Supporting Neurodivergent Learners through Cognitive Processing Awareness
By: Hannah M Grossman, PhD
The concept of neurodiversity has transformed how we understand the varied cognitive experiences of learners. Neurodivergence refers to the natural differences in how individuals think, process information, and learn. Rather than viewing neurodivergence as a limitation, educators are increasingly recognizing these differences as unique strengths and opportunities, while also acknowledging the challenges they present. A helpful way to frame neurodivergence is through cognitive processing differences—the variations in how individuals perceive, process, and respond to sensory, cognitive, and emotional stimuli. Understanding these differences enables educators to create inclusive environments that reduce learning barriers.
One of the most effective ways to design for these differences is by using cognitive load theory, a framework that helps balance the mental demands placed on learners. By managing cognitive load, educators can create engaging and accessible learning tasks without overwhelming students.
Cognitive load theory: A tool for educators and learners
Cognitive load theory, developed by John Sweller in the late 1980s, is grounded in educational psychology and instructional design. It is based on the concept of limited working memory—the part of our brain that holds and processes information for short periods. When learners are presented with too much information at once, or if the information is poorly put together, they may experience cognitive overload, making it harder to learn and retain knowledge.
Cognitive load is divided into three categories:
- Intrinsic Cognitive Load: This refers to the mental effort required by the task itself. Some tasks naturally require more cognitive effort, such as solving complex math problems, while others require less. The intrinsic load of a task can vary based on factors such as a learner’s familiarity with the subject matter or the strategy used to solve the problem.
- Extraneous Cognitive Load: This refers to the mental effort caused by distractions or poorly designed materials that are not directly related to the task. For example, unclear instructions or a distracting environment can increase extraneous load, diverting attention away from learning.
- Germane Cognitive Load: This is the mental effort dedicated to processing and integrating new knowledge. While this type of load supports learning, it must be managed to prevent learners from becoming overwhelmed.
By understanding these types of cognitive load, educators can create learning experiences that support neurodivergent learners by reducing unnecessary mental effort and focusing on the intended learning goals.
Understanding cognitive processing differences
Neurodivergent learners experience a wide range of cognitive processing differences that shape how they interact with tasks and environments. These differences affect how they process sensory information, maintain attention, comprehend material, manage emotions, and interact with others. Supporting learners with these differences requires an understanding of how they experience and manage cognitive load. Here are some common types of cognitive processing differences:
- Sensory Processing: Sensory processing refers to how individuals experience and respond to stimuli, such as sound, light, and touch. Some learners may have heightened sensory sensitivity, becoming overwhelmed by loud noises, bright lights, or certain textures. The intensity and amount of this sensory information can lead to cognitive overload. Others may be sensory-seeking, needing additional stimulation to remain engaged. In both cases, adjusting the sensory environment can reduce extraneous cognitive load by removing distractions or providing necessary stimulation.
- Perceptual Processing: Perception involves how the brain interprets sensory input. Learners with dyslexia, for example, may struggle with reading due to difficulties processing letters and symbols. This increases intrinsic cognitive load, as they must work harder to decode visual information. Similarly, individuals with aphantasia, who lack strong mental visual imagery, might need different strategies to complete the same task as those with typical visual imagery. Assistive technologies, like text-to-speech software, can alleviate some of these loads.
- Attentional Processing: Attentional processing refers to the ability to control one’s focus on a task. Learners with ADHD may find it challenging to maintain consistent focus due to distractibility or hyperfocus on competing stimuli, which increases extraneous cognitive load. These attentional difficulties often come with identity complexities, as societies may mistakenly attribute these biological differences to a person’s disposition or diligence. Social-emotional support in self-reflection and self-kindness can help individuals develop strategies to manage their attention-processing differences.
- Comprehension Processing: This refers to how learners understand and retain information. Students with working memory challenges, such as those with ADHD or dyslexia, may struggle to hold and manipulate multiple pieces of information simultaneously, increasing intrinsic cognitive load during multi-step processes. Breaking tasks into smaller chunks and using visual aids can help reduce this load. Comprehension processing differences can also involve social and interpersonal aspects, such as literal interpretation, difficulty understanding social structures, or a strong preference for honesty in communication.
- Social-Emotional Processing: Emotional regulation is critical for learners with anxiety, mood disorders, or other emotional conditions. Heightened emotions, such as anxiety or frustration, can increase germane cognitive load as learners expend mental resources managing their emotions. Social-emotional processing also involves understanding and navigating social dynamics. Challenges can arise when there is a mismatch in communication styles between neurodivergent and neurotypical individuals, increasing cognitive load for both groups. Creating environments where these differences are understood and respected can reduce emotional strain and enhance learning.
- Response Processing: Response processing refers to how learners interact with tasks, environments, or social situations. This includes motor responses, decision-making processes, and reaction times. Neurodivergent learners may experience delays or difficulties responding to certain stimuli, which can increase extraneous cognitive load. Providing opportunities for additional processing time and offering varied ways to respond (e.g., written, verbal, or through movement) can reduce these cognitive demands.
Overlapping processing differences: The example of autism
Often, learners have cognitive processing differences across multiple domains. For example, a learner with autism may experience sensory sensitivity, perceptual processing challenges, comprehension issues, and social-emotional difficulties, all of which can increase cognitive load. Recognizing these overlapping differences allows educators to design learning experiences that address the full range of needs.
Being mindful of cognitive processing in learning design
Supporting neurodivergent learners requires educators to be mindful of the cognitive processing involved in each learning experience. By understanding how cognitive processing differences affect learning, educators can design lessons that meet diverse needs. Being aware of how sensory input, attention, and comprehension intersect allows teachers to adjust their methods, reduce unnecessary cognitive load, and create more inclusive and effective learning environments.
Practical strategies for managing cognitive load in neurodivergent learners
To support neurodivergent learners, educators need practical strategies to balance cognitive load while accommodating different processing needs. Here are some approaches:
- Supporting Learner Agency: Empowering learners to identify and communicate their needs is essential for reducing cognitive load. Providing opportunities for students to make decisions about their learning environment, sensory input, or task structure helps them manage challenging experiences. For example, learners might choose between working in a quiet space or a more dynamic area or decide how to approach a task based on their strengths. Offering such choices not only reduces cognitive load but also fosters a sense of agency.
- Creating a Social-Emotionally Supportive Climate: Emotional regulation is not solely the learner’s responsibility; it is shaped by the learning environment. Creating a supportive social-emotional climate can reduce germane cognitive load for learners with emotional processing challenges. This can be achieved through regular emotional check-ins, fostering positive peer relationships, and promoting a sense of belonging. Incorporating relationship-building activities and mindfulness practices can create a classroom where learners feel understood and supported.
- Reducing Sensory Overload: For learners sensitive to sensory input, creating a sensory-friendly environment can reduce extraneous cognitive load. Options like noise-canceling headphones, dimmed lights, or quiet corners help minimize distractions. For sensory-seeking learners, providing sensory tools (e.g., fidget toys) or allowing movement breaks ensures they remain engaged.
- Providing Direct and Clear Guidance: Learners with attentional and perceptual challenges may benefit from various forms of support in managing tasks, such as step-by-step instructions or strategic guidance for task completion. However, some learners may require a broader understanding of the task before it is broken into smaller parts. Providing an overview of the task’s purpose, followed by detailed instructions tailored to individual needs, can help reduce intrinsic cognitive load by ensuring learners grasp both the big picture and the specifics.
- Using Assistive Technology: Tools like speech-to-text software, visual organizers, and apps that help with time management or task planning can reduce intrinsic cognitive load for learners with perceptual and working memory challenges. These technologies enable learners to focus on understanding the material rather than struggling with the task mechanics. Notably, this article itself was constructed with the assistance of AI writing support.
Conclusion
Understanding neurodivergence through the lens of cognitive processing differences and applying cognitive load theory allows educators to create more inclusive and supportive environments. By reducing unnecessary mental effort and addressing learners’ specific cognitive needs, educators can foster success for neurodivergent learners. Small changes—such as supporting learner agency, reducing sensory distractions, or fostering a socially and emotionally supportive climate—can significantly impact students’ academic performance and well-being. When learners feel empowered and supported in managing their cognitive load, they experience a more inclusive and effective educational experience.
Hannah M. Grossman is a learning scientist and instructional designer at the UCLA/Duke University National Center for Child Traumatic Stress. Her work focuses on adult collaborative experiential learning and cognitive load theory, aimed at supporting trauma-informed practices and social-emotional learning in youth-serving systems.