In classrooms, more children are being recognised as neurodivergent, including children with
autism, ADHD, dyslexia and other learning differences. But while awareness is growing, a critical question remains, are our teachers adequately equipped to understand and support these learners. For many educators, the challenge is not a lack of willingness, but a lack of training, resources and support. Teachers are often expected to meet the needs of diverse learners in already overcrowded classrooms, without the specialised tools or knowledge required to ensure that every child has a fair opportunity to learn and thrive. So, what does meaningful inclusion look like in our schools? Are teacher training programmes doing enough to prepare educators for neurodiversity? And what needs to change to ensure that neurodiverse children are not left behind? Kefentse Mkhari is in conversation Education Activist and Journalist, Galaletsang Lelaka.