EI and Neurodiversity

The term "neurodiversity" describes the many ways human brains can function, acknowledging that no two brains are exactly alike and there is no "right" way to think or learn. It is often used when discussing autism spectrum disorder (ASD), ADHD, and other neurological conditions. In the context of education, neurodiversity often comes up when discussing the fact that many students do not thrive in traditional learning environments or with traditional teaching practices.

Reading Social Cues

As the concept of Emotional Intelligence has worked its way into mainstream US culture, it is often used as shorthand for "good with people". This often conjures an image of a person who is warm and friendly and puts everyone around them at their ease. That use of the term would seem to exclude people who don't have an easy time reading social cues, including many with autism spectrum disorder. However, this is a very reductive and misleading way of thinking about EI.

Social cues are only one way that we indicate our needs and feelings to people around us, and there is room for misunderstanding no matter how skilled someone is at reading them. If you (or a student you are working with) struggle to interpret social cues, you can still make use of individual strengths to establish clear communication and mutual understanding. Ultimately, the most reliable way to indicate that you care about how someone is feeling is to ask.

Not "One Size Fits All" Skills

At the heart of Emotional Intelligence is the acknowledgement that people are complex and different from one another in ways that are not always visible. There is no simple formula for interactions that will work for all people in all situations. When interacting in your role as a TA, this means that the same approach will have different results with different students. As we move forward, we'll be exploring strategies for finding effective approaches to interacting with different students in different situations.

Developing EI can improve experiences for both "neurotypical" and "neurodivergent" people. Creating an environment that treats people as individuals, valuing each person's strengