Teacher Elizna has written this blog about her experiences of education and why she teaches neurodiverse students.
My Story: Growing Up Misunderstood
I want to start this post with my story — because it explains why I am passionate about inclusive ESL and why I choose to teach students with neurodiversity. In the early 1990s, when I first started school, very little was known about conditions like ADHD or Autism, especially in small towns. Back then, if you struggled to learn, you were quickly labeled as “dumb” or “slow.” That’s the label I carried when I started primary school in 1993. My teacher noticed I was falling behind, and soon whispers turned into words. But my mother, a fierce fighter, refused to accept that. She traveled with me to the nearest big city for tests and evaluations, determined to find answers. Eventually, I was diagnosed with ADHD.
Fighting the Labels
Our small town had a special education class, but my mother believed I deserved more. She wanted me to be challenged and supported — not held back. So, we moved to a larger city where I attended a unique school: it welcomed children with learning challenges but also required an above-average IQ. Even there, understanding and acceptance were still rare.
At a youth organization I joined — something like the Scouts — I wasn’t allowed to read or write because it was slow and full of mistakes. I often felt like an outsider. One of my grandmothers was even embarrassed by my diagnosis and asked me not to tell people I attended a “special school.”
Choosing a Different Path
By the end of primary school, I was tired of being the family’s “embarrassment” and the outcast. Tests showed I could stay in that school for two more years, but I chose differently. I wanted a fresh start — so I transferred to a mainstream high school, where my brothers studied. I wasn’t fully accepted there either, but I pushed on. After two years, I asked my parents to homeschool me. I felt unchallenged and misplaced. My mind simply worked differently from the average teenager.
Outside of school, I continued in my youth movement and eventually aimed for its highest award — a prestigious honor few achieve. Many who knew my past doubted me, even tried to discourage me. But I refused to quit. I attended the national testing camp, stood tall, and achieved that award. For once, people didn’t see a diagnosis — they saw a determined, capable young woman.
Why Inclusive ESL Matters
So why does this matter in the world of ESL? Because every student deserves that same chance — to be seen for their potential, not their challenges. A child with ADHD or Autism is not “less.” They may just learn differently. Consider Albert Einstein: many experts believe he may have been on the autism spectrum. Or Anthony Hopkins, the world-renowned actor, who openly shared his autism diagnosis and has won an Academy Award for his performances.
There are countless others — professors, doctors, artists, actors — who were once underestimated. Language should never be the barrier that holds them back. If you come from a non-English-speaking country, you’ve likely already overcome bigger challenges just to access education. Learning English should be a bridge to opportunity — not another wall.
A Call for Inclusion
Inclusive ESL means creating a space where you — the student — feel seen, heard, and valued. It’s about understanding that your mind may work differently, and that’s a strength, not a flaw. Whether you read slowly, spell differently, or process ideas in unique ways, you have the ability to learn, to grow, and to achieve. Your journey is not about fitting into someone else’s box — it’s about building your own path to success, with the tools, support, and belief you deserve.
If you’d like to have lessons with Elizna contact her here
