Writing is one of the most complex skills to teach in primary schools. It demands not only fine motor coordination but also cognitive and emotional engagement, making it especially challenging for neurodivergent children. Teachers often don’t realise how many undiagnosed children might be flying under the radar, struggling silently with traits linked to neurodivergence.
While many educators are aware of conditions like Autism Spectrum Disorder (ASD) and ADHD, the nuanced and less visible traits of neurodivergence, particularly in girls, are often overlooked. Outdated assessment processes and persistent stigma exacerbate this, leaving children without the support they need. This blog will highlight the challenges neurodivergent children face with writing and provide practical tips for teachers to help every child thrive.
What is neurodiversity?
Neurodiversity refers to the natural variations in how human brains work. Common neurodivergent conditions that can impact writing include:
- Autism Spectrum Disorder (ASD): Affects social interaction, communication, sensory processing, and sometimes motor skills.
- Attention Deficit Hyperactivity Disorder (ADHD): Impacts focus, impulsivity, working memory, and organisation.
- Dyslexia: Affects reading, spelling, and processing of written language. Learn more from the British Dyslexia Association.
- Dyspraxia (Developmental Coordination Disorder): This impacts motor skills and spatial awareness and affects handwriting. For more information, visit the Dyspraxia Foundation.
- Hypermobile Ehlers-Danlos Syndrome (hEDS): Physical pain or fatigue from holding a pencil can limit output.
These conditions often overlap, meaning a child may simultaneously experience challenges from multiple areas. For example, a child with ADHD and dyslexia may struggle to focus on tasks while finding spelling or reading comprehension difficult.
Why writing can be so challenging for neurodivergent kids
Writing requires a combination of cognitive, physical, and emotional skills. For neurodivergent children, this can be particularly difficult due to:
- Fine motor skills: Dyspraxia or sensory processing difficulties can make holding a pencil or forming letters physically uncomfortable or challenging. Learn more about motor skill difficulties from the Dyspraxia Foundation.
- Working memory issues: Children with ADHD or dyslexia may struggle to keep track of sentence structures, grammar rules, or ideas while writing.
- Sensory overload: Noise, bright lights, or the texture of paper can distract or overwhelm children with sensory sensitivities, including those with ASD, ADHD, or anxiety.
- Emotional barriers: The pressure to perform or fear of making mistakes can lead to avoidance behaviours or frustration.
- Processing speed: Dyslexic children or those with ADHD may require extra time to plan, process, and express their ideas.
Signs to look for in your classroom
Teachers might observe behaviours that could indicate underlying neurodivergent traits impacting writing. These include:
- Reluctance to put their hand up or answer questions about writing tasks.
- Daydreaming, staring out of the window, or appearing disengaged during writing time.
- Fidgeting, frequent movement, or difficulty staying seated.
- Avoidance of writing tasks altogether or submitting incomplete work.
- Struggles with spelling, punctuation, or sequencing ideas.
- Overly literal interpretations of writing prompts.
- Perfectionism or hesitation to begin tasks, often linked to anxiety or fear of failure.
How to help neurodivergent children thrive in writing
1. Understand the whole child
Behaviour is communication. A quiet, disengaged child may be overwhelmed, while a fidgeting, talkative one might be self-regulating. Observe patterns, ask gentle questions, and engage with parents or carers to build a full picture of the child’s needs.
2. Use assistive technology
- Introduce tools like speech-to-text software, predictive text, or typing programs to reduce frustration and support children in expressing their ideas. The British Assistive Technology Association provides great resources.
- Visit Texthelp to discover digital tools for inclusive learning and working.
- Apps like Grammarly can help with sentence structure and spelling.
3. Create a sensory-friendly environment
- Offer noise-cancelling headphones or quiet corners for children who are easily overstimulated.
- Provide alternative textures for paper or writing tools with grips for those with sensory or motor challenges.
- Use soft, natural lighting to minimise visual discomfort.
4. Offer structure and scaffolding
- Break tasks into manageable steps with visual aids and clear instructions.
- Provide templates or sentence starters to help children organise their thoughts.
- Encourage mind mapping for brainstorming and planning.
5. Allow extra time
- Avoid rushing neurodivergent children. Extended deadlines or additional breaks can help them produce their best work.
6. Celebrate strengths
- Recognise and praise the creativity, unique perspectives, and attention to detail neurodivergent children often bring to their writing.
- Encourage them to use their strengths, such as visual storytelling or drawing to complement written tasks.
7. Be aware of masking
- Girls, in particular, may hide their struggles through masking behaviours. Look for subtle signs such as perfectionism, hesitance, or appearing overly compliant. Learn more about masking and underdiagnosis in girls from the Autism Research Journal.
Why early support matters
Research suggests that as many as 72% of autistic individuals in England may remain undiagnosed, with many of these being girls (The National Autistic Society). ADHD and other conditions are similarly underdiagnosed, especially in children who present quietly or mask their challenges.
Teachers play a vital role in spotting early signs and providing supportive strategies to help neurodivergent children thrive, even if they’re waiting for or lack a formal diagnosis.
When it comes to writing, early identification and intervention are crucial. Recognising these challenges can:
- Reduce anxiety and frustration: Writing demands significant emotional engagement, which can be overwhelming for undiagnosed neurodivergent children.
- Improve academic outcomes: Supportive strategies help children build confidence and achieve success in tasks they might otherwise avoid.
- Build self-esteem and resilience: Understanding their unique needs allows children to thrive, both in writing and beyond.
Take a moment to reflect: could a student in your classroom be flying under the radar? Perhaps a child who struggles with writing tasks, avoids participation, or seems overly compliant? Identifying these children early and offering tailored support can make a transformative difference in their learning journey.
A final thought
Supporting neurodivergent writers may seem challenging, but small changes can have a big impact. At Pobble, we believe every child deserves the opportunity to shine. Our flexible writing prompts and differentiated resources are designed to support every learner, ensuring all students can access and enjoy writing. Let’s work together to make writing accessible and engaging for all.
About the author
Anna has over 20 years of experience supporting children and young people, including seven years as a Higher Level Teaching Assistant specialising in SEND and behavioural support. With a BA (Hons) in Childhood Studies and additional certifications in Autism, CBT, and Neurodiversity, she brings a deep understanding of how to support diverse learners. As a mother of two children with diagnoses of Autism and ADHD, Anna combines her personal and professional experiences to advocate for neurodiversity. As a long-time member of Team Pobble, Anna is passionate about helping teachers inspire young writers while raising awareness about neurodiversity and creating inclusive classrooms.
