Neurodivergent learners and practical food lessons

We asked experienced additional needs food teacher, Rosalie Forde, for her insight into how to support neurodivergent learners in practical food lessons. Read on for some excellent advice and practical classroom tips!

What are some of the main challenges and barriers to food education for neurodivergent learners?

For some learners with additional needs, sensitivities can make certain textures, smells, or the appearance of food, overwhelming. Motor skill difficulties may hinder their ability to cut, stir, or handle tools effectively.

Communication barriers can pose problems too, as some learners struggle with understanding verbal instructions or reading recipes. Additionally, cognitive processing issues can make multi-step processes difficult to follow, leading to frustration.

Many learners also experience anxiety around food, particularly if they have rigid eating habits or dietary restrictions. A lack of confidence can further discourage participation, especially if they fear failure in a practical setting.

What is the best approach with learners who have an unwillingness to explore, cook, or use new foods or ingredients?

Sensory exposure should be pressure-free, allowing the learner to observe and engage at their own pace. It is best to start small and introduce familiar ingredients before making gradual changes.

Some strategies to increase engagement include incorporating games and making the process light-hearted and fun. Creative learners may benefit from food art activities, while those in the early stages of food discovery may respond better to a Sensology-based approach, which focuses on sensory exploration.

Try to give learners a sense of control by allowing them to choose between different ingredients, as this can encourage participation and reduce resistance.

Seating a student next to a confident peer who maintains a positive approach can further support reluctant learners. Fear of missing out can be a powerful motivator for participation!

"Emphisise that they are simply exploring, not being forced to eat!"

Finally, it’s important to emphasise that they are simply exploring, not being forced to eat, helping separate food-making from any past negative mealtime experiences.

Can you suggest any desensitisation strategies teachers could use with learners who find handling food difficult?

For learners who are tactile defensive, try:

• allowing them to use gloves or tools, like tongs, to help them build confidence before they touch ingredients directly;
• a gradual exposure approach - moving from looking at food, to handling it with tools, then progressing to hand-over-hand guidance, and eventually using their fingers;
• providing reassurance that they can wash their hands immediately after handling food may also help reduce anxiety.

You can also start to introduce food in non-threatening ways outside of a kitchen context, for example, using dried pasta shapes as counters in maths lessons.

Sensory play activities such as daily 'tuff tray' experiences can also help learners become more comfortable with varied textures.

The trays can be filled with different materials, both food and non-food-related, allowing learners to explore and desensitise gradually in a low-pressure setting.

Try to establish what triggers the learner — is it the type of ingredient or the setting? This can help you tailor the approach more effectively. This insight can guide you in making necessary adjustments to the environment and or activity, reducing stress and creating a more positive and comfortable experience for the learner.

Can you share any tips for engaging learners who are working at lower ability levels?

Engaging learners who are working at lower ability levels requires adapting teaching methods to suit their needs. Using adapted tools, such as ergonomic knives and non-slip mats, ensures that tasks are more accessible. 

Visual supports, such as pictures, symbols, and step-by-step photo recipes, can make instructions clearer.

Hands-on learning is often more effective than verbal explanations, so demonstrating tasks before guiding learners through them can be beneficial. Establishing repetition and routine helps to build confidence and familiarity with cooking skills.

As previously mentioned, a buddy system, where learners work alongside a peer, can provide additional support and modelling too.

What can teachers do to help learners with additional needs develop their practical cookery skills?

To help learners develop their practical cookery skills, teachers can:

• break tasks down into simple steps;
• provide one instruction at a time to avoid overwhelming learners;
• use adapted techniques, such as teaching knife skills with pizza rockers, sharper dough blades or mini choppers;
• provide pre-cut ingredients to make cooking more manageable;
• work with learners to help them discover what tools work for their needs;
• encourage independence by giving learners responsibility for tasks within their ability level to foster confidence and motivation;
• start with simple, foolproof recipes that allow learners to experience success and build their self-assurance.

It is important to focus on effort and progress rather than perfection, celebrating each step forward in their learning journey.

What are your top tips for teaching food and nutrition to learners with additional needs?

Be flexible. Not every learner will engage in the same way, so we must be willing to adjust our approaches based on individual needs. Making food education meaningful is also crucial—linking lessons to the learners’ daily lives, interests, cultural backgrounds, and personal experiences can increase engagement and motivation.

By creating an adaptable and relevant learning environment, we can help all learners build essential cooking skills and a positive relationship with food.

Not all learners will develop the same skills at the same pace, and that’s okay. For those who may not have as much independence, it’s equally important to recognise and celebrate their progress, no matter how small. The focus should be on empowering them to live with dignity and providing opportunities for independence, tailored to their individual ability. Helping learners build confidence, life skills, and a sense of accomplishment in their own way.

Whether it’s learning to ask for help, make simple choices, or enjoying mealtime experiences, the skills they gain will still contribute to a higher quality of life.

By focusing on their strengths and creating opportunities for success, we can help learners with additional needs lead fulfilling lives, whatever their level of independence may be.

The goal is to ensure our learners they have the tools to navigate the world in a way that is meaningful to them - whether that means learning to cook for themselves, finding gainful employment or developing the skills to make healthy, informed choices with the support they need.

Take a look at these resources from Food - a fact of life to support learners with additional needs in food lessons...

1. Get started with:

• our Characteristics of good practice in teaching food and nutrition education to pupils with additional needs document. This publication exemplifies the characteristics of good practice in teaching food and nutrition education to pupils with additional needs.

2. Scroll down for:

• six recipes that use Widgit symbols;
• six peer-to-peer recipe videos to accompany the Widgit symbol recipes, and a getting ready to cook video.

Looking for more?

Explore our Food - a fact of life Pupils with additional needs website area?