Inclusion specialist Louise Dawson explains how understanding neurodiversity helps children feel supported, confident and ready to learn
Many children appear to be doing well at school. Their grades are good, teachers describe them as quiet and diligent, and nothing outwardly seems wrong.
Yet for some children, particularly those who are neurodivergent, simply getting through the school day can require an enormous amount of effort.
So what does genuine inclusion look like in everyday school life in the UAE?
According to inclusion specialist Louise Dawson, the Emirates has made significant progress in recent years.
Since adopting the United Nations Convention on the Rights of Persons with Disabilities in 2006, the UAE has strengthened its commitment to inclusive education.
Policies such as the Dubai Inclusive Education Policy Framework (DIEPF) and ADEK’s Inclusion Policy have helped more children access mainstream schools, while wider initiatives – from autism-friendly public spaces to the country’s recognition as a Certified Autism Destination- reflect increasing awareness.
Yet Dawson believes the next stage requires something deeper than policy.
“The next stage for the UAE,” she explains, “is moving from compliance-driven inclusion to culture-driven inclusion, where neurodiversity is understood not simply as a support need but as a natural and valuable part of human variation.”
Inclusion in action
True inclusion is not defined by a specialist department or support room. Instead, Dawson says it appears in the everyday decisions schools make.
“It is seen in the way a school responds when learning becomes difficult for a child,” she explains. “Inclusive practice is not about taking every child into a school, but about meeting the needs of the students we have.”
In practice, this means classrooms where difference is expected rather than managed.
Teachers may provide visual instructions alongside verbal explanations, break tasks into manageable steps, or allow flexible seating and movement opportunities. Predictable routines and quiet regulation spaces can also help children focus and feel secure.
Often, the smallest gestures have the greatest impact.
“Welcomes and smiles on classroom entry are much underestimated,” Dawson says. “Teachers who take time to know children’s interests and strengths can make an enormous difference.”
Many of these approaches benefit all learners, not just those who are neurodivergent.
Coping isn’t thriving
One of the most misunderstood aspects of neurodiversity in schools is the difference between coping and thriving.
Some children perform well academically and behave quietly in class, yet they work extraordinarily hard behind the scenes.
“They may appear compliant, quiet and hardworking,” Dawson explains, “yet they are operating in a constant state of mental overload.”
She compares it to a swan gliding across water.
“On the surface, everything looks calm, but underneath, they are swimming frantically.”
Because their grades are acceptable and their behaviour is not disruptive, these students can easily be overlooked. Schools may unintentionally equate performance with wellbeing, even though the two are not always aligned.
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The hidden effort: masking
This hidden effort is often linked to masking.
Masking occurs when a child, consciously or unconsciously, hides aspects of their natural behaviour to fit social expectations. They may copy their peers, suppress movements that help them regulate, rehearse conversations or force eye contact.
While masking can help children navigate social environments, the emotional cost can be high.
“Masking can be exhausting,” Dawson explains. “Over time it can lead to anxiety, burnout or sudden emotions once the child returns to a safe environment such as home.”
Recognising masking helps adults create spaces where children feel safe being themselves.
Why some children are missed
Neurodivergent girls have historically been under-identified.
Dawson believes this is not always purely about gender, but about personality and social expectations.
Many girls become highly skilled observers of social behaviour. They may watch, copy and rehearse interactions in ways that allow them to blend in socially.
This can mean that challenges appear differently.
Instead of disruptive behaviour, educators may see anxiety, perfectionism, friendship difficulties or deep exhaustion.
Because these signs are less visible, many girls have historically been misunderstood or diagnosed much later.
When high achievers struggle
Neurodiversity does not only affect struggling students.
Many neurodivergent learners show exceptional strengths in areas such as memory, creativity or deep subject knowledge.
However, traditional assessments often prioritise speed, organisation and handwriting rather than depth of understanding.
“Inclusive assessment practices recognise that ability and output are not always the same thing,” Dawson explains.
Accommodations such as extra time can help students demonstrate their true ability.
Teaching children to speak up
One of the most powerful tools schools can offer neurodivergent students is self-understanding.
When children learn how their own brains work, they can communicate what helps them succeed.
A student might say:
“I focus better when I can move.”
“I need instructions written down as well.”
“I work better when tasks are broken into steps.”
“These are powerful life skills,” Dawson says. “They extend far beyond school.”
Parents and schools together
Successful inclusion depends on strong partnerships between families and schools.
Parents often understand their child’s personality, triggers and strengths in ways no one else can. Schools bring expertise in teaching and development.
“When all perspectives are respected,” Dawson explains, “solutions become more creative, realistic and sustainable.”
Looking ahead, she hopes schools will begin designing learning environments with different learning profiles in mind from the start.
“I would like to see a shift from viewing inclusion as support for a minority towards recognising neurodiversity as a normal part of the human population.”
When classrooms are flexible, predictable, and compassionate, children experience more than just access to education.
They experience belonging.
Key questions parents can ask schools about inclusion
These questions can reveal a great deal about a school’s approach to inclusion:
- How do teachers learn about my child’s differences?
- What training do staff receive around neurodiversity?
- How are lessons adapted for different learning styles?
- What support is available if learning becomes difficult?
- How is student wellbeing measured alongside attainment?
- How do students themselves contribute to conversations about support?
Resources for parents
Dubai (KHDA)
Advocating for Inclusive Education: A Guide for Parents web.khda.gov.ae
External Support Guidelines see: web.khda.gov.ae
For more information, visit khda.gov.ae
Abu Dhabi (ADEK)
School Inclusion Policy:adek.gov.ae
For more information, visit adek.gov.ae
Sharjah (SPEA)
Inclusive education guidance for private schools
For more information, visit spea.shj.ae
For further details, see: louisedawson.com
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