Neuroinclusion in the Early Years - Cheryl Warren Guest Article
Rethinking Belonging, Behaviour and the Busy Classroom - By Cheryl Warren
Hey PLAY People,
This month, we’ve invited Cheryl Warren to share her expertise on neurodiversity in the Early Years. Cheryl brings a wealth of knowledge about how we can create environments and interactions that celebrate children’s individuality and respond to the different ways they learn, think and play.
Her article is both practical and thought-provoking, giving us strategies we can use straight away while also challenging us to reflect on how inclusive our provision really is.
Cheryl also sat down with me for a great chat, which is available now for paid subscribers. You can find it HERE.
Enjoy!
Neuroinclusion in the Early Years
By Cheryl Warren
For too long, early years education has been shaped around ideas of compliance, conformity and control. We’ve been told that “good behaviour” looks like sitting still, listening quietly, following routines and completing tasks neatly and on time. But when we hold these expectations up against what we now understand about neurodivergent development, sensory processing, and emotional regulation, we begin to see that many of our traditional approaches simply don’t fit all children and, in truth, they were never meant to.
Neuroinclusion asks us to rethink everything we think we know about how young children learn, play and belong. It’s not about adding on a few strategies for autistic children or those with ADHD; it’s about redesigning our spaces, routines and mindsets so that all children, with all their differences, can thrive.
Beyond “Managing Behaviour”: Understanding the Why
When we see behaviour as communication and a wealth of information, we stop trying to manage it and start trying to understand it. A child’s ‘refusal’ to sit on the carpet, their constant movement, or their loud vocal play are not signs of defiance or “poor listening.” they’re clues about what that child’s nervous system needs in that moment.
A neuroinclusive educator looks beyond the surface to ask:
· Is this child overwhelmed by noise, light, or proximity to others?
· Do they need movement to regulate their body and support a level of attention?
· Have we placed too many demands or transitions on them today?
· Are they communicating a need for safety, predictability or connection?
When we meet the child with curiosity instead of correction, we can respond with compassion instead of control. This doesn’t mean there are no boundaries it means our boundaries are built on understanding, not power.
Becoming a neuroinclusive educator starts with unlearning. It asks us to notice where old models of’ behaviour management’, compliance charts, and reward systems might be rooted in control rather than compassion.
It asks us to reflect:
· Whose comfort are our rules protecting, the adults’ or the children’s?
· Are we valuing calmness over connection?
· Do our expectations match the child’s developmental stage and neurotype?
When we understand the “why” behind behaviour, we move from reacting to responding. We stop taking behaviours personally and start seeing them as part of a child’s story, a story we can support them in rewriting with safety and trust.
The Role of Sensory Differences
Every child experiences the world through their senses, but not every child experiences it in the same way. For neurodivergent children, sensory processing differences can make ordinary environments feel unpredictable, intense, or even unsafe.
Imagine trying to focus when the buzz of the lights feels like a drill in your head, when the texture of your jumper scratches your skin, or when the chatter around you feels like a wall of noise you can’t escape.
Creating neuroinclusive spaces means tuning into these sensory realities. It’s about asking:
· Where can children go to decompress when the world feels too much?
· How can we reduce unnecessary sensory load, flickering lights, strong smells, cluttered visuals?
· How can we offer sensory nourishment, movement, texture, sound, and rhythm that supports regulation?
When we make these changes, we’re not just supporting neurodivergent children; we’re improving the learning environment for everyone.
Movement Is Regulation, Not Misbehaviour
We often expect children to sit still as a sign of attention, but for many, movement is what helps them to attend and engage. Rocking, fidgeting, pacing, climbing, or jumping are not disruptions; they’re part of how the brain and body work together to find balance and focus.
In a neuroinclusive classroom, we see movement as a fundamental part of learning, not a distraction from it. We build opportunities for:
· Flexible seating: beanbags, wobble cushions, stools, mats, or standing desks.
· Movement breaks: stretches, songs, or outdoor moments between transitions.
· Body-based learning: counting with jumps, tracing letters in sand, storytelling through drama.
This isn’t just about comfort; it’s supported by neuroscience. As occupational therapist and researcher Dr. Lucy Jane Miller explains, “Movement activates the brain and enhances learning by increasing attention, arousal, motivation, and readiness to learn.” Similarly, research into sensorimotor integration shows that physical movement helps strengthen neural pathways that support self-regulation, working memory, and executive functioning (Diamond, 2013).
When children are given the freedom to move, they’re not being “non-compliant” they’re supporting their own regulation and capacity to learn, strengthening their own self-advocacy skills.
Routines That Flex, Not Fix
Predictability is essential for safety, but rigidity can lead to distress. Many neurodivergent children thrive on knowing what’s coming next, yet they also need adults who can flex when the day doesn’t go to plan.
Neuroinclusive routines are visual, consistent, and gently adaptable. We use visual timetables, object cues, and transition supports, but we also tune into the child’s readiness. Sometimes, that means pausing an activity, slowing a transition, or offering a smaller group option. This flexibility doesn’t weaken our structure; it strengthens our connection. It shows children that their needs matter and that they can trust us to hold space for them.
Belonging and Connection Over Compliance
At the heart of neuroinclusion is belonging, not just being present, but being welcomed as you are. Belonging means a child doesn’t have to mask their differences to feel safe. It means they can stim, move, or express their emotions without fear of being told off or excluded. It means staff model acceptance, empathy, and curiosity instead of shame or judgment.
When educators prioritise connection, they send a powerful message: “You don’t need to earn your place here. You already belong.”
Creating Spaces Where Every Child Can Be Themselves:
Where they can be safe to learn
A neuroinclusive setting doesn’t happen overnight. It’s a journey, one that starts with awareness, grows through reflection, and blossoms through genuine relationships. It’s built by educators who are willing to ask hard questions, to look at their own practice with honesty, and to try new approaches even when it feels messy.
Because inclusion isn’t about perfection. It’s about presence. It’s about showing up, again and again, for the children in front of us, especially when they’re struggling.
When we create classrooms where children can move, feel, decompress, and be seen, we’re not just supporting their learning, we’re shaping their sense of self. We’re telling them, in every action and interaction “You are safe here. You are understood. You belong.”
Thank You, Cheryl! If you’d like to hear my sit-down chat with Cheryl, you can do so HERE.
You can find out more about Cheryl and her work here:
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