Reimagining Education for Neurodivergent Children: A Village-Inspired, Personalised Approach
The Problem: Traditional Schools and Neurodivergent Kids
Children who are neurodivergent – autistic, ADHD, dyslexic, etc. – often struggle in traditional school settings, which can lead to severe distress. Research shows these students experience emotional distress at school more often than their neurotypical peers, sometimes to the point of school refusal or mental health crises¹. Many feel "broken" by an inflexible system that demands they mask their differences and fit a narrow mould. In fact, neurodivergent individuals are prone to burnout because of the extra energy it takes to adapt to environments designed for neurotypicals – coping with sensory overload, "masking" their true selves, and constantly compensating can cause exhaustion and anxiety². A typical school environment can trigger profound anxiety, depression, and sensory overload for these children, making it overwhelming³. Over time, this erodes their self-esteem and mental health.
Neurodivergence is not a defect or a "broken" state – it's a natural variation in humanity. The neurodiversity movement (coined by sociologist Judy Singer) reminds us that neurological differences are normal parts of human diversity, not disorders to cure⁴. Throughout evolution, these variations gave our communities unique strengths. For example, ADHD traits like high energy and impulse to explore would have spurred humans to discover new resources, while autistic traits like intense focus and pattern-recognition would have helped solve complex problems. Many neurodivergent students possess exceptional strengths, such as superior memory, creativity, or the ability to hyper-focus on tasks they're passionate about⁵. When we view these children as different but not less, it becomes clear that it's the system that must change – not the children. As one psychologist put it, "What if the problem isn't us, but the rigid systems we're expected to fit into?"⁶.
The challenge is to design an education structure that celebrates neurodiversity and supports each child's needs without traumatising or excluding them. To do this, we can draw on both cutting-edge tools and an age-old idea: "It takes a village to raise a child."
Learning from the Village Model: Community and Mixed-Age Learning
For most of human history, children weren't segregated into age-based classrooms or confined to desks for hours. They grew up in multi-age groups, learning by doing alongside adults in the community. In a traditional village, children of all ages mixed together daily: "the older supervising, teaching, supporting the younger" and children learning by observing and helping adults at work⁷. Education was a shared, communal effort, with everyone from older siblings to neighbours contributing. This environment naturally allowed each child to develop at their own pace – the younger ones looked up to "the big children," and older children reinforced their skills by mentoring the little ones⁸. Crucially, time flowed differently in this setting: there were no 40-minute bell-driven class periods. Learning was woven into daily life and often took the form of extended projects or tasks until they were done⁹.
Modern schooling, by contrast, often isolates students by age and ability, and strictly segments time and subjects. Educator Ira Socol laments that we "lose so much when we divide students by age" – we lose peer mentoring, leadership opportunities for younger children, and the chance for children to grow in a "diverse ecosystem" instead of a one-size-fits-all monoculture⁸¹⁰. Reimagining education through a village lens means recreating that community fabric in a modern context. This could involve:
• Multi-age classrooms or groupings: allowing children of different ages to learn together. Older students can mentor younger ones, while younger children bring new perspectives. This builds empathy and a sense of family in the classroom. As one advocate notes, when learners are in a multiage community, they develop deep agency and learn to support each other – it becomes normal that "children of any age working together can learn so much more" than in age-segregated grades¹¹¹².
• Community involvement in teaching: inviting parents, grandparents, and community members to be part of the learning process. This echoes the village concept where "the collective effort of an entire community is essential for nurturing the growth of children"¹³. For example, a local artisan might teach woodworking, a gardener might host children in a community garden, or high schoolers might volunteer at a senior centre – real intergenerational interactions that impart practical skills and empathy. Everyone becomes a teacher in some way.
• Learning through real-life activities: Instead of learning everything from textbooks, children can spend part of their day "helping adults work and learn how to do things by doing them with adults," just as in a village. This might mean cooking meals together, running a small student-led shop, fixing bicycles, or shadowing various jobs in the community. Such experiential learning lets neurodivergent children shine in hands-on tasks and see the tangible value of their contributions. Academic skills (reading, math, science) can be naturally integrated into these projects – for instance, tending a garden can lead to lessons about plant science, weather, and counting/measuring, all in a meaningful context.
Embracing the village model isn't just nostalgic idealism; it has proven benefits. Studies on intergenerational learning find that it boosts children's social skills, confidence, and sense of belonging, while also benefiting adults (who feel a renewed sense of purpose)¹⁴. Modern educational thought echoes this: "We need more people to give us permission to be a village, to be a community," said one parent involved in a holistic school partnership program¹⁵. In such a model, the school becomes not an isolated institution but "as integral to the community as the community is to the school," with families and neighbours sharing responsibility for all children¹⁶¹⁷. Every adult – teachers, parents, local shopkeepers – becomes part of a supportive web ensuring no child "falls through the cracks." This collective responsibility is key to an inclusive, nurturing environment.
An Example of Innovation: Ricardo Semler's Lumiar School (Brazil)
In 2003, a Brazilian business leader named Ricardo Semler applied new ideas to both business and education. Semler, famous for transforming his company Semco with democratic, employee-friendly practices, turned his attention to schooling. In 2003 he founded the Lumiar School in São Paulo asking: What if children were given freedom and respect in their learning the same way he gave employees autonomy at work?¹⁸
Lumiar School's approach was innovative. There is no rigid curriculum in the traditional sense¹⁹. Instead, the school operates with an open, permissive learning environment. Children (ages 4 to 14) are free to choose which subjects or projects to pursue, guided by their curiosity and interests¹⁹. Teachers exist, but their role is closer to tutors or facilitators than authoritarian lecturers. The entire school is "fashioned to nurture [children's] spirit for experiment and exploration"¹⁹. In practice, when new students arrive from conventional schools, many spend their first weeks doing very little academic work – they might play or roam, enjoying their new freedom. And that's okay. The staff observed that once the novelty of "forbidden fruit" wears off, children naturally rekindle their desire to learn²⁰. In other words, when you remove the many arbitrary restrictions of conventional schools, learning becomes just another interesting activity rather than a forced chore²⁰.
Another feature is student democracy. Lumiar holds a weekly assembly called "The Circle," where all students and teachers meet as equals to vote on important school issues²¹. Whether it's setting certain rules, planning events, or resolving disputes, even a 6-year-old gets a voice alongside the adults. This practice teaches children real-world decision making and democratic principles from a young age²¹. It's essentially a mini self-governing community – aligned with the "it takes a village" philosophy and Semler's own participatory management style in business.
Academically, Lumiar emphasises practical, project-based learning. Instead of drilling isolated facts, teachers guide students through real problems and hands-on projects. For example, a child interested in music might spend weeks building their own instrument, learning math (fractions, frequencies), physics of sound, history of music, and teamwork along the way. Another might take apart old appliances to learn engineering. The key is that learning is driven by the child's own interest, with teachers ensuring that core skills are learned in the process. This kind of individualised, interest-led education keeps students engaged and leverages their natural strengths – an autistic student can deep-dive into a favourite topic, an ADHD student can move between projects to stay stimulated – rather than forcing all children into the same lesson at the same time.
Semler's experiment has been successful. Lumiar students reportedly develop strong critical thinking, confidence, and love of learning. The model expanded: originally three Lumiar schools were created in Brazil, and now there are around eight (including two in the UK) following this philosophy²²²³. The Lumiar approach shows that when you customise education to the child and foster a supportive community, neurodivergent children can thrive. Semler believed children would grow into responsible, free-thinking adults "if they weren't held back by the constraints of conventional education," and Lumiar's outcomes are proving him right¹⁸. This example gives hope (providing a practical model we can learn from.
Micro-Schools and Personalized Learning
While not every community can start a Lumiar overnight, there is a broader trend toward micro-schools and other small, learner-centred environments that align with these principles. Micro-schools are "small, community-based learning environments that emphasise individualised attention and personalised learning"²⁵²⁶. Typically serving a limited number of students (perhaps 5–15 per class, or even multi-age groups under 30 in a whole school), micro-schools reject the factory model of education. Instead of large classes and standardised curriculum, they offer small class sizes, flexible curricula, and a focus on each child's interests and needs²⁷.
