Toronto: (The Conversation) The start of the school year brings excitement and new routines. But for many neurodiverse children, it also marks the return of being misunderstood.

Parents may notice their child struggling with transitions, overstimulated by noisy classrooms or labelled “disruptive” after a few days. Educators may not be equipped to interpret behaviours outside expected norms.

Some education programmes, like Ontario's Kindergarten Programme, emphasise play-based curricula and assessment across varied domains. However, traditional notions of school “readiness” can linger.

For many neurodiverse children — those with autism, ADHD, sensory processing differences or other cognitive variations — these misunderstandings can lead to missed supports, exclusionary practices and long-term inequities in education and life outcomes.

When systems fail to accommodate early on, challenges often persist into adulthood, affecting quality of life and social inclusion.

Racialised children overlooked
Although awareness is growing, many Canadian children are diagnosed too late for early intervention. Median autism diagnosis age is 3.7 years, but only 54% before age five. Nearly half miss the critical developmental window.

Many neurodiverse children are never identified at all, due to misread behaviours or systemic barriers to care and assessments.

South Asian immigrant families often face delays from stigma, language barriers, cultural misunderstandings and navigation issues. First Nations, Inuit and Métis families also face outdated systems and lack of culturally relevant support.

As a result, many racialised children are diagnosed late or not at all, denying them early support that could transform lives.

School-related distress
Transitions can stress neurodivergent students when environments emphasise rigid norms and overlook diverse learning. Research shows students with Autism Spectrum Disorder experience heightened stress due to changes in relationships, routines and expectations when individual needs are unsupported.

Without adequate neurodiversity training, educators feel unprepared, rely on diagnoses, and risk exclusionary practices and missed supports.

School-related distress is concentrated among neurodivergent students and linked to inflexible environments. These gaps fuel attendance crises and call for more inclusive, neuroaffirming practices.

Often, systems try to change the child rather than adapt the environment. Schools must shift from deficit-based approaches to transforming learning spaces. Behaviours should signal environmental misfit, not child failure.

A neuro-inclusive model prioritises belonging, flexibility and universal support starting with classroom design, not child labelling.

Neurodiversity is not a problem to fix
Rather than diagnosing as a problem, educators should treat neurodivergence as a difference to understand. Neurodiversity recognises neurological differences as part of human variation.

Behaviours like fidgeting, stimming or extra transition time support self-regulation. Educational systems often create barriers by ignoring diverse needs. Inclusion should not depend on labels; it must be proactive.

Frameworks like universal design for learning (UDL) provide multiple engagement, expression and participation methods:
-- visual schedules and picture cues;
-- flexible seating, movement breaks, calming corners;
-- storybooks reflecting neurodiversity;
-- observing strengths before addressing deficits.

Research supports these strategies: inclusive preschool studies and UDL-informed practices improve skill development, regulation and belonging for all children.

When classrooms are designed for neurodiversity, everyone benefits.

A call to start September differently
Educators must ask, “Is the school ready for this child?” Schools need to adapt environments, practices and mindsets for equity.

Boards and governments must provide tools, time and training. Support should not hinge on diagnoses.

When neurodiverse children are valued from the start, they thrive. Ontario policy already supports inclusion; what's needed is action.

Every child deserves to feel school is a place for them. (The Conversation)