Why inclusive, flexible learning is important
Each and every child learns differently. With neurodiverse students (those with autism, ADHD, ADD, dyslexia, dyscalculia, dyspraxia and others), a traditional, one-size-fits-all classroom can make learning harder than it needs to be.
The latest figures from the government suggest that one in seven children are neurodivergent. That’s a significant proportion of pupils who may struggle in busy classrooms where only one way of learning can be delivered.
When teaching is tailored, learners are more likely to build confidence in their learning skills and can meet their goals without the stress that comes from large group settings. Parents and teachers will find that online learning, which has become very popular since the pandemic, offers plenty of flexibility and a level of personalisation that helps keep children engaged, allowing them to thrive.
Online learning may comprise of flexischooling or EOTAS (Education Other Than at School) for your child, or it may be full-time, depending on your needs. Regardless of when or why you use it, it can help boost your child’s confidence with learning.
Understanding how and why online learning supports neurodiverse children is important. It leads to an environment that celebrates, rather than constrains, a child’s individual learning style.
What is neurodiversity and how does it affect learning?
Neurodiversity describes the range of ways in which the brain processes information and experience in the world. It isn’t about something being ‘wrong’, it’s about recognising that not all brains work in the same way, and that this difference is both valid and valuable.
Within the category of neurodiversity, there are many distinct, though often overlapping, profiles. Here are a few:
Autism
Autism, also known as Autistic Spectrum Disorder (ASD), is a neurodevelopmental difference that affects how a person communicates, socialises and experiences the world. Children with autism may prefer routine and clear structure and may have sensory sensitivity to things like noise and texture, as well as light.
One study found that autism affected 1 in 31 children aged 8, and the latest figures from the World Health Organization suggests that around 1 in 127 people are autistic, meaning autism is very common.
ADHD / ADD
ADHD (Attention Deficit Hyperactivity Disorder) and ADD (Attention Deficit Disorder) affect attention and impulse control. Children may find it harder to focus, sit still and filter out distractions, but they can show high energy levels and strong problem-solving skills.
In the UK, there are 3 million people with ADHD, with over 600,000 children with ADHD, according to the NHS.
Dyslexia
Dyslexia is a learning difference that mostly affects reading and spelling and how written language is processed. Ten percent of the world are dyslexic, according to the British Dyslexia Association.
Children with dyslexia may take longer to decode words and organise their writing, even when their understanding and intelligence are there.
Dyscalculia
Dyscalculia is similar to dyslexia, but relates to numbers and mathematical concepts. Children with dyscalculia may struggle with quantities, number relationships, symbols and remembering methods or sequences in maths.
Around 5% of the UK have dyscalculia.
Dyspraxia
Dyspraxia, also known as Developmental Coordination Disorder (DCD), affects coordination. It can also have an impact on motor skills and organisation too, resulting in hard-to-read handwriting and difficulty with multi-step tasks.
According to research from Manchester Metropolitan University, around 5% of children in the UK have dyspraxia.
Each condition is unique and will benefit from patient, custom-built teaching strategies. It’s also important to know that many conditions overlap, and it’s likely that if your child has one condition, they may have another. Learningdisabilities.org suggests that it’s more common to have two or more conditions over just one. For example, 52% of children with dyslexia also have features of dyspraxia, and around 50% of those with dyspraxia also have ADHD.
This means a simple label rarely captures the full story. A child might need support with reading, focus and organisation all at once and strategies that help in one area may need adapting so they don’t cause difficulties in another.
Methods of online learning for neurodiverse students
All children benefit from specialised learning, whether or not they are neurodiverse or have SEND. There are a variety of ways that online learning can support neurodiverse children, but the exact mix will be different for each learner. Here are some examples:
Reduced sensory overload
Online sessions usually take place at home or in another familiar, quieter space. This can reduce:
- Background noise
- Visual distractions
- The constant movement and bustle of a full classroom
For children who are sensitive to sound, light or busy environments, this calmer setting can make it much easier to focus and feel comfortable.
Predictable structure
Many neurodiverse pupils feel more secure when they know exactly what to expect.
Online learning can offer:
- Regular session times
- A clear routine (for example: hello, recap, main task, review)
- A simple visual agenda shared on screen at the start
This predictability helps reduce anxiety around transitions and makes it easier for children to settle into learning.
More attention
In mainstream classrooms, individual time is limited. Online, a tutor or teacher can focus closer on one child (or a small group), noticing when they look confused or disengaged and adjusting straight away.
This dedicated attention means:
- Questions can be explored without embarrassment
- Explanations can be adapted until they make sense
- The child can move at a pace and level that feels right for them
For many neurodiverse pupils, this can be the first time they feel truly seen in a learning environment. The average infant class size currently stands at 26.2 pupils but at TLC LIVE Online School, classes are capped at nine pupils, and TLC LIVE Online Tutoring offers either one-to-one or three-to-one lessons. This means each child can get more teacher time dedicated to their learning.
Personalised learning
Online platforms allow tutors to weave a child’s interests into their learning. For example, at TLC LIVE we make sure to personalise learning according to the child’s interests where possible, so when a pupil likes something like trains, we:
- Might explain concepts like similes, oxymorons or juxtaposition in English using train journey scenarios and station announcements.
- In maths, we may use timetables to explore time intervals, or carriage layouts to explain area and perimeter.
When new ideas are tied to something familiar and enjoyable, understanding tends to go deeper and learning is more likely to stick. This is especially powerful for neurodivergent pupils, who often have strong, focused interests.
Use of assistive technology
The online environment makes it easy to add tools that support different needs, such as:
- Dyslexia-friendly fonts and coloured backgrounds
- Text-to-speech for reading longer questions aloud
- Speech-to-text for pupils who find writing or typing tiring
- Visual organisers, diagrams and digital “sticky notes”
These tools remove unnecessary barriers so children can focus on understanding the content, not just getting through the format.
Confidence building
Many neurodiverse children have experienced years of feeling “behind” or misunderstood in school, which can affect their confidence.
Online learning helps rebuild self-belief by:
- Setting clear, achievable goals
- Providing immediate and specific feedback
- Showing progress over time
A tutor might compare a piece of work from the first session with one completed a month later. At TLC LIVE, we celebrate both the small and big milestones, highlighting to pupils the good work they’re doing and how much they’ve achieved.
Seeing that difference can be hugely motivating and helps children recognise that their effort leads to real improvement.
Additionally, at TLC LIVE we implement a no-camera approach during lessons to create a pressure-free and comfortable environment.
Flexible communication
Not every child finds it easy to speak out loud or answer questions on the spot.
Online platforms offer alternative ways to participate:
- Chat boxes for written answers
- Drawing tools and interactive whiteboards to show working
- A mix of short-spoken responses and typed notes
At TLC LIVE, we have private 1-1 channels for pupils to communicate with teachers and tutors during sessions, as well as chat boxes for pupils’ answers, so they always feel confident asking questions and giving answers, however suits them.
This flexibility means pupils can choose how to communicate in ways that feel safer and more manageable, without being left out of the learning.
Finding what works for your child
Because many neurodiverse children have more than one area of need, there is no single approach that works for everyone. One pupil might need very calm sessions while another might thrive with shorter, livelier activities and regular breaks. Online learning makes it much easier to experiment and adjust.
Embracing neurodiversity means accepting that there isn’t one ‘correct’ way to think or learn. Different brains bring different strengths and that is a good thing.
When learning is personalised and relatively pressure-free, children have the space to discover what they are good at, instead of seeing what they find hard. For many neurodiverse pupils, online learning is one way to create that space. When pupils feel capable and supported, they learn to be proud of themselves, and this is how you keep children engaged with learning.
To discuss how online learning can support your child, get in touch with TLC LIVE today.
Written by Ryan Lockett, Headteacher of TLC LIVE Online School.