Benefits of micro-schools, especially for neurodiverse children, include:
• Highly Individualised Curriculum: Unlike one-size-fits-all programs, micro-schools tailor learning to each student. "Each student's needs and interests are considered," meaning a child can learn at their own pace and in their own style²⁸. This boosts engagement and the love of learning, since content can often be aligned with a kid's passion (e.g. a dinosaur-obsessed child can practice reading with dino-themed books, do math by counting fossils, etc.).
• More One-on-One Attention: With only a handful of students per teacher, educators can get to know each child. Neurodivergent children benefit from this personalised attention, as teachers can spot when a student is struggling with sensory overload, needs a break to move around, or is ready to leap ahead in a subject they excel in²⁹³⁰. There's room to accommodate an ADHD student's need for movement or an autistic student's need for clarity and routine – things that are hard to manage in large classes.
• Flexible Schedules and Environments: Micro-schools often operate with flexibility in scheduling – they aren't bound to a strict 8-hour desk-bound day³¹³². This means children can have more frequent breaks, varied activities, and even off-site learning days. For a neurodivergent child, a flexible schedule might allow a calm morning routine (avoiding the chaotic school rush that triggers anxiety), a safe "relaxation area" to retreat to when overwhelmed, or extra movement breaks to expend energy. Many micro-schools also use non-traditional spaces – like part of the day in a library, park, or makerspace – which can be more comfortable than a noisy school hallway. As one source notes, community-based settings can help neurodiverse children feel more comfortable and supported³³.
• Project-Based and Mastery Learning: Rather than marching through a rigid curriculum, micro-schools often embrace project-based learning and "mastery" learning. Kids might work on interdisciplinary projects (similar to Lumiar's approach) and move on only when they've understood a topic, not just because the calendar says it's time for the next unit. This approach is forgiving of neurodivergent learners' variability – if a student needs extra time to grasp a concept due to dyslexia or needs to approach it in a creative way, they can. Conversely, if they are gifted in an area, they aren't held back by age-grade expectations. Learning becomes more fluid and customised, reducing the frustration and boredom that many ND children feel in traditional classes that are either too easy or too hard.
micro-schools try to combine the best of two worlds: the individualised feel of homeschooling with the social, community aspect of schooling. Parents often partner closely with micro-school teachers, and the small community can feel like a "family." This environment inherently supports neurodiverse students by accepting differences and working with them, not against them. As one blog on the topic summarised, "the emphasis on personalised learning means students receive individualised attention, learning at their own pace and in their own style, in a more relaxed and supportive environment"³⁴. For many children, "this can be a transformative experience that allows them to thrive and succeed in ways they never thought possible."³⁴
Embracing Student Agency, Interests, and Strengths
A common thread in successful alternatives (Lumiar, micro-schools, Montessori, democratic schools, etc.) is giving students a voice and choice in their education. Neurodivergent learners in particular benefit when they have some control – it reduces the feelings of helplessness and alienation that traditional schooling can create. Here are a few structural practices to achieve this:
• Interest-Based Learning: Tapping into a child's special interests can unlock motivation and engagement. Autistic children often develop deep passions for specific topics (whether it's trains, astronomy, or a video game); ADHD children may show intense focus when a subject genuinely intrigues them. A responsive education model will integrate students' interests into the curriculum. For example, if a student loves dinosaurs, their reading assignments, science projects, or art tasks can involve dinosaurs. This approach leverages strengths to drive learning. When children are interested, they learn more deeply and need less external reward to stay on task. It also sends the message that their passions are valued rather than seen as odd.
• Choice and Flexibility in Assignments: Even when covering required skills or topics, offering choices in how to learn or demonstrate understanding can make a huge difference. A neurodivergent student might struggle with one format but excel in another. For instance, a child with dysgraphia (writing difficulty) could be allowed to present a history report as a short video or oral presentation instead of a written essay. A student with ADHD who can't sit still to take a long test might be allowed to take breaks or do part of it standing/moving. An autistic student might prefer a predictable project format while another student might choose a creative format – letting them decide within guidelines can increase comfort and confidence. One teacher writes that she encourages students to suggest alternative ways to complete assignments and is happy to accommodate as long as the learning goals are met³⁵³⁶. By embedding choices (but not too many to be overwhelming) in tasks, we create a classroom where "students can both think differently and thrive"³⁷. This Universal Design for Learning (UDL) approach – offering multiple ways to learn and express knowledge – benefits all students, not just neurodivergent ones³⁸.
