Redesigning Education: what neurodivergence and AI can teach us

Consider how the brain works, what neurodivergence is teaching us ALL and how AI can support the change

There’s a lot we already know about how the brain 'learns'. Most teacher training courses include important insights into educational psychology, memory, and developmental theory. Despite this, our wider education system still doesn’t reflect that knowledge in practice; I know how frustrating that is for educators working in a system that continues to prioritise testing, standardisation, and output over engagement, creativity, and flexibility. That gap can be especially damaging for students whose brains don’t fit the mould.

Image of a colourful brain with the cation: Rewiring education for every mind.

What happens when we design learning around the brain?

Before becoming a neurodiversity trainer and coach, I worked in teacher education. I taught on modules in Second Language Acquisition (SLA), which explore how the brain learns/ acquires new languages.

In that field, we saw a shift. Teaching moved away from behaviourist approaches focused on repetition and correction, towards more brain-aligned practices: ones that prioritised engagement and real-life meaningful tasks. Learning became something that students could connect to something they wanted to use.

It changed how we taught languages.  I believe the same thinking could transform education more broadly. We can also learn a great deal from how the neurodivergent brain works and how this can be applied to all learners.

Why extrinsic motivation (external, test-driven) doesn't work for every mind

One of the biggest problems in mainstream education is its heavy reliance on extrinsic motivation. Students are often asked to learn in order to pass a test, hit a target, or gain a grade. For many neurodivergent learners, especially those with ADHD or autism, this approach simply doesn't work.

These brains are wired to respond to interest, relevance, and internal meaning. Without those, learning can feel almost impossible to engage with. Students may shut down, mask, or internalise a sense of failure, when in fact the real issue is the method, not the mind.

The key thing is, all students benefit when we focus on intrinsic motivation (internal/ interest-based). When learning feels personal and purposeful, it sticks. So what can AI bring to the table?

A system slow to change, but technology moving fast

It’s hard to imagine a world where we completely reform the way we test or restructure the entire education system overnight. That kind of change takes time, policy reform, and cultural shifts that move slowly. But what is changing quickly, and what we can tap into right now, is technology. AI is evolving at a rapid pace, and unlike national curriculums, it doesn’t need a decade to adapt.

We may not be able to overhaul everything at once, but we can start creating spaces where students are seen as individuals, not just performers. AI offers one of the most promising tools to help us do that by working alongside teachers to tailor learning experiences in ways that feel meaningful, purposeful and human.

Imagining personalised learning with AI

This is where AI has huge potential. What if we stopped seeing AI as a threat to traditional teaching, and instead saw it as a creative partner?

Imagine this: a student logs in to a learning platform and is asked, “What are you interested in right now?”

They answer:

• “WWE wrestling”

• “Anime”

• “Gymnastics”

  
  

From there, AI helps create a bespoke, visually engaging lesson that links these interests to the curriculum.

• Physics through gymnastics

• Reading comprehension through WWE wrestling story arcs

• Persuasive writing through debates about anime characters

  
  

The technology already exists to make this possible. What we need are systems that allow it to thrive. A system that trusts students to lead with curiosity and that support teachers to facilitate, not just instruct.

Why we need to rethink the mould

Teachers are doing an incredible job. Sadly, it’s the outdated framework they are expected to work within: a framework built on conformity and output rather than difference and potential. If we want students to thrive, especially those who are neurodivergent, we need to stop trying to fit every brain into the same structure.

We also need to ask ourselves what we’re really preparing students for. In the next 10 years, the world of work is going to look radically different. AI will shape industries, redefine roles, and challenge everything we thought we knew about knowledge and expertise.

 In this landscape, students will need far more than the ability to memorise information or pass standardised tests. They’ll need critical thinking, adaptability, creativity, and the confidence to learn through real-world tasks and problem-solving. These are the skills that can’t be easily automated, and they are best nurtured through personalised, purpose-led learning.

We need to ask different questions. What sparks this student’s curiosity? How do they make sense of the world? How can we help them connect that to what they’re learning?

Final thoughts: education can evolve

What we need now more than ever is the will to make education more flexible, more personalised, and more brain-aligned.

As a neurodiversity trainer and coach, I work with schools, universities, and organisations to help make this shift possible. I believe that when we design education around how minds really work, we don’t simply improve learning, we unlock potential.

Nicola Walker

Connect with me on Linkedin: https://www.linkedin.com/in/nicola-baird-walker

Or go to my website:

www.shineonadhdcoaching.co.uk