Guiding Questions to Help Educators Uncover What A 2e / Neurodivergent Student is Trying to Communicate
- REEL Team
- Aug 13
- 3 min read
Teachers understand that students do well when they can (Dr. Ross Greene). When a twice-exceptional or neurodivergent student is struggling, the behavior we see is often a signal—an attempt to communicate something they may not yet have the skills or language to express. These guiding questions are designed to help you look beyond the behavior and uncover what might be getting in the way of the student’s success. By approaching these moments with curiosity and empathy, we can better support each learner’s needs, strengths, and potential.
Understanding the Student’s Perspective
What might the student be trying to express through this behavior?
Does the student have the words or skills to express their needs differently?
How does the student typically respond to frustration, disappointment, or unexpected changes?
What emotions might the student be experiencing right now?
For example, are they:
Frustrated by lacking needed skills to accomplish the task?
Bored by work that is too easy?
Anxious or embarrassed about academic performance or presenting in front of the class?
Identifying Triggers and Patterns
Are there specific times, locations, transitions, or activities when this behavior tends to happen?
Have any recent changes in the student’s environment, routine, or relationships occurred?
Has the student been exposed to ongoing stressors (e.g., social conflicts, academic challenges, sensory overload)?
What did I observe right before the behavior occurred? What other factors may have been impacting the student when they entered the classroom?
For example:
Was there a stressful interaction in a previous setting such as recess or another class?
Was there an unexpected or overstimulating event such as a fire alarm, substitute teacher, or change in schedule?
Exploring Unmet Needs
Does the student have any unmet physical needs (hunger, thirst, tiredness, discomfort, toileting, need to move, need for quiet)?
Is the student feeling overwhelmed, anxious, or overstimulated?
Is the student spending time each in an area of strength or interest? How can I incorporate those into their day?
Could the student be seeking connection or reassurance from an adult or peer?
Could something about the current context be exceeding the student's capability to meet expectations?
For example:
Is the work too difficult and requires scaffolding?
Are they doing work on skills they’ve already mastered?
Are they having trouble getting started due to executive function challenges?
Are they having difficulty navigating the social interactions in group work?
Reflecting on Adult Responses and Environment
How do I typically respond when this behavior occurs?
Are my expectations clear and developmentally appropriate for the student?
Am I considering neurodivergent norms for communication and interaction (e.g. reduced eye contact, direct communication, literal interpretation, etc.)?
Am I considering cultural / linguistic factors?
Have I built a trusting and supportive relationship with the student?
For example:
Have I taken the time to connect about their strengths and interests?
Have I tried to understand their concerns and problem solve together?
Are there adjustments I can make to better support the student’s needs and communication?
Finding Solutions and Supports
Have I asked the student what they need?
What strategies have worked in the past (or in other situations/environments) to help the student self-regulate?
What additional supports or accommodations might help prevent this behavior in the future?
How can I collaborate with the student to develop alternative ways of expressing their needs and what is the best way for me to communicate with them?
Who else (teachers, family members, counselors) can provide insights into what might be going on and what helps?
For more information, see the DEAR REEL Model:
Kirigin, A., Joseph, K., Valek, Y., Wischnia, S., & Turk, C. (2024). The DEAR REEL model: Classroom strategies for twice-exceptional student success. REEL2e.
