"Neurodiversity in the classroom is like biodiversity in nature; there are many varied and valuable ways of thinking, communicating, and mutually supporting one another. Flexible learning environments embrace this, rather than assuming a single correct way to be and to learn."
Dr Carla Finesilver, Senior Lecturer in Mathematics Education and Inclusion
09 June 2026
Neurodivergent students learn best when active partners in shaping their learning environment
Neurodivergent students learn best when they are active partners in shaping their learning environment, according to a new report by Dr Carla Finesilver and Jonathan Berliner from the School of Education, Communication and Society.
‘EcoNiches of Learning. Secondary science & maths classrooms as neuroinclusive environments’, a report for the British Education Research Association, developed and trialled a new framework for constructing learning environments, called educational niche analysis (ENA).
Special education needs and disabilities (SEND) reform is a high priority for the current government, with the situation described as a “crisis” in Parliament.
But support under the current system generally aims to ‘fix’ students’ perceived deficits compared to a “normal” trajectory, overlooking areas of strength and personal motivation.
ENA (which builds on Berliner's doctoral research) aims to provide a new approach for adapting classrooms, teaching practices and school systems as more supportive environments for neurodivergent learners.
Rather than providing a “bolt-on” set of adjustments for students based on generalised characteristics, the idea is to co-construct plans that involve students’ perspectives on how they learn best.
The approach also aims to build on individuals’ atypical strengths, treating neurodiversity as a valued characteristic that does not inconvenience the community but enhances it.
The project trialled ENA through interviews with students, lesson observations in GCSE science and maths, classroom adaptation, and post-class focus groups.
Findings showed that students benefit when they are active partners in shaping their learning environment, and that small co-designed changes can significantly improve engagement and learning.
For example, creating flexible open-ended maths problems that allow students to investigate aspects of their special interests, such as theatre design or pop concerts, was shown to improve student understanding as well as motivation, while hands-on activities supported different students in different ways. Incorporating more student input also had the benefit of reducing conflict and improving cooperative behaviour.
The report has wide implications for SEND policy reform, suggesting that educational settings should move towards adaptive, flexible environments where student voices are embedded in support planning and decision making.
In this story
Senior Lecturer in Mathematics Education and Inclusion
PhD candidate