How to end the "Teacher Lottery" for Neurodiverse Kids

Every Classroom Matters: Quality teaching cannot be left to chance

Imagine two neurodiverse students—one with dyslexia and another on the autism spectrum—sitting in classrooms just down the hall from each other. One has a teacher who understands how to leverage structured literacy techniques and foster social-emotional growth. The other struggles in a classroom where inconsistent practices and a lack of understanding create barriers to their learning. This is the harsh reality of the "teacher lottery," and for neurodiverse kids, it can be the difference between thriving and falling further behind.

At a recent Denver conference on Professional Learning Communities, Professor Anthony Muhammad proposed that we focus on “integrity” over “fidelity” - and he’s right. Quality teaching for neurodiverse learners cannot be left to chance. The foundation of equitable education is built on the integrity of Tier 1 and Tier 2 practices—universal and targeted strategies that ensure all students, regardless of their learning profiles, receive the support they need. These practices aren’t just for a few lucky classrooms; they’re essential for every child’s success.

Why Integrity in Universal Practices Matters for Neurodiverse Students - And For EVERY Child

For students with dyslexia, autism, ADHD, or other learning differences, variability in teaching quality can exacerbate challenges. Universal practices at Tier 1, like structured literacy approaches or clear communication routines, are critical for providing an accessible foundation for all students. Tier 2 interventions, such as targeted small group instruction or sensory supports, ensure neurodiverse students have what they need to fully engage and grow.

But when these practices lack integrity—when they’re inconsistently applied or poorly understood—the gaps widen. The result? Neurodiverse students face unnecessary obstacles, and the promise of inclusive education falls short.

Ending the Teacher Lottery for Neurodiverse Students

Eliminating the "teacher lottery" means ensuring every classroom is equipped to meet the needs of neurodiverse learners. Schools must adopt evidence-based frameworks that provide clear guidance for teachers, ongoing professional development, and systems for accountability. Consistency in applying these practices across classrooms is not optional—it’s essential. I've written a data-driven, strengths-based professional development program for schools, and I'm sure there are other great ideas out there.

Educational leaders like Professor Anthony Muhammad and Mike Mattos remind us that collaboration and moral responsibility are key to equitable education. For neurodiverse students, this means creating high-quality Tier 1 learning environments where every teacher is prepared to meet their needs, every time.

It’s time to reimagine how we support neurodiverse learners—not with luck, but with systems that ensure their success. Every child deserves a teacher who understands their strengths and challenges, and to learn in a classroom where they are supported and included.

How can we ensure consistency and excellence for neurodiverse learners in every classroom? Let’s start a conversation about ending the teacher lottery and building schools where equity and inclusion thrive for all.

Every child.

Every teacher.

Every school.