Understanding neurodiversity in the music classroom

Around 15–20% of the population is neurodivergent; as music teachers, we should embrace this within our professional practice. A skilful approach which targets this group of children will have benefits for all learners in the classroom. With increased awareness of all our pupils' strengths and barriers to learning, and some minor adaptions to the way that we teach, we can all aim to deliver an inclusive way of teaching and learning.

I am fortunate enough to work within the music department at More House School, Frensham. With nearly 500 pupils on roll aged 8 to 18, More House School is recognised as the largest SEND-specialist school in the UK. All pupils have identified SEND, and the majority hold an Education, Care and Health Plan (ECHP). The school does not offer one-to-one support or classroom intervention; there is a well-resourced SEND unit with qualified therapists who work with the boys in small groups, and nobody misses lessons to receive therapeutic support. Subject specialist classroom teachers adapt the way that teaching and learning takes place to support a neurodiverse class.