• Strengths-Recognition and Positive Reinforcement: A neurodiverse-friendly structure identifies and celebrates each child's strengths. Rather than constantly reminding a student of what they can't do ("John can't sit still, Jane can't read at the appropriate level"), teachers in these environments make a point of highlighting what the student does well. For example: "Ahmed has artistic talent", "Maria is great at caring for younger children", "Lee has a excellent memory for facts". These strengths can be harnessed (maybe Ahmed illustrates the class storybook, Maria helps in a buddy program with younger students, Lee leads a trivia game in his favourite subject). This builds self-esteem and positions neurodivergent traits as assets to the community rather than deficits. In a truly inclusive "village" school, every child knows they are valued for who they are. This stands in stark contrast to traditional settings where ND children often only receive negative feedback or feel "broken."
• Democratic Participation and Responsibility: Following the Lumiar example, schools can give students a say in establishing class norms, choosing some activities, or contributing ideas to the school culture. For neurodivergent children who often feel powerless in a big system, this is empowering. Class meetings, student councils, or even simple vote-by-hands on minor decisions can imbue a sense of agency. Additionally, mixed-age settings allow older neurodivergent students to take leadership roles (maybe one is "tech support" for the group because computers are his passion, another leads a science experiment). Mentoring roles can be incredibly affirming for students who are used to being the ones needing help – it turns the tables and lets them be the expert in something, building confidence and social skills.
Modern Tools: Personalizing Learning with AI and Multimedia
It's now more feasible to customise education on an individual basis is the growth of educational technology and AI tools. We now have the ability to generate or tailor content in real-time to suit a learner's needs – something that could dramatically benefit neurodivergent students. Ways modern tools can be integrated into our reimagined structure:
• Adaptive Learning Platforms: Artificial intelligence can help deliver "tailored learning at every turn." In fact, "one of AI's most powerful contributions is its ability to personalise education", especially for students with learning differences like autism or ADHD³⁹. AI-driven learning platforms can analyse a student's performance in real time and adjust the content and difficulty accordingly³⁹. For example, if a child is breezing through math problems, the software can present a tougher challenge; if they're struggling, it can offer hints or simpler exercises on the fly. This ensures that each student is appropriately challenged without getting frustrated or bored – a key factor for keeping ADHD brains engaged or preventing anxiety in autistic students who fear failure.
• Multisensory Content (Audio, Visual, Interactive): Generative media can turn a dry lesson into a format that clicks with a particular child. Text-to-speech technology can read aloud text for a student with dyslexia or an auditory learner, while speech-to-text can help a student who has lots of ideas but struggles to write them down⁴⁰. If a student finds reading a history chapter boring, an AI could convert it into a short story narration or even a dialogue featuring historical figures, making it more engaging. Likewise, image generation tools could help an autistic child visualise a concept that's taught in words, or help a student create art for a project even if their fine motor skills make drawing hard. Interactive simulations or educational games can be especially powerful for ADHD students who learn best by doing – for instance, a virtual science lab where they can mix chemicals (safely on a screen) to learn chemistry through trial and error. These tools cater to different learning styles and reduce the need for a one-dimensional "chalk-and-talk" teaching approach.
• AI Tutors and Assistants: We now see AI-powered tutoring systems that function almost like one-on-one tutors. They can guide a student step-by-step through problems, ask prompting questions, and even adjust their tutoring style to what the student responds to. For example, imagine a student with autism who prefers direct, factual communication – an AI tutor could be set to a no-nonsense tone, whereas for a student who needs more humour or context, the AI can adapt its responses. Scenarios like "a student who struggles with reading comprehension being guided by an AI tutor that reads aloud, highlights keywords, and asks follow-up questions at just the right level" are not science fiction – "they are happening right now."⁴¹⁴². These AI tutors are available 24/7, so a child who has a burning question at home or needs extra practice doesn't have to wait for the next class or for parents to get off work. This kind of responsive support greatly benefits neurodivergent children who might need repetition, or different explanations, or just the freedom to learn at odd hours when their focus peaks. This gives each child a personal assistant who never gets tired of answering their questions.
• Assistive Communication Technology: Many neurodivergent children have communication challenges – whether it's an autistic child who is non-speaking or has selective mutism, or an ADHD child who blurts things out impulsively and struggles to organise their thoughts. AI is making progress here. For non-verbal students, speech-generating devices and apps (some now AI-driven) can turn their gestures or typed words into spoken language, giving them a "voice" in class discussions that they wouldn't have had before⁴⁰. Other tools can help structure a student's communication: for example, an app that listens to a rambling explanation and helps the student summarise it into a concise answer – acting like training wheels for executive functioning. By removing some of the communication barriers, these technologies ensure that neurodivergent children can fully participate and be heard, which in turn reduces frustration and social isolation.
• Automation of Routine Tasks: On the teacher's side, AI can take over some routine tasks like grading simple quizzes, tracking student progress, or even generating customised worksheets. This is not directly about students, but it frees up human teachers to spend more time on personal interaction, coaching, and emotional support, which machines cannot (and should not) replace⁴³⁴⁴. For our purposes, that means in a micro-school or "learning village," teachers aren't bogged down in paperwork as much – they can sit with a child who's having a hard day, or organise a fun group activity, while AI quietly handles the mundane stuff in the background.
• Data-Driven Insights for Individual Plans: AI systems can track which strategies are working for a child and which aren't, giving educators and parents concrete data. For example, data might show that a student focuses well in the morning but loses concentration after 1pm – so the team might adjust his schedule to do core subjects early and more open-ended or physical activities in the afternoon. Or data might show a child does much better on weeks where they have daily outdoor time, informing the plan to include a nature walk every day. This kind of responsive adjustment used to rely on trial-and-error and teacher intuition alone; now we can be more precise, which ultimately benefits the student through a customised learning plan.
Technology is a tool, not a panacea. We must implement it thoughtfully – e.g., ensuring screen time is balanced with real-world interaction, and guarding privacy and data security. But used wisely, these innovations can be valuable in making individualised education scalable and effective. As one special education centre put it, AI can "level the playing field, helping to ensure that a disability is never a barrier to possibility"⁴⁵. It enables us to meet students where they are, rather than forcing them into a one-size-fits-all box.
A Holistic, Whole-Child Approach
education is not just academic – especially for neurodivergent children, who may have uneven skill profiles and additional social or emotional needs. A reimagined structure should take a whole-child approach, addressing physical, social, and emotional growth alongside cognitive learning⁴⁶⁴⁷. This means:
• Social-Emotional Learning (SEL) and Mental Health Support: The environment should proactively teach skills like emotional regulation, self-advocacy, and teamwork. Many ND students struggle with things like anxiety, frustration, or interpreting social cues. Incorporating daily SEL activities – from morning mindfulness exercises to social skills games – can equip them with tools to handle challenges. Moreover, having counselors or psychologists as part of the "village" team (even if only periodically) helps ensure that when a child is in distress, they get help rather than punishment. For example, if an autistic student has a meltdown due to sensory overload, a trauma-informed approach might provide a quiet space and a comforting adult to help them recover, instead of disciplinary action. Creating a culture where feelings are validated and talked about openly (as Dr. Cynthia Martin advises: "look beyond the behaviour…validate their feelings and help them problem-solve"⁴⁸⁴⁹) can reduce stress for these students.
• Accommodation Without Stigma: A holistic model would normalize things like noise-cancelling headphones in class, movement breaks, fidgets, flexible seating (standing desks, beanbags, exercise balls), or adjusted workloads. These supports benefit neurotypical children too, but are essential for some neurodivergent ones. The key is that everyone in the community understands that different children may use different tools to do their best – and that's okay. When the school culture is inclusive and accepting, asking for an accommodation doesn't make a child feel "less than." It's just seen as a personal preference or need, like wearing glasses or using left-handed scissors.
• Physical Activity and Nature: Incorporating plenty of physical activity and time outdoors is helpful for ADHD and many autistic children. Movement isn't just for PE class; short movement breaks throughout the day (stretching, a quick game, a dance, or even doing lessons while walking outside) can improve focus and mood⁵⁰⁵¹. Outdoor education programs (like forest schools or gardening projects) can provide sensory-rich, calming experiences that reduce anxiety and build real-world skills. A village-like school might have animals to care for, trees to climb, and fields to explore – leveraging the therapeutic and educational power of nature.
• Partnership with Families: In a "village" approach, parents and caregivers are not adversaries or mere spectators, but active partners in education. Regular communication, parent involvement in activities, and aligning strategies between home and school create consistency for the child. For instance, if a child uses a visual schedule board at school to reduce anxiety, the family might use a similar tool at home – and an AI platform could sync the two. When the whole community works in tandem, children get a coherent support system. One family-school-community program report noted that safe, nurturing learning environments with rich experiences both within and beyond school are key to positive outcomes⁵²⁵³. By engaging families (in all their diversity of configurations) as co-educators and decision-makers, we ensure the child's context and identity are respected. As the Learning Policy Institute emphasises, a child's surroundings and relationships have enormous influence on their educational success⁵² – so building a strong support network around the child is part of the solution.
• Whole-Person Success Metrics: A reimagined system might redefine what "success" looks like. Instead of solely test scores and grades, equal weight could be given to things like personal growth, confidence, creativity, collaboration, and well-being. This is critical for neurodivergent students, whose gifts may not show up on standardised tests. Portfolios of student work, presentations, or contributions to the community can showcase their abilities better. In short, evaluating the whole child – are they happier? more capable? pursuing their interests? contributing positively? – is as important as any academic benchmark. This aligns with the idea of holistic development covering physical, social, emotional, intellectual, and even ethical growth, as a recent report described⁴⁶⁵⁴.
Bringing It All Together: Toward a Compassionate, Customized Education
Envisioning an ideal program for neurodivergent children, we might combine all these elements into a modern "learning village". Imagine a community learning hub where:
• Children learn in small, mixed-age groups, guided by a few teachers and volunteer adults. A 12-year-old might help teach a 7-year-old to read; a 9-year-old might lead a science experiment with a 14-year-old and a 10-year-old as teammates. They bond like siblings, mentoring and learning from each other⁵⁵. No one is "held back" or made to feel inferior – everyone has something to contribute.
• The daily schedule is varied: a morning circle time to set intentions (and maybe do a calming breathing exercise), followed by a choice of activities. Some children go to the woodshop to build a project, others to the kitchen garden, others settle in a cozy nook with tablets/headphones to do adaptive math lessons. Later, they all might convene to share what they did (practicing communication skills and celebrating each other). After lunch, maybe an outdoor hike or a group art project to recharge, then some focused reading or tech time in the afternoon tailored to each student's learning plan. No two days look exactly the same, but there's a rhythm that provides stability without monotony.
• Personalised learning plans (created by teachers with student and parent input) ensure each child is working toward goals appropriate for them – academically, socially, and personally. These plans might say, for example: Student A will work on writing by co-authoring a class blog about his favourite topic (trains) using speech-to-text; Student B will develop social skills by collaborating with two peers on a mural project, with an aide coaching as needed; Student C will build math skills using an online adaptive program 15 minutes a day, and demonstrate understanding by helping manage the student-run snack shop where she handles real money and inventory. The plans are flexible and updated as the child grows.
• Rules and discipline are handled with compassion and inclusion. Instead of zero-tolerance or exclusionary discipline (which often disproportionately affects neurodivergent children), the community uses restorative practices and problem-solving. If conflicts arise or a child's behaviour is challenging, they talk it out in a circle or one-on-one, seeking to understand the cause (maybe sensory overwhelm, maybe misunderstanding) and make a plan to support that child better. The focus is on learning from mistakes and keeping the child in the community, not on shame or removal. This way, children feel safe to be themselves and know that if they have a hard time, the "village" will help them rather than shun them.
• The wider community is integrated: Regular outings to local businesses, nature, libraries, and community events expand learning beyond the classroom. Community members also visit to share skills – one week a scientist parent might lead a fun experiment, another week an autistic adult from the community might come in as a role model to talk about their job in IT, showing students positive future paths. The school becomes a hub of community life, not an isolated island. As one article described, "the village strives to unite rather than divide families, educators, and community members," with everyone sharing a sense of collective purpose and responsibility for the welfare of the children¹⁶⁵⁶. In this way, children grow up feeling supported by an extended family of caring adults.
An education system built on these principles would be far more humane and effective for neurodivergent learners (and indeed for all learners). By honouring neurological differences – seeing children as "different, not broken" – and by harnessing both the wisdom of community-centred upbringing and the power of modern personalisation tools, we can create schools that nurture every child's potential without trauma or exclusion. This means replacing the current paradigm of fitting square pegs into round holes with a new paradigm: build a variety of shaped holes to fit all the children we have.
Such a system would likely lead to confident children who are equipped with real skills and a strong sense of self. Instead of having to recover from their schooling experiences in adulthood, these young people could thrive during their school years, contributing their gifts to society even as they learn. As the proverb says, "it takes a village to raise a child." By reimagining schools as villages – rich with personal attention, diversity of ages and roles, flexibility, and community love – we ensure that no child is left feeling broken or outcast. Rather, each one is embraced for who they are and guided to be the best version of themselves. This holistic, inclusive approach is not only kinder, but as evidence suggests, it's also a path to better outcomes for neurodivergent children – academically, socially, and emotionally³⁴¹⁸. This approach combines traditional wisdom with modern tools to better serve neurodivergent children.
Sources:
• Research on neurodivergent students' distress in traditional schools¹² • Neurodiversity paradigm and benefits of neurodiversity-friendly practices⁴⁵ • Multi-age and community-based learning benefits (the "village" model)⁸¹⁷ • Case study of Lumiar School (Brazil) – a democratic, student-driven school founded by Ricardo Semler¹⁹²¹ • Micro-schools and personalised learning for neurodiverse children²⁸²⁷ • Strategies for student choice and flexibility in inclusive classrooms⁵⁷³⁷ • Use of AI and technology for personalised and assistive learning³⁹⁵⁸ • Community and whole-child approach to education ("it takes a village")¹³¹⁶
References
¹ Neurodivergent Pupils' Experiences of School Distress and Attendance Difficulties https://durham-repository.worktribe.com/output/3545969/neurodivergent-pupils-experiences-of-school-distress-and-attendance-difficulties
²³⁵³⁶³⁷³⁸⁵⁷ How to Support Neurodivergent Students in School | Edutopia https://www.edutopia.org/article/supporting-neurodivergent-students-school/
³ Children at the frontline — neurodivergence and school distress https://researchfeatures.com/children-frontline-neurodivergence-school-distress/
⁴²⁵²⁶²⁷²⁸²⁹³⁰³¹³²³³³⁴ Micro-Schools: Personalized Learning for Neurodiverse Children https://www.schoolcues.com/blog/micro-schools-a-promising-solution-for-the-educational-needs-of-neurodiverse-children/
⁵⁴⁸⁴⁹⁵⁰⁵¹ How Schools Can Support Neurodiverse Students - Child Mind Institute https://childmind.org/article/how-schools-can-support-neurodiverse-students/
⁶ What If You're Not Broken? Redefining ADHD with Dr Nancy Doyle https://open.spotify.com/episode/0aAfEOL4EaXcI0abU4jpiZ
⁷⁸⁹¹⁰¹¹¹²⁵⁵ Multiage - Stimpunks Foundation https://stimpunks.org/glossary/multiage/
¹³¹⁵¹⁶¹⁷⁴⁶⁴⁷⁵²⁵³⁵⁴⁵⁶ Becoming a Village | Learning for Justice https://www.learningforjustice.org/magazine/fall-2024/becoming-a-village
¹⁴ Intergenerational Learning: Proven Benefits for Both Elders and Youth https://crpe.org/intergenerational-learning/
¹⁸¹⁹²⁰²¹²⁴ Ricardo Semler and the Revolution in Education https://www.logotech.com/blog/post/ricardo-semler-and-the-revolution-in-education
²²²³ Lumiar School - Wikipedia https://en.wikipedia.org/wiki/Lumiar_School
³⁹⁴⁰⁴¹⁴²⁴³⁴⁴⁴⁵⁵⁸ The Power of AI in Special Education: A New Era of Possibility for Students with Special Needs - iCan Dream Center | Chicago South Suburban Special Education https://icandreamcenter.com/the-power-of-ai-in-special-education-a-new-era-of-possibility-for-students-with-special-needs/