This discussion paper from the Australian Education Research Organisation (AERO) reviews the evidence on classroom practices that support autistic students and students with ADHD. It finds that structured, evidence-based approaches such as explicit teaching, modelling, visual supports, peer-assisted learning, technology, and environmental adaptations can help improve learning, engagement and participation when tailored to individual needs. The report also emphasises the importance of neurodiversity-affirming practices that recognise and value different ways of learning, communicating and participating.

The paper highlights that successful support depends on flexibility, individualisation and inclusive classroom environments. It also identifies significant gaps in research, particularly for students with ADHD, students with co-occurring autism and ADHD, and First Nations students. The authors call for further research and practical guidance to help schools implement effective, inclusive teaching practices that enable all students to access and participate in learning.

MissingSchool notes that attendance challenges and support for students across periods of absence are not addressed in the paper.

Read the full paper here.