You can do this: How to build confidence with numbers
5. Neurodivergence and numeracy
What is neurodivergence?
Neurodivergence refers to natural differences in how people think, learn, and process information. It includes conditions such as ADHD, dyscalculia, autism, dyslexia, and others. These differences can affect how someone experiences numeracy, and how they are supported.
Recognising and respecting neurodivergence is key to helping people feel confident and included in numeracy learning. Click the headings below to expand.
ADHD (Attention Deficit Hyperactivity Disorder) is a condition that affects how people focus, stay organised, and manage impulses, often making it harder to concentrate or complete tasks.
People with ADHD may experience:
- difficulty focusing or maintaining attention on long or repetitive tasks;
- trouble with working memory (holding information in mind while solving a problem);
- impulsivity (rushing through calculations or skipping steps);
- struggles with time management or sequencing steps in multi-step problems.
Numeracy strategies for people with ADHD
- Break tasks into small, manageable steps.
- Use visual aids, colour coding, or checklists.
- Provide regular breaks and movement-friendly learning environments.
- Encourage hands-on, practical approaches to learning.
Dyscalculia is a specific learning difference that affects a person’s ability to understand and work with numbers. It’s sometimes called "maths dyslexia."
People with dyscalculia may:
- struggle to recognise quantities or patterns;
- find it hard to remember number facts or sequences (like times tables);
- confuse symbols and signs (like + and x);
- experience anxiety around even simple calculations.
Numeracy strategies for people with dyscalculia
- Use concrete materials (e.g. counters, number lines, visual models)
- Repeat key concepts in varied ways
- Offer alternative tools (e.g. calculators, apps, visual schedules)
- Focus on understanding, not speed or rote memorisation.
- Remember that once learnt, it quite often does not stay learnt! Constant reinforcement or practice can help. Often a simple example and answer breakdown may help prompt memory recall and help with confidence.
- Autistic spectrum disorder (ASD): A lifelong neurodevelopmental condition affecting communication, interaction with others, and processing of information. Individuals may benefit from clear structure, routines, and reduced sensory distractions. Individual interests might be a powerful way to connect with numeracy (e.g. trains, stats, or coding).
- Dyslexia: A life-long, neurodevelopmental condition characterised by difficulty with reading, which may affect a person’s ability to process maths problems or remember instructions. Try using audio support, visual aids, and step-by-step guides.
- Mental health conditions: Neurodivergence and mental health conditions often co-occur and overlap. Reducing stress and creating calm, reassuring spaces is always ideal, but may be vital for anyone who is experiencing mental health issues.
Person-centred support
These tips may be helpful but remember that people with the same conditions can still have very different needs.
Most older children and adults will have already developed some learning preferences and can tell you what works best for them.
Photo by jose aljovin on Unsplash / Licence
So, just ask: How do you like to learn? What tends to work best for you?
There’s no one-size-fits-all approach. The most effective support comes from listening, being flexible, and adapting to the individual’s needs.
Encourage people to use tools and techniques that work for them, even if they seem unconventional. What matters is confidence, understanding, and empowerment.
Reflection
Some people may be living with undiagnosed conditions, such as ADHD or dyscalculia, and it will be up to them to decide if they want to seek formal diagnosis or specialised support.
However, it is not necessary to have a diagnosed condition to make use of the numeracy strategies outlined in this chapter. If they could help, give them a go!
Think about some situations when you or someone else has experienced one or more of the following challenges when approaching a numeracy task:
- Difficulty concentrating
- Being distracted by other things/people
- Feeling impatient/bored and wanting to skip/rush ahead
- Difficulty getting organised
- Feeling stressed/anxious
Can you identify some strategies suggested in this chapter that might have helped?
How might you make use of some of the strategies in future?
Scenario
You’re volunteering at a community workshop that includes a budgeting activity with several steps.
One participant, Ravi, quietly says, “I have ADHD, and I find it hard to focus when there’s too much going on. I want to do it, but I keep losing track.”
How do you respond?
- “That makes sense. ADHD means you probably can’t manage this kind of task. I’ll just take over and explain the final answers later.”
- “Lots of people get distracted, you might just be overthinking it. Try to stay positive and push through.”
- “Thanks for letting me know. Would it help to break the task into smaller steps or work through it in a quieter spot together?”
The best option is C
“Thanks for letting me know. Would it help to break the task into smaller steps or work through it in a quieter spot together?”
This response shows respectful listening and avoids making assumptions. It offers flexibility and choices based on Ravi’s preferences, not stereotypes. Importantly, it supports inclusion while maintaining dignity and agency.
Why not A or B?
A assumes Ravi can’t participate fully, which may feel dismissive and reinforces exclusion based on a label rather than listening to what he actually needs.
B downplays the impact of ADHD by treating it as just a mindset problem, which can increase frustration and self-doubt.