skills. Educators should maintain high expectations for all students, helping them believe in their potential and strive for success.
Students of different racial backgrounds may not have exposure to teachers or mentors who share their racial background and experience. This lack of representation can lead to misunderstandings and less support. Marginalization happens when certain groups of people are treated as less important or left out of opportunities.
Neurodivergent individuals, such as those with ADHD, autism, dyslexia, or other differences, often experience stigma, misunderstandings, and receive less support. It's important to focus on student abilities and positive qualities, rather than their challenges, to build confidence and motivation.
Cultural differences can affect how EF skills are developed and expressed, including managing stress and frustration. Different expectations exist in society for men and women, leading to differences in how they present EF difficulties and the support they receive.
Advocating for systemic change is necessary to ensure all students, especially those in marginalized communities, have the support necessary to be successful. This includes understanding EF as a set of skills crucial for success and providing structured, predictable routines with visual supports, setting realistic, developmentally appropriate expectations, and explicitly teaching problem-solving, cognitive flexibility, and inhibitory control skills in engaging, culturally responsive ways.
External scaffolding, like organizational systems, reminder tools, and environmental modifications, can compensate for EF challenges while learners gradually internalize these skills. Emotional regulation support focused on resilience, self-compassion, and managing frustration is especially important, as emotional difficulties often co-occur and hinder EF development.
Families can offer valuable insight into EF skills at home and support their learners' EF skill development. Executive functioning skill instruction should be taught in a relatable and practical manner, taking into account the student's learning style and values. Exploring EF skills through discussion and observation is helpful to ensure learners are getting the support they need, especially when language barriers are present.
People who experience poverty are likely to experience additional chronic stress and have access to fewer resources than those with higher socioeconomic status. This can impact EF development. However, with the right support and resources, neurodivergent learners from marginalized communities can thrive.
In summary, combining structure, realistic expectations, explicit skills teaching with fun and engagement, external organizational systems, and emotional support within a culturally responsive, compassionate framework constitutes best practices for developing EF in neurodivergent learners from marginalized communities.
- To enhance the success of neurodivergent learners from marginalized communities, it's crucial to focus on developing executive function (EF) skills, such as stress management, time management, and life skills, as part of personal development, education-and-self-development, and personal-growth.
- In communities with limited local resources, personal-growth and career-development opportunities can be accessed through learning online, such as skills-training in EF skills or life skills coaching.
- For students learning English as a second language, engaging in a supportive learning environment that respects their capabilities and personal development is essential to help them overcome the challenges that might hinder their EF skill development.
- Addressing the marginalization of certain communities and providing them with the necessary resources, like structured learning environments, emotional support, and fair representation, can foster the development of essential EF skills and support the overall growth and success of neurodivergent learners.
