Neurodiversity in music lessons: ADHD, autism and sensory load
More and more music students have ADHD, autism or are sensitive to sensory input. This dossier is about teaching students who experience the world differently — not as a problem to be fixed, but as a different way of learning. You will read how to recognise sensory overload in a lesson, why predictability is a strength, why sitting still does not have to be a learning goal and what actually works with ADHD. Practical insights from real teaching practice, written for music teachers and parents who want to support neurodivergent students better.
Neurodiversity as talent
What if it's not a deficiency, but a different kind of wiring?
How to recognize sensory overload in a lesson
Not difficult, just full — why sensory overload can look like unwillingness.
Predictability as strength
Why routine isn't a constraint, but the foundation of real freedom in the lesson.
Why sitting still is not a learning goal
On the student who won't sit still — and what you miss when you train it out of them.
ADHD and music lessons: what actually works
What hides beneath the restlessness, and what you can do with it.