The Neurodiverse Music Classroom

For some time I think there has been a misconception in music education that singing songs from a country other than ours checks the box for being inclusive; however, so much more thoughtful and intentional planning goes into having a truly inclusive classroom space. While I do include songs from around the world because they are wonderful and learning about other cultures has many benefits, including developing empathy and learning about other worldviews, being inclusive requires a deeper dive into understanding how children learn–neurotypical children, neurodiverse children, and children from a variety of cultures and with a variety of abilities. 

In her book Culturally Responsive Teaching and the Brain, author and educator Zaretta Hammond develops an innovative approach based in neuroscience to reach learners. In the first chapter, and the biggest takeaway for me, she asserts that in order for any learning to take place, physical and emotional safety are absolutely essential first. This shouldn’t be rocket science, right? Yet it goes deeper than the surface. Kids need to feel seen and heard or they will not be in a place where they can learn, so relationship building is the number one tool in my classroom for safety, behavior, and learning. For our kids who may not fit the typical mold, acceptance and safety is especially crucial.

In addition, consistent routines build a sense of physical and emotional safety for all students. We come in and all lower school classes know where to go without asking and they know we start class with a hello song. Maybe they will feel brave enough to share it with you! If not, that’s okay too, because I have a saying in my classroom: any answer is the right answer, even if that’s no answer at all. That doesn’t apply to all questions, but when it comes to an activity that requires a big risk, like singing by yourself in front of others, that is something that comes with time. When I let students have that time and sing when they feel safe and ready, I have never had a student not get there, even if it takes a year. Music standards are developmental and each person grows at their own pace in terms of vocal development or instrumental skill. We start at different places and we progress at different rates. That applies to all students, regardless of abilities. 

The music room is naturally a place where neurodiverse students can thrive, because nontraditional seating is built in. Movement is built in. Quiet is not usually expected, though noise is regulated through practiced routines. Shenanigans are often encouraged. Student ideas can shape the lesson as it progresses. Often a student idea can alter an activity in a way that wasn’t considered when the lesson was written and the objective is still achieved. Why not mimic bird songs with birds on our heads? That’s much more fun! Can you add a tone block part to our song because you thought it would sound neat? Sure. Let’s try it! 

That kind of creative flexibility and a spiraling curriculum, combined with knowledge of the differences in neurological function in our unique population that includes specific, targeted strategies creates a classroom space that is inviting for all. I want students to feel joy and success. I want them to find confidence in their ability to create and feel that what they have to share is worthy of hearing, because it is.