The School Experience of Students With Neurodevelopmental Disorders

This chapter considers how neurodevelopmental differences influence students' daily lives in school, focusing on the interplay between symptom expression, instructional demands, and social dynamics. It draws on educational-psychology research to show that teacher understanding, emotional attunement, and access to collaborative support strongly affect engagement and adjustment. The analysis highlights early identification, relational practices, and coordinated interventions as key to building inclusive learning environments. Ultimately, the chapter argues that genuine inclusion arises from school cultures that recognize neurodiversity as part of human variation, not as a deviation to be contained.