Energy Awareness for Neurodivergent Learners in Education
Introduction
In both vocational and university settings, students are juggling classrooms, workshops, labs, assignments, and sometimes part-time work. For neurodivergent learners — including those with autism, ADHD, or sensory processing differences — managing daily energy is just as important as mastering academic or technical skills.
The idea of “spoons” — originally created to explain chronic illness — has been adapted by disability activists to help neurodivergent individuals understand and plan their energy.
Energy Is Limited
Every person has a finite amount of energy each day. Neurodivergent learners may notice that:
- Concentrating in a noisy workshop or lecture hall drains more energy than expected
- Social interactions, group tasks, or long lab sessions can be exhausting
- Sensory inputs like bright lights, crowded spaces, or constant notifications use up energy
Knowing which activities drain energy and which restore it allows students to plan their day more effectively.
Applying This in Education
For students:
- Plan your day like a work schedule: include breaks, quiet time, and manageable chunks of activity
- Identify high-energy tasks (practical labs, presentations, fieldwork) and schedule lower-energy tasks around them
- Use energy-restoring strategies: short walks, stretching, mindfulness, or even micro-breaks between tasks
For teachers, mentors, and trainers:
- Build flexibility into lesson plans, workshops, labs, and assessments
- Offer quiet spaces, flexible deadlines, or alternative ways to complete tasks
- Recognise that needing a break or pacing oneself is not laziness — it’s energy management and self-care
Practical Tip
Encourage students to track their “energy spoons” for a week.
- Which activities cost the most energy?
- When do they naturally feel more alert or tired?
- What strategies help them recharge?
This self-awareness can improve focus, reduce burnout, and make learning more sustainable.
Key Takeaway
Understanding energy as a finite resource helps neurodivergent students thrive in both vocational and higher education.
Planning, pacing, and supportive teaching practices create inclusive environments where all students can succeed.
About
Written by Craig Miles, working for Yesway, supporting inclusive education and mentoring for neurodiverse learners.
Craig works with vocational and university students, as well as educators, to build practical strategies for energy management, accessibility, and real-world success.
Learn more about inclusive training and neurodiversity support at Yesway.