The Importance of Creating a Safe Learning Environment for Neurodiverse Learners

Ella Topham-The Bridge School Lonehill 

The level of influence of the physical and social environment on a child’s engagement in the classroom cannot be understated. The necessity of fostering a safe and predictable learning environment is well understood and has been well researched. As the field of knowledge surrounding inclusive education and neurodiversity is developing, we are now better able to understand how beneficial it is for neurodiverse learners to share this experience.

Neurodiverse learners can experience challenges navigating the classroom environment independently. This may be due to sensory processing difficulties related to ADHD, dyspraxia or sensory processing disorder. Creating safety in the classroom both physically and psychologically is important to support neurodiverse learners experiencing optimal levels of arousal and availability for learning. Safety within the learning environment can be broken down into the categories of physical safety and psychological safety (Forde et al., 2025). Physical safety that can support neurodiverse learners relates to classroom safety, supported through boundaries and rules, such as behaviour towards other children. The overall safety of the school environment and clear emphasis of safety procedures is important for neurodiverse learners to understand that their safety will be prioritised even in unexpected situations, such as a fire or even a thunderstorm. Psychological safety is important for learners to feel emotionally safe and secure throughout the school day. When learners feel psychologically and emotionally safe (Shean and Mander, 2020). This facilitates activation of the learning centres of the brain and allows learners to engage optimally with academic concepts. Neurodiverse learners frequently encounter challenges that can negatively influence their emotional wellbeing or have difficulty regulating their emotional responses when navigating demanding situations. A study by Otu (2024) in Nigeria found that neurodiverse learners were at higher risk of anxiety, depression and other disorders influencing their emotional wellbeing. This study also found that the learning environment had significant influence on the learners’ wellbeing. To reduce this influence, it is vital that learners are made to feel psychologically safe through clear and consistent communication of boundaries, expectations and demands within the smaller classroom environment and overall school environment.

To best support our neurodiverse learners reach their optimal learning potential, their physical and psychological safety must be prioritised by teachers and all other relevant stakeholders.