Neurodiversity in Early Learning Settings. A Virtual Coffee with Andrea Broughton

We recently had the privilege of sitting down with Andrea Broughton, from Early Childhood Outreach, over a virtual coffee to delve into the crucial topic of neurodiversity in early learning settings. With over 30 years of experience in early childhood education, Andrea has witnessed firsthand the challenges, breakthroughs, and opportunities associated with supporting neurodivergent children and educators. In this in-depth conversation, Andrea shared her perspective on fostering inclusive environments, addressing misconceptions, and collaborating effectively with families and teams to create spaces where every child can thrive.

Why is neurodiversity such an important topic in early learning today?

Neurodiversity is such a core part of early learning now. Neurodivergence covers a broad spectrum—autism, ADHD, giftedness, or challenges that arise post-birth, like trauma or head injuries. These are developmental differences that we encounter daily in our work.

If you walk into any classroom, at least five or six of the children will likely display traits of neurodivergence. These children often process the world differently, so it’s vital for educators to recognise these differences and adapt their teaching methods and environments accordingly. It’s not about labelling but understanding how each child experiences their environment. Inclusion is essential. For example, adjusting sensory inputs—like dimming harsh lights or providing quiet spaces—can make a big difference. But it’s also about creating an environment where no child feels “othered.” Many children, particularly girls, mask their neurodivergent traits, often out of fear of judgment. If we normalise conversations about differences, we empower all children to grow confidently and advocate for their needs.

What role do educators play in fostering an inclusive environment for neurodivergent children?

Educators have a huge role to play. Their ability to notice and adapt can make a world of difference. However, there’s a gap in preparedness. Some educators come into the field with personal experiences or awareness of neurodiversity, while others don’t have that background.

What’s heartening is the growing awareness and support in places like Australia, where funding is available to help educators become more inclusive. Once educators understand what’s happening behind a behaviour — whether it’s a sensory overload or a struggle with transitions—they can adapt their approach. For instance, a child who’s overwhelmed by loud noises might benefit from being in a quieter, smaller group.

But educators also need to feel supported themselves. This is where training and professional development come in. When educators feel equipped, they’re not just reacting to behaviours — they’re proactively creating environments where all children feel safe and valued.

Are there unique challenges for neurodivergent educators in this field?

Absolutely, and this is a critical aspect that often gets overlooked. Neurodivergent educators bring immense value to early learning, but they also face unique challenges. Historically, many were not keen to talk about their differences, as they did not fit the ‘classic’ neurodivergence profile.
The good news is that there’s a shift happening. Neurodivergent educators are becoming more open about their experiences, partly due to the rise of social media and broader awareness. This transparency helps teams understand and support each other’s needs.

For example, a manager might misinterpret an educator’s struggle with certain tasks as a performance issue. But with deeper awareness, they might realise it’s related to sensory or communication differences. By fostering understanding and offering accommodations, we not only support these educators but also create a more inclusive and effective workplace for everyone.

What are the common misconceptions about neurodiversity that you encounter?

Misconceptions abound, and they can be so damaging. One of the biggest is the stereotype that you “can’t be autistic if you make eye contact or have a conversation.” This outdated thinking fails to recognise the vast diversity within neurodivergence.
Another common myth is that neurodivergence is uniform. It’s not. For instance, some children might excel academically but struggle in sensory-rich environments. Others might have significant communication challenges but thrive in structured, predictable routines.
And then there’s the gender piece. Girls and women are often underdiagnosed because they tend to mask their challenges. Boys, on the other hand, might display behaviours that draw immediate attention, like hyperactivity or difficulty sitting still. Understanding these nuances is key to fostering inclusivity.

How can early learning services better support neurodivergent children?

The first step is building awareness. There are some excellent resources out there—websites like Yellow Ladybugs, the I Can Network, and Neuro Wild—that offer practical insights from people with lived experiences. Educators need to understand neurodiversity from multiple perspectives, not just from a textbook.

Once there’s awareness, services can bring in experts to review their environments and suggest improvements. For instance, creating smaller, quiet spaces within classrooms, breaking tasks down into steps, or using visual aids can make a big difference for neurodivergent children. It’s also about fostering collaboration. Engaging with families is critical—parents often have insights into what works best for their child. And within the service itself, managers, educators, and support staff need to be aligned on strategies. Consistency across the board is what makes inclusion truly effective.

What benefits do neurodivergent educators bring to early learning environments?

Neurodivergent educators bring so much value. They often have unique perspectives and ways of thinking that can enrich the learning environment for everyone. Their experiences enable them to connect with neurodivergent children in ways that neurotypical educators might not.

Moreover, having neurodivergent educators on the team challenges stereotypes and normalises differences. It shows children that there’s no “one way” to be a teacher or a leader. This visibility is powerful—it shapes how children view the world and themselves. But it’s important to support neurodivergent educators, too. Simple adjustments, like providing a quiet space for planning or allowing flexibility in how tasks are completed, can make a huge difference. When educators feel valued and understood, they thrive—and so do the children they teach.

Are there specific strategies or tools you recommend for creating inclusive classrooms?

I think one of the most important things is to build awareness of how others might be experiencing a situation. When I first started learning more about this, I found lived experience resources—like Facebook pages and websites—really helpful.

In Australia, there are excellent examples like the I Can Network and the Yellow Ladybugs website. Another great resource is Neuro Wild, a Facebook and Instagram account run by an autistic ADHD speech therapist. She creates incredible visuals that tell stories from a neurodivergent and child’s perspective. These visuals really make you stop and think, “Oh yeah, why are we doing it that way? It doesn’t actually make sense.”

These are the kinds of resources I recommend to centres and individuals as a starting point for reading and learning. Beyond that, you can bring in people like me—or other specialists—who will help you look at your environment and programmes.For example, think about the layout of your furniture. Are you creating smaller spaces where children can feel comfortable, rather than having one big room with 10 tables of four? It’s unrealistic to expect all children to be in groups of four, five, or six for 12 hours a day.

Instead, focus on:

Smaller spaces: Areas where one or two children can be at a time
Sensory activities: Include plenty of opportunities for children to engage with their senses
Daily flow: Create a routine that is predictable enough to provide structure, but flexible enough to accommodate different needs.

Ultimately, the first step is to skill yourselves up—understand the neurodivergent viewpoint. Then, get support to adjust your programme, environment, words, visuals, and all the little details that can make a big difference.

Looking forward, what’s your vision for neurodiversity in early learning?

I’m optimistic. The recent pay increases for educators are a step in the right direction—they make the profession more attractive and valued. But there’s still work to be done, particularly in creating a culture of inclusion at every level.
I’d love to see more collaboration between educators, families, and the broader community. It’s not just about what happens in the classroom—it’s about building a society that values diversity in all its forms.
Innovation will also play a big role. Whether it’s new technologies or rethinking traditional approaches to teaching, there’s so much potential to improve how we support neurodivergent children and educators.

The key is to keep learning, adapting, and pushing for change.

If you enjoyed this conversation, don’t miss the chance to hear Andrea Broughton live, alongside a lineup of incredible speakers at the Early Childhood Learning & Development Conference on 8 March 2025 at Optus Stadium in Perth, WA. With the theme Empower, Nurture, Flourish; this event promises to inspire fresh ideas and approaches to early childhood education. Join us for Andrea’s breakout session, where she’ll dive deeper into fostering inclusive environments and championing neurodiversity in early learning settings. It’s an event you won’t want to miss! On the day don’t forget to visit 1Place at the Exhibition Playground during the breaks. Book your ticket now!