Neurodiversity Zones of Practice
Cathy Nutbrown reminds us that inclusion is a state of becoming rather than a state of being (2016). It is important to recognise that before becoming neurodiversity-affirming, we must become informed about neurodiversity and its implications. The zones of practice help you to map where you currently are and where you might want to be. Please note: this is a rework of Andrew M. Ibrahim's Becoming an anti-racist: fear, learning, growth framework (2020). It is critical to acknowledge that ableism is rooted in anti-Blackness, eugenics and racism (Lewis, 2022). We cannot address neurodiversity without acknowledging how systems of power and oppression operate to marginalise certain groups of people.
Image below: for illustration purposes only. If you click on the below click it will take you to the high-res tool.
The comfort zone refers to the space in which we might choose to remain when we are confronted with ideas, concepts and information that contradicts our current beliefs about inclusion or causes cognitive dissonance (managing contradicting ideas). The comfort zone is contextual meaning we might return to it in spaces where we do not feel psychologically safe to explore neurodiversity-affirming practice.
Neurodiversity-affirming practice can be exciting and curiosity invoking. We may move into the curiosity zone when we can feel our interests growing about a particular idea or concept, or we may begin to experiment with our language, and knowledge. The curiosity is a tipping point where we begin to explore new ways of thinking and it also the risk taking space where we envisage thinking and practicing in ways we haven't considered before.
The learning zone is when we develop a strong desire to understand neurodiversity affirming practice on a deeper level. It is the point at which you might want to engage in professional development or dialogue which deepends and extends your understanding. You might also find a combination of fear and freedom when you begin experimenting actively with neurodiversity affirming practice.
The growth zone is the point at which you have acquired new knowledge and understanding and you are actively applying it to your everyday practice. The more you learn, the more your understanding grows and becomes hooked onto other ideas. It is the expansion of your pedagogy but it must remain cultivated and nourished to continue.
It is useful to remember that the Zones of Neurodiversity Affirming Practice are not fixed. You will move bi-directionally through the zones based on the context and particular aspect you are exploring. At times, you may find you want to return to the comfort zone to decompress or to feel grounded. Developing our practice takes emotional and social risk and so use the zones flexibly rather than as a tool of judgement.
References:
Murphy, K (2025). Neurodiversity-Affirming Practices in Early Childhood: An Empowering Guide to Diverse Development and Play. Routledge.
Ibrahim, I. M. Learning a lot and striving to be better. Created this visual mental model as a way to help keep myself accountable (Adapted from one I had seen for #COVID a couple months ago.) Becoming Anti-Racist: Fear, Learning, Growth. #BlackLivesMatter. 1:17 AM · Jun 7, 2020. Tweet.
Nutbrown, C., Clough, P., & Atherton, F. (2013). Inclusion in the early years. Sage.
Lewis, T. A. (2022). Ableism 2020: An updated definition. Talila A. Lewis.