How Learning Works in a Neurodivergent Brain

Learning for neurodivergent individuals isn’t one-size-fits-all. Speaking from my own experience, I’ve found that online learning has worked better for me than traditional classroom settings. Having the ability to go at my own pace, access resources when I need them, and focus without the distractions of a physical classroom has made a huge difference. Working with AI and technology as a tool has also given me the ability to engage with content in a way that feels natural to how my brain processes information.

However, transitioning back to in-person learning has been an adjustment. While online learning gave me control over my environment, in-person settings introduce more variables—social interactions, sensory input, and structured schedules. While this transition has its challenges, I’ve found that applying strategies from my online learning experience—like structured breaks, using noise-canceling headphones, and advocating for my needs—has helped me navigate the shift.

At the same time, in-person learning can provide valuable social interaction opportunities that aren’t as easily replicated in online environments. Engaging in face-to-face discussions, working on group projects, and developing interpersonal skills are all important aspects of learning that can be more naturally fostered in a physical classroom. For neurodivergent individuals, balancing the benefits of structured social engagement with the need for individualized learning strategies can create an optimal learning experience.

Some key factors that impact neurodivergent learning include:

✔ Pattern Recognition & Detail Orientation – Many neurodivergent people excel at picking up on patterns and spotting details that others overlook. This makes them great at things like math, coding, and problem-solving (Hull et al., 2017).

✔ Memory Processing Differences – Some have exceptional long-term memory or associative memory, while others might struggle with working memory and need alternative strategies to retain new information (Doyle, 2020).

✔ Sensory Processing Sensitivities – Learning environments can be overwhelming for neurodivergent people if there’s too much background noise, bright lights, or distractions. Simple adjustments—like reducing sensory overload, using visuals, or allowing movement—can make a huge difference (Kapp et al., 2013).

✔ Nonlinear Thinking & Creativity – Many neurodivergent individuals think outside the box, coming up with creative solutions and approaches that neurotypicals might never consider. This makes them strong innovators in fields like art, engineering, and science (Hull et al., 2017).

The Role of Perseveration in Learning

One aspect of neurodivergent learning that often gets overlooked is perseveration—the intense focus on a particular topic, idea, or activity. Unlike neurotypical focus, which can shift easily between tasks, perseveration in neurodivergent individuals can be both a challenge and a strength.

On one hand, perseveration can make it difficult to transition away from a topic, which can lead to frustration when external demands force a shift in focus. On the other hand, this deep focus can result in expertise, mastery, and innovation in specialized fields. Many successful scientists, artists, and thinkers have leveraged this trait to develop groundbreaking ideas and contributions.

For me, perseveration has allowed me to dive deeply into research, writing, and personal development, helping me refine my skills in ways that might not have been possible in a traditional learning setting. Understanding how to work with, rather than against, perseveration is key to making the most of neurodivergent learning styles.

The Future of Learning for Neurodivergent Individuals

The more we understand neurodivergent learning styles, the more we can build education systems that actually work for everyone. Instead of forcing neurodivergent individuals to fit into outdated models, we should focus on leveraging their strengths and creating environments that let them thrive.

As research continues to shed light on how neurodivergent brains function, we’ll see more adaptive learning strategies and inclusive educational approaches. The goal isn’t just to accommodate differences—it’s to recognize their value and make sure neurodivergent individuals have the tools and opportunities to succeed on their own terms.

References

Doyle, N. (2020). Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108-125. https://doi.org/10.1093/bmb/ldaa021

Hull, L., Petrides, K. V., Allison, C., Smith, P., Baron-Cohen, S., Lai, M.-C., & Mandy, W. (2017). "Putting on my best normal": Social camouflaging in adults with autism spectrum conditions. Journal of Autism and Developmental Disorders, 47(8), 2519–2534. https://doi.org/10.1007/s10803-017-3166-5

Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49(1), 59–71. https://doi.org/10.1037/a0028353

Stanford Medicine. (2023). Brain activity differences help explain autism’s speech, emotion challenges. Stanford Medicine News. https://med.stanford.edu/news/all-news/2023/01/brain-autism-speech-emotion.html