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A neurodevelopmental condition combining inattention with restlessness, impulsivity, and a strong need to move, which can make sitting still and waiting difficult. Channeled well, this energy often comes with enthusiasm, creativity, and quick thinking.
Plan for movement with frequent breaks, active learning, and the option to stand, fidget, or use a stress toy. Keep sessions brisk and interactive, chunk tasks into short bursts, and use clear routines and immediate, specific feedback. Set expectations calmly in advance, and redirect impulsive answers by teaching pause-and-check strategies rather than punishing them.
attention
ADHD (Inattentive Presentation)
A neurodevelopmental condition where sustaining attention, organizing tasks, and holding information in working memory are the main challenges, often without obvious hyperactivity. The student may appear to daydream, lose track, or need reminders despite genuine effort.
Break work into short, clearly defined chunks with frequent check-ins and built-in movement or breaks. Use visual timers, checklists, and written step-by-step instructions to support memory and organization, and minimize distractions in the study space. Give gentle prompts to refocus rather than criticism, and let the student demonstrate learning before attention fades.
autism
Autism Spectrum Condition
A lifelong neurodevelopmental difference affecting social communication, sensory processing, and a preference for predictability, alongside focused interests and often deep, detailed thinking. Each autistic learner is different, so support must be individualized rather than one-size-fits-all.
Provide clear structure, predictable routines, and advance notice of any changes, and give instructions in explicit, literal language. Reduce sensory overload with a calm space, and allow breaks, movement, or self-regulation tools when needed. Build on the student's special interests to teach new material, allow extra processing time, and accept varied ways of communicating and showing understanding.
chronic_health
Asthma
A common respiratory condition that causes breathing difficulty during flare-ups triggered by things like exertion, allergens, or stress. Attacks can interrupt learning and be frightening, though it is well managed for most students.
Ensure the student can access their inhaler at all times and keep the environment free of common triggers such as dust or strong scents. Allow pauses if breathing becomes difficult, stay calm, and follow their asthma action plan during a flare-up. Be flexible about absences or fatigue after an attack, and never rush a student who is short of breath.
chronic_health
Chronic Fatigue / ME
A long-term condition marked by profound, persistent fatigue that is not relieved by rest and often worsens after exertion, along with concentration and memory difficulties. Energy is limited and unpredictable, so pacing is essential.
Keep sessions short and flexible, plan for rest, and avoid pushing the student past their energy limits, since over-exertion can cause a crash. Break work into small pieces, allow extra time, and record or note key content so missed sessions can be caught up gently. Be understanding about cancellations and reduced output, and let the student guide the pace.
chronic_health
Epilepsy
A neurological condition involving recurrent seizures that vary widely in type and frequency, and which may cause missed learning or fatigue afterward. Between seizures, many students learn typically, and awareness of their seizure plan is key.
Learn the student's seizure action plan and triggers in advance, and keep the environment calm and safe. Be flexible about missed content and post-seizure tiredness by allowing catch-up time, rest, and reduced load when needed. Avoid known triggers such as flashing screens if relevant, stay calm during any event, and follow the family's emergency guidance.
chronic_health
Sickle Cell Disease
An inherited blood condition that can cause episodes of pain, fatigue, and increased infection risk, sometimes requiring rest or hospital care. Learning ability is unaffected, but pain crises and tiredness can interrupt attendance and focus.
Be flexible about absences and low-energy days, allowing catch-up time and reduced load after a pain episode. Keep the student warm and well-hydrated, permit frequent bathroom and rest breaks, and avoid pushing through fatigue. Plan for missed sessions with recorded notes or make-up options, and follow the family's guidance on managing pain and energy.
chronic_health
Type 1 Diabetes
A lifelong condition where the body cannot regulate blood sugar, requiring monitoring, insulin, and attention to food and activity. High or low blood sugar can temporarily affect concentration, mood, and energy during a session.
Allow the student to check blood sugar, eat, drink, or take insulin at any time without asking permission or feeling embarrassed. Be flexible if they seem shaky, tired, or unfocused, since blood sugar may need attention, and permit breaks and bathroom access freely. Know the family's plan for highs and lows, and never delay their access to food or medical help.
cognitive
Down Syndrome
A genetic condition present from birth that is often associated with some degree of intellectual disability and specific learning and speech profiles, alongside strong visual learning and social warmth. Abilities vary widely, and high expectations matter.
Teach with visual supports, demonstrations, and hands-on materials, since many students learn well by seeing and doing. Use short, clear instructions, plenty of repetition, and extra processing time, and break tasks into small achievable steps. Support speech and language patiently, build on the student's strengths and interests, and keep expectations positive and individualized.
cognitive
Global Developmental Delay
A term used for young children who are significantly behind in several areas of development such as language, motor skills, and thinking. It describes current needs while development is still being understood, and progress varies.
Meet the child at their current developmental level and teach in small, concrete steps with lots of repetition and encouragement. Use multisensory, play-based, and visual approaches, keep instructions simple, and allow generous extra time. Set individualized goals, work closely with the family and any therapists, and revisit the plan often as the child grows.
cognitive
Intellectual Disability
A condition involving differences in intellectual functioning and everyday adaptive skills that emerge during childhood, affecting the pace and depth of learning. With patient, tailored teaching, students make meaningful progress at their own level.
Break learning into small, concrete steps and teach one idea at a time with plenty of repetition and hands-on practice. Use simple language, visuals, and real-life examples, and link skills to practical, everyday situations. Allow extra time, celebrate small wins to build confidence, and set individualized goals rather than comparing to grade-level norms.
giftedness
Twice-Exceptional (2e)
A profile where a student is both gifted or highly able and also has a disability or learning difference, such as dyslexia, ADHD, or autism. Their strengths and challenges can mask each other, so both can be overlooked and needs underestimated.
Challenge the student intellectually in their areas of strength while providing accommodations for their specific difficulty, rather than holding back the whole level. Use their interests and advanced reasoning as an entry point, allow tools such as typing or extra time where needed, and avoid mistaking uneven performance for laziness. Give enrichment alongside support, and validate both their ability and their struggle.
learning
Auditory Processing Disorder
A difficulty in how the brain interprets sounds and speech, especially in noisy settings, even though hearing itself is normal. Spoken instructions can be misheard, missed, or need repeating.
Teach in a quiet space, face the student when speaking, and reduce background noise and echo. Back up spoken instructions with written notes, visuals, or captions, and repeat or rephrase rather than just saying it louder. Give extra time to process what was heard, and confirm key points before moving on.
learning
Developmental Language Disorder
A lifelong condition where understanding and using spoken language is harder than expected, without another obvious cause, affecting vocabulary, grammar, and following instructions. It can make classroom talk and word problems difficult even when reasoning is sound.
Use short, clear sentences, one instruction at a time, and check understanding by asking the student to explain back in their own words. Pair speech with visuals, gestures, and written key words, and pre-teach important vocabulary before a topic. Allow extra processing time after questions and avoid penalizing minor grammar errors when assessing content knowledge.
learning
Dyscalculia
A specific learning difference affecting number sense, arithmetic fluency, and the intuitive grasp of quantity, sequences, and math facts. It is not caused by poor teaching or low effort, and often coexists with strong verbal or creative skills.
Teach number concepts concretely first using counters, number lines, and visual models before moving to abstract symbols. Allow a calculator, times-table charts, and formula reference cards so working memory is freed for reasoning, and break multi-step problems into clearly labeled steps. Give extra time, reduce the number of practice items in favor of deeper understanding, and connect math to real, tangible situations.
learning
Dysgraphia
A specific learning difference affecting the physical act of writing, including handwriting legibility, spacing, and getting ideas onto the page. Spoken knowledge is often far ahead of what the student can produce in writing.
Separate the mechanics of writing from thinking by letting the student dictate answers, type, or use speech-to-text. Provide scaffolds such as sentence starters, graphic organizers, and printed notes so energy goes into ideas rather than handwriting. Allow extra time, accept shorter written responses, and offer pencil grips or wide-lined paper when handwriting is needed.
learning
Dyslexia
A specific learning difference that mainly affects the accuracy and fluency of reading, spelling, and word decoding, despite typical intelligence and teaching. Many people with dyslexia have real strengths in reasoning, creativity, and big-picture thinking.
Use structured, multisensory literacy methods that link sounds, letters, and movement, and introduce new material in small, cumulative steps. Allow extra time for reading tasks, read questions aloud, and offer audiobooks or text-to-speech so learning is not blocked by decoding. Provide clean, uncluttered handouts, larger spacing, and let the student show understanding orally or with mind maps rather than only through writing.
learning
Nonverbal Learning Disability
A profile marked by strong verbal and rote memory skills alongside difficulty with visual-spatial information, motor coordination, and reading social or nonverbal cues. Students may read fluently yet struggle with math diagrams, organization, and interpreting the big picture.
Lean on the student's verbal strengths by explaining visual and spatial material in words and clear step-by-step routines. Make expectations and social or task rules explicit rather than assumed, and provide graphic organizers, checklists, and consistent structure. Reduce handwriting and drawing demands, and allow extra time for spatial or motor tasks.
mental_health
Anxiety
Persistent, excessive worry or fear that can interfere with concentration, participation, and performance, especially around tests, mistakes, or new situations. The student's ability is intact, but anxiety can block them from showing it.
Create a calm, predictable, low-pressure atmosphere and build trust before pushing challenge. Break work into manageable steps, reduce time pressure, and reassure the student that mistakes are part of learning. Offer coping strategies such as brief breaks or breathing pauses, avoid putting them on the spot, and give advance notice of what to expect.
mental_health
Depression
A mental health condition involving persistent low mood, low energy, and reduced motivation that can affect concentration, memory, and engagement. It is a genuine health issue, not laziness, and can fluctuate day to day.
Be patient, warm, and non-judgmental, and keep expectations flexible on low-energy days. Break work into small, achievable tasks, acknowledge effort, and help the student experience small successes to rebuild confidence. Reduce pressure, allow breaks, keep routines gentle and predictable, and encourage the family to involve appropriate professional support.
mental_health
Obsessive-Compulsive Disorder
A condition involving intrusive, distressing thoughts and repetitive behaviors or mental rituals the person feels compelled to perform. These can consume time and attention and interfere with completing work.
Stay calm and patient, avoid criticizing rituals, and do not force the student to stop them abruptly during a session. Reduce pressure and perfectionism by allowing extra time, accepting good-enough work, and normalizing mistakes. Keep routines predictable, follow any therapeutic plan the family shares, and focus on progress rather than flawless output.
mental_health
PTSD / Trauma
A response to frightening or overwhelming experiences that can cause anxiety, hypervigilance, and difficulty concentrating, and may be triggered unexpectedly. It affects a student's sense of safety, which is essential for learning.
Prioritize emotional safety with a calm, predictable, and respectful environment and consistent routines. Avoid raised voices, surprises, or pressure, give the student choices and control where possible, and allow breaks if they feel overwhelmed. Be patient and non-judgmental, watch for signs of distress, and follow any guidance from the family or professionals supporting the student.
physical
Cerebral Palsy
A lifelong condition affecting movement, posture, and muscle coordination due to early brain development differences, ranging from mild to significant. It can affect handwriting, speech, or mobility while cognitive ability varies widely and is often fully intact.
Adapt writing demands with typing, speech-to-text, or a scribe, and allow extra time for physical and speech tasks. Ensure comfortable, supportive seating and an accessible workspace, and be patient with speech that may take longer to produce. Focus on the student's ideas rather than motor output, and coordinate with family or therapists on positioning and assistive equipment.
physical
Dyspraxia / Developmental Coordination Disorder
A condition affecting the planning and coordination of physical movement, impacting handwriting, organization, and fine or gross motor tasks. Thinking and ideas are unaffected, but getting them onto paper and staying organized can be hard.
Reduce handwriting demands with typing or dictation, and provide graphic organizers, checklists, and clear routines to support planning. Break motor and multi-step tasks into small steps, demonstrate slowly, and allow extra time without rushing. Be patient with untidy work or dropped items, and focus assessment on content rather than presentation.
physical
Mobility Impairment
Any condition that limits movement or the use of limbs, whether from injury, illness, or a congenital difference, affecting how a student moves, writes, or handles materials. Cognitive ability is unaffected by the impairment itself.
Ensure the learning space and materials are physically accessible and within reach, and allow alternatives to handwriting such as typing or dictation. Give extra time for tasks involving movement or manipulation of objects, and plan seating and positioning with the student's comfort in mind. Ask the student what helps rather than assuming, and be flexible with breaks and pacing.
physical
Muscular Dystrophy
A group of genetic conditions causing progressive muscle weakness that can affect movement, writing stamina, and energy over time. Learning ability is typically unaffected, but fatigue and physical access are key considerations.
Reduce physical writing load with typing, voice input, or a scribe, and schedule around the student's energy levels with rest breaks. Keep materials and equipment within easy reach, ensure an accessible and comfortable setup, and allow extra time for tasks requiring movement. Be flexible about session length and pacing as needs change, and follow the family's guidance on physical support.
sensory
Blindness / Low Vision
A range of vision loss from partial low vision to full blindness that affects access to printed text, diagrams, and visual demonstrations. With the right access, these learners work at the same level as sighted peers.
Provide materials in the student's preferred format such as braille, large high-contrast print, or accessible digital text for screen readers. Describe visuals, diagrams, and on-screen actions aloud, and use tactile models and clear verbal step-by-step instructions. Allow extra time, ensure good lighting and glare control for low vision, and confirm any technology or worksheets are screen-reader compatible.
sensory
Deafblindness
A combined loss of both hearing and vision, ranging from partial to full, that significantly affects access to information and communication. Learners rely on touch, residual senses, and tailored communication methods.
Establish the student's preferred communication method, which may include tactile signing, braille, or hand-under-hand guidance, and keep it consistent. Use touch cues, physical models, and a predictable, clutter-free environment, and allow generous time for each exchange. Coordinate closely with the family and any intervenor or specialist, and confirm understanding at every step rather than assuming.
sensory
Deafness / Hard of Hearing
A partial or complete hearing loss that affects access to spoken instruction and discussion, though language and learning develop fully with appropriate access. Students may use sign language, lip-reading, hearing devices, or a mix.
Face the student in good light so they can see your lips and expressions, speak clearly at a natural pace, and reduce background noise. Provide captions, written notes, and visual supports, and use a sign-language interpreter or assistive listening device if that is the student's preference. Check understanding visually, allow extra time, and never cover your mouth or turn away while explaining.
sensory
Sensory Processing Difficulties
Differences in how the brain registers and responds to sensory input such as sound, light, touch, or movement, which can lead to feeling overwhelmed or under-stimulated. This can affect concentration, comfort, and readiness to learn.
Offer a calm, low-distraction environment with control over lighting, noise, and seating, and permit sensory tools such as headphones, fidgets, or cushions. Watch for early signs of overload and allow movement or quiet breaks before the student becomes distressed. Introduce new sensory experiences gradually, and let the student self-regulate in ways that work for them.
speech
Selective Mutism
An anxiety-based condition where a child who can speak comfortably in some settings is consistently unable to speak in others, such as with a new tutor. It is not defiance or shyness by choice, and pressure to speak makes it worse.
Remove all pressure to speak and let the relationship build slowly through warm, low-demand activities. Accept non-verbal responses such as nodding, writing, pointing, or typing, and use questions that do not require spoken answers at first. Praise effort and comfort rather than speech, keep routines predictable, and work with the family on a gradual, student-led plan.
speech
Speech Sound Disorder
Persistent difficulty producing certain speech sounds clearly, which can make a student hard to understand even though their language and thinking are intact. It can affect confidence in speaking aloud.
Listen patiently, ask for repetition kindly when needed, and avoid correcting or drawing attention to pronunciation during learning. Allow written, typed, or multiple-choice responses as alternatives to speaking, and reduce pressure to perform orally in front of others. Focus assessment on ideas and content, and coordinate with any speech-and-language therapist supporting the student.
speech
Stammering / Stuttering
A speech difference involving repetitions, prolongations, or blocks that interrupt the flow of talking, while thinking and knowledge are unaffected. Time pressure, anxiety, and being rushed can make it harder.
Give the student time to finish speaking without interrupting, finishing words, or telling them to slow down or relax. Keep a calm, unhurried pace, reduce pressure by not demanding fast oral answers, and offer alternatives such as writing or choosing when to speak. Focus on what the student says rather than how fluently, and never single them out to read aloud without consent.
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