{"id":6402,"date":"2026-04-22T17:31:31","date_gmt":"2026-04-22T17:31:31","guid":{"rendered":"https:\/\/oxfordschool.com\/padova\/?p=6402"},"modified":"2026-04-22T17:59:09","modified_gmt":"2026-04-22T17:59:09","slug":"how-neurodivergent-students-approach-tasks","status":"publish","type":"post","link":"https:\/\/oxfordschool.com\/padova\/how-neurodivergent-students-approach-tasks\/","title":{"rendered":"Different Brains Approach Tasks in Different Ways: Here&#8217;s What To Expect &amp; How To Help"},"content":{"rendered":"\n<div class=\"wp-block-group is-nowrap is-layout-flex wp-container-core-group-is-layout-8f761849 wp-block-group-is-layout-flex\"><div class=\"wp-block-post-author\"><div class=\"wp-block-post-author__avatar\"><img alt='' src='https:\/\/secure.gravatar.com\/avatar\/6c1f0e28af8dce7cd37b0a27912510907a619b8b156660f9bb0e9b3536174938?s=48&#038;d=mm&#038;r=g' srcset='https:\/\/secure.gravatar.com\/avatar\/6c1f0e28af8dce7cd37b0a27912510907a619b8b156660f9bb0e9b3536174938?s=96&#038;d=mm&#038;r=g 2x' class='avatar avatar-48 photo' height='48' width='48' \/><\/div><div class=\"wp-block-post-author__content\"><p class=\"wp-block-post-author__name\">Michelle Stephens<\/p><\/div><\/div><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><em>My name is Michelle and I&#8217;m a neuropsychologist (LM51), educational coach and qualified teacher (PGCE) with nearly 20 years of experience in the field. I&#8217;m working with Oxford School of Padova to bring inclusion topics into the field of English teaching and education in general. This article is part of a series in which we&#8217;re exploring different neurological and neuropsychological concepts which aim to not only improve accessibility to education, but also give YOU &#8211; the parent or teacher &#8211; concrete ways in which you can achieve this with your students.<\/em><\/p>\n\n\n\n<div style=\"height:36px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"wp-block-paragraph\">We&#8217;ve all been there, while the majority of your class is tackling a task head on, you&#8217;ve got that one student who seems to have tried everything, likely including running their pen and notepad through the stream of water coming from the northernmost spring of the highest mountain under the light of a full moon during the equinox in a field of curly leaf lavender&#8230; but they are still nowhere near the finish line.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">While this can be confusing, amusing and sometimes even downright frustrating there IS an explanation and some easy ways you can persuade them down off of that mountain and back into the classroom.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">So let&#8217;s start by having a look at why some of our students can get&#8230; &#8220;creative&#8221;&#8230; with task completion.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Task Structure<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>A task has four phases:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>1. Initiation<\/li>\n\n\n\n<li>2. Planning<\/li>\n\n\n\n<li>3. Execution<\/li>\n\n\n\n<li>4. Completion<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Task Initiation<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">You&#8217;ve explained the task, written the objective on the board, handed them a worksheet and given them a deadline. Now it&#8217;s time for them to get going.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Most heads might bow to their desks, or turn to their partner, and start jotting down the first points they want to tackle, or discuss how they&#8217;re going to get started.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Most. There are always those students, at least one or two of them, who sort of gaze off into the distance as if they&#8217;re searching for inspiration on the horizon&#8230;<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">What&#8217;s going on?<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Well, in <strong>neurotypical people<\/strong>, the process looks something like:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><mark style=\"background-color:#fcb900\" class=\"has-inline-color\">Task \u2192 Start<\/mark><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">But in <strong>neurodivergent profiles<\/strong>, it looks a bit more like this:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><mark style=\"background-color:#f78da7\" class=\"has-inline-color\">Task set \u2192 Trying to understand where to start \u2192 feeling bored or demotivated \u2192 wishing they were elsewhere \u2192 feeling lost at which part to begin with \u2192 picking a part at random \u2192 maybe starting<\/mark><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">These additional steps are referred to as activation barriers, and they can be crippling for kids with neurodivergent brains. While the neurodivergent brain is great at seeing the whole picture, it has a little more difficulty in working out how to get there &#8211; which is why a common trait in ADHD is having a great level of creativity but rarely ever acting on it.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">2. Planning<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The second step, once you get going, is important in having coherent, fluid work that makes sense and doing it in an order that is optimised for the task at hand.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Here neurotypical kids will break down the task almost automatically, and are then also able to hold this structure in their head while they work. They tend to have a top down type of processing that allows them to see the &#8220;big picture&#8221; and work out how to get there in a relatively stable and predictable way.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Instead in neurodivergent kids, we might see a process that looks chaotic, or as if they haven&#8217;t properly thought it through. Maybe steps are missing, or data hasn&#8217;t been noticed. It&#8217;s not that they haven&#8217;t considered what they&#8217;re doing, it&#8217;s that the process is obscured to them &#8211; <strong><mark style=\"background-color:#f78da7\" class=\"has-inline-color\">try imagining you&#8217;re on the beach. You have to get back to your car, passing through some dunes, but as you set off a thick fog descends onto the beach &#8211; you can&#8217;t even see your hands in front of your face but you know you must get back to your car regardless of this. How do you do it?<\/mark><\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This is how it feels for many neurodivergent (ND) individuals when they start a task. They know where they have to go and the theoretical obstacles in their way but there is a thick, fog-like element to thinking. Many people reported this after having COVID, and women often report it, temporarily, during pregnancy\/with a young child in the house &#8211; this foggy thinking is a hallmark trait of many neurodivergent profiles and it is crippling <a href=\"https:\/\/psycnet.apa.org\/record\/2006-04025-004\" type=\"link\" id=\"https:\/\/psycnet.apa.org\/record\/2006-04025-004\">(Brown, T. E. (2006). <em>Executive Functions and ADHD<\/em>)<\/a>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">There is an increased difficulty here in breaking down the task to see how to proceed, and as working memory is often poor (as we spoke about here in my first post: <a href=\"https:\/\/oxfordschool.com\/padova\/funzioni-cognitive-cosa-sono-e-perche-ci-interessano\/\">https:\/\/oxfordschool.com\/padova\/funzioni-cognitive-cosa-sono-e-perche-ci-interessano\/<\/a>) it&#8217;s difficult to keep the steps in mind as you progress.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In many ND people, there&#8217;s often a strong streak of perfectionism which can lead to overplanning and getting bogged down in the details to try to optimise the process (<a href=\"https:\/\/psycnet.apa.org\/record\/2006-22403-002\" type=\"link\" id=\"https:\/\/psycnet.apa.org\/record\/2006-22403-002\">Stoeber &amp; Otto (2006) \u2013 perfectionism framework<\/a>).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">3. Execution<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>As someone with a neurodivergent profile myself,<\/strong> I used to think that my method of doing a quick pass to get the lay of the land, followed by future refinement as I went was wrong. As an adult, I&#8217;ve accepted that this is simply how my brain prefers to tackle tasks.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">While neurotypical brains tend to:<\/h4>\n\n\n\n<div class=\"wp-block-group is-nowrap is-layout-flex wp-container-core-group-is-layout-8f761849 wp-block-group-is-layout-flex\">\n<ul class=\"wp-block-list\">\n<li>Have a consistent pace<\/li>\n\n\n\n<li>Have good tolerance for &#8220;boring but necessary&#8221;<\/li>\n\n\n\n<li>Work step-by-step<\/li>\n\n\n\n<li>Have high initial accuracy<\/li>\n<\/ul>\n<\/div>\n\n\n\n<p class=\"wp-block-paragraph\">They can be slower to adapt if the plan changes, and they have lower tolerance for task ambiguity during the process.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This is because their strong sequential processing and preference for structure work with cognitive functions that aren&#8217;t dependent on mood, environment or novelty.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Instead in neurodivergent profiles&#8230;<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">We see a different pattern. While neurodivergent brains are less precise on the first pass, can struggle with executive function, and are heavily reliant on mood, energy and environmental factors, they also bring:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>High flexibility and adaptability to change (more so in ADHD profiles rather than ASD)<\/li>\n\n\n\n<li>Higher tolerance for task ambiguity during work (again &#8211; ADHD rather than ASD)<\/li>\n\n\n\n<li>They often have higher pattern detection &#8211; identifying inconsistencies earlier (<a href=\"https:\/\/link.springer.com\/article\/10.1007\/s10803-005-0040-7\" type=\"link\" id=\"https:\/\/link.springer.com\/article\/10.1007\/s10803-005-0040-7\">Mottron et al. (2006) \u2013 <em>Enhanced perceptual functioning in autism<\/em><\/a>)<\/li>\n\n\n\n<li>They work to reduce uncertainty before investing energy (energy saver mode!)<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">4. Completion<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Neurotypical students will often feel relief or satisfaction upon completing a task, but ND students may not feel the same way. Often there is a sense of something forgotten, or not done well enough and there can even be some anxiety for feedback &#8211; if past feedback has been negative, as we spoke about in my previous two posts here: <a href=\"https:\/\/oxfordschool.com\/padova\/we-shouldnt-be-training-our-young-people-to-ignore-difficult-emotions-heres-why-and-what-you-can-do-to-help-part-2\">https:\/\/oxfordschool.com\/padova\/we-shouldnt-be-training-our-young-people-to-ignore-difficult-emotions-heres-why-and-what-you-can-do-to-help-part-2<\/a>\/ and here: <a href=\"https:\/\/oxfordschool.com\/padova\/using-negative-emotions-in-education-for-neurotypical-children\/\">https:\/\/oxfordschool.com\/padova\/using-negative-emotions-in-education-for-neurotypical-children\/<\/a>. Past feedback on tasks may not have translated to behavioural change and there can be a sense of &#8220;not again&#8221; for the students involved.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><mark style=\"background-color:#f78da7\" class=\"has-inline-color\">So while there has historically been a view of ND people as lazy, unmotivated, careless or inconsistent we need to work to understand that these brains simply have a different way of approaching tasks.<\/mark><\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><mark style=\"background-color:#8ed1fc\" class=\"has-inline-color\">Practical ways to help ND students with task execution<\/mark><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>If you&#8217;re here because you want your students to do better and you want to be a part of that, then here&#8217;s what to do:\u00a0<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Externalise task initiation with a timer, countdown and clear initial steps<\/li>\n\n\n\n<li>Make sure any plans are clearly visible, along with any objectives that are necessary for completion<\/li>\n\n\n\n<li>Reduce activation energy&#8230; rather than saying &#8220;now start writing&#8221;, give smaller steps &#8220;pick up your pens&#8221;, &#8220;write the title&#8221;, &#8220;create a mind-map&#8221; etc<\/li>\n\n\n\n<li>Use interest and novelty in your tasks &#8211; time challenges, gamification (coming soon to our YouTube channel!) or a choice of task\/objective<\/li>\n\n\n\n<li>Separate effort from outcome &#8211; starting is the first step, this should be rewarded &#8211; even a couple of words like &#8220;nice start&#8221; or &#8220;well done&#8221; can make the difference<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><mark style=\"background-color:#fcb900\" class=\"has-inline-color\">VISUAL<\/mark><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Did this help?<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Follow us for more as we launch our new inclusion programme aimed at increasing accessibility to education for neurotypical and neurodivergent students alike!<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><mark style=\"background-color:#ffffff\" class=\"has-inline-color\">For more information on the programmes, workshops and coaching we offer please contact&nbsp;<a href=\"mailto:inclusione@oxfordschool.com\">inclusione@oxfordschool.com<\/a>&nbsp;or 049 656180<\/mark><\/p>\n\n\n\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped wp-block-gallery-1 is-layout-flex wp-block-gallery-is-layout-flex\">\n<figure class=\"wp-block-image size-large is-resized\"><a href=\"https:\/\/www.youtube.com\/@oxfordschoolpadova1829\"><img loading=\"lazy\" decoding=\"async\" width=\"512\" height=\"512\" data-id=\"6350\" src=\"https:\/\/oxfordschool.com\/padova\/wp-content\/uploads\/2026\/04\/1384060-1.png\" alt=\"\" class=\"wp-image-6350\" style=\"width:93px;height:auto\" srcset=\"https:\/\/oxfordschool.com\/padova\/wp-content\/uploads\/2026\/04\/1384060-1.png 512w, https:\/\/oxfordschool.com\/padova\/wp-content\/uploads\/2026\/04\/1384060-1-300x300.png 300w, https:\/\/oxfordschool.com\/padova\/wp-content\/uploads\/2026\/04\/1384060-1-150x150.png 150w\" sizes=\"auto, (max-width: 512px) 100vw, 512px\" \/><\/a><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><a href=\"https:\/\/www.linkedin.com\/company\/oxford-school-padova\"><img loading=\"lazy\" decoding=\"async\" width=\"256\" height=\"256\" data-id=\"6347\" src=\"https:\/\/oxfordschool.com\/padova\/wp-content\/uploads\/2026\/04\/174857.png\" alt=\"\" class=\"wp-image-6347\" style=\"width:88px;height:auto\" srcset=\"https:\/\/oxfordschool.com\/padova\/wp-content\/uploads\/2026\/04\/174857.png 256w, https:\/\/oxfordschool.com\/padova\/wp-content\/uploads\/2026\/04\/174857-150x150.png 150w\" sizes=\"auto, (max-width: 256px) 100vw, 256px\" \/><\/a><\/figure>\n\n\n\n<figure 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I&#8217;m working with Oxford School of Padova to bring inclusion topics into the field of English teaching and education in general. This article is part of a series in which we&#8217;re [&hellip;]<\/p>\n","protected":false},"author":10,"featured_media":6403,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-6402","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>How Neurodivergent Students Approach Tasks<\/title>\n<meta name=\"description\" content=\"Not all brains approach tasks in the same way. 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