You have probably encountered the terms “neurodivergent” or “neurodiverse”, but what exactly does it mean? Neurodiversity means the natural variation of human brain function. There are many  different ways our brains work; those differences are normal and, in fact, a  benefit to our  society! Think about group projects you’ve done in the past. It is likely your most successful experiences were those where your team of people had an array of viewpoints, ideas, and considerations that utilize everyone’s individual strengths. Or, consider a basketball team: some people are better at shooting three-pointers, some at layups, some at defense or blocking. A successful team requires a wide range of talents where everyone contributes and supports each other, meeting each other where the other is, in order to achieve their goals together.

In our mentoring visits, we can model an openness and acceptance of different types of thought and experience. Sometimes, neurodivergent people can face stigma or stereotypes, but with.  your mentee, you can disavow these stereotypes and explore the value of differences of thought. If your mentee knows they are neurodivergent and wants to discuss it, (neurodivergent students are sometimes able to receive formal diagnoses, but neurodiversity can sometimes be hidden), you can use some of your time together to discuss tools that can help your mentee. These tools can sometimes be referred to as accommodations.

While there are often two main depictions of neurodiversity (specifically autism and ADHD) in popular culture, the reality is there is a naturally wide spectrum of how our brains process the world. Mentoring best practices suggest we should all be making accommodations to meet our mentees where they are. What does that look like? Maybe you’ve noticed your mentee has a hard time switching from your lunch time together back to class. Setting a timer that alerts you when you have ten minutes remaining in your visit would be a helpful accommodation because it gives them a chance to  mentally prepare for the transition.

Mentoring a neurodivergent student should make little change to  your general approach to mentoring. Staying focused on strengths-based support and measuring progress individually will go a long way to making your mentee feel comfortable and supported during your time together. Model acceptance of differences and challenge stereotypes. Lastly, remember that your Mentor Director is available to help with any questions you may have!

Source:
https://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1013917