Tailoring emotional wellbeing one-to-ones for students with neurodivergent needs can make a significant difference in their school experience, helping them to thrive both emotionally and academically.
Neurodiversity encompasses a range of cognitive differences, including autism, ADHD, dyslexia, dyspraxia, and more. These students often experience the world in unique ways, requiring a personalised approach to emotional wellbeing support.
At Just ‘B’, we know the importance of always being led by the child or young person and tailoring our approach to suit them as individuals, and their situation. When working with a new student, it is key to build trust and understand their individual as a starting point.
Strategies for tailoring emotional wellbeing one-to-ones for neurodiverse students
Neurodiverse students often feel most comfortable in structured, predictable settings. Holding one-to-one sessions in a quiet, familiar space can help reduce anxiety and sensory overload. Using visual schedules or written outlines can also prepare students for what to expect, making the sessions more effective. Ensuring sessions are kept to the same day/time each week with minimal disruption (where possible) will also support continuity and predictability.
Focusing on a student’s strengths rather than just their challenges can boost confidence and engagement. By recognising their unique abilities, interests, and skills, staff can encourage self-esteem and resilience in neurodiverse students.
Not all students feel comfortable expressing their emotions verbally. Some may benefit from visual aids, social stories, or even creative outlets like drawing or writing. Adapting communication styles to suit individual needs ensures that students feel heard and understood.
Sensory sensitivities are common among neurodiverse students. Ensuring that one-to-one wellbeing sessions take place in a low-stimulation environment—free from bright lights, loud noises, or overwhelming scents—can create a more calming and supportive atmosphere. Even considering what clothing you are wearing to sessions can help- wearing bright clothing with lots of patterns on may lead a neurodiverse young person to feel overwhelmed.
Sensory equipment and toys could help to regulate young people within their sessions. Having a range of sensory toys, lights and items (such as weighted blankets) available can support neurodiverse individuals to feel safe and grounded as they engage with support.
Teaching self-regulation techniques, such as breathing exercises, mindfulness, or movement breaks, can empower neurodiverse students to manage their emotions more effectively. Providing personalised toolkits with stress-relief strategies can be particularly beneficial. Focus in on the young person’s special interests and find a way to incorporate this into the work you do together.
Developing a trusting relationship with a consistent member of staff can help neurodiverse students feel safe and supported. Consistency in who delivers the one-to-one sessions can build familiarity, reducing anxiety and increase engagement. Some neurodiverse young people may benefit from seeing a picture of you and understanding a bit about you such as your likes/dislikes ahead of the first session. This can support them to feel a bit more prepared for what to expect.
The benefits to schools:
Thinking about tailored support for neurodiverse students can:
At Just ‘B’, we are committed to providing high-quality emotional wellbeing support in schools. Our one-to-one sessions are designed to meet the unique needs of every student, ensuring they receive the guidance and care they deserve. We also offer specialist training for organisations who work with children and young people.
Find out more about our school support services at Just ‘B’. If you would like to have an informal chat about how we can help you, email justbcyp@justb.org.uk.
