"Inclusion..."
This should be more than just a buzzword—it should be a genuine commitment to making all students feel seen, valued, and supported. Yet, often we come across something we call "inclusion theatre"- efforts that look good on the surface but lack real impact. So, what’s the difference between performative inclusion and meaningful change in schools?
What is Inclusion Theatre?
Exactly what it sounds like! Inclusion theatre refers to efforts that give the appearance of being inclusive but may not make a meaningful or lasting impact for neurodivergent and diverse learners. It’s about putting on a show of inclusivity, but without addressing the underlying needs and barriers that these students face. Here are some examples of inclusion that look supportive but might not be as effected as intended.
Flexible Learning - But is is really that flexible?
Often school offer flexible learning options to support different student needs, but in practice, these often still come with restrictions. For example, a students might be allowed to take brain or body breaks, but only at set times or with permission, making it difficult to self-regulate when needed. Another big example of this is, while flexible seating, assistive technology, or modified pacing may be available, students often have to request them, and jump through multiple hoops, rather than having the supports naturally built into the learning environment.
That being said, true flexibility means allowing students to access accommodations without feeling like they are asking for special treatment. The goal should be to make different ways of learning a standard part of the classroom, not an exception.
Seating and Sensory Tools
A classroom that offers flexible seating such as chair bands, wobbly stools, exercise balls and standing desks are great, but students can sometimes only use them at specific times as often, their are either limits on their use or not enough to go around. Noise cancelling headphones are also another tool that have limitations. For example, only being allowed to use them during work or test times, rather than when a child feels like the background noise is overwhelming during regular learning or lessons.
Technology - One of the Hardest Things to Access
Technology can be a game-changer for students, but there are two major challenges that often come with it. While it’s great for schools to offer and "provide" assistive devices, this accommodation often comes with little to no instruction on how to use them effectively. Additionally, many devices are shared among multiple students, making access inconsistent. In many classrooms, technology operates on a first-come, first-served basis or a shared model, which can limit a student’s ability to rely on it as a consistent support.
Mixed Messages
A student with ADHD is praised for being energetic, creative and friendly, but is also reminded to "focus" and is discouraged from fidgeting, or moving around the classroom. While the strengths are acknowledged (which we love), the way kids learn and engage is often misunderstood or seen as disruptive, leading to mixed messages being provided to youth. (See our blog here on strengths based messaging for ADHD.)
When Support feels like a Battle!
Accommodations are meant to create an equitable learning environment, ensuring that students gave the tools and support they need to succeed. However in so many cases families find themselves having to repeatedly justify these supports, making accommodations feel like a privilege rather than necessary part of learning!
Check out our blog on advocating for your child in school meetings HERE!
This is not an exhaustive list! Inclusion theatre can often look and sound great from the outside but it is the sustained efforts, follow through, accessible resources, and training that really make inclusion effective for neurodivergent and diverse learners!
Meaningful Inclusion - What it Really Looks Like
Embedding flexibility into everyday learning so that students don’t have to ask for support—they just have it. When accommodations and tools are naturally built into the classroom, they become a standard part of learning rather than something that sets students apart.
Being proactive with the supports offered to students. Let’s not wait until a child is struggling—let’s act early! Providing accommodations before challenges escalate allows students to thrive rather than just get by.
Encouraging and embracing diverse ways of learning. Every child deserves to develop their own love for learning in a way that works best for them. This means offering multiple ways to engage with material, demonstrate understanding, and participate in the classroom.
It isn’t just about offering accommodations—it’s about creating an environment where neurodivergent and diverse learners feel heard, seen, respected, and supported the minute they walk through the school doors. Inclusion should be woven into the culture of the school, not just something added on when a student requests it.
Removing the need for constant justification. Students should not have to repeatedly prove why they need certain tools, whether it’s assistive technology, movement breaks, or alternative workspaces. Their needs should be met without barriers or hesitation.
Normalizing different learning styles. Whether a student needs to fidget, stand, use speech-to-text, or take sensory breaks, these should be seen as natural ways to learn rather than exceptions that need approval.
Making inclusion a shared responsibility. True inclusion isn’t just up to individual teachers—it should be a school-wide effort. When every educator, administrator, and staff member embraces inclusive practices, students can access the support they need consistently and confidently throughout their entire school experience. Read our blog here on neuroaffirming classroom and school practices.
Final Thoughts
It’s more than just having access to support—when students have what they need to succeed, they feel empowered, valued, and truly included in the learning community. This sense of belonging isn’t just important—it’s key to their overall success.
Schools must recognize that true inclusion is not just about access—it’s about belonging, where every student feels empowered to learn in the way that works best for them.
If you want to get started on support first:
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IMPORTANT: Information shared by WonderTree is not intended to replace or be constituted as clinical or medical care. It’s intended for educational purposes only. Each child is unique, and the information provided may not be applicable to your specific situation. If you need support, please establish care with a licensed provider so that they can provide tailored recommendations for you or your child. This blog is non-monetized.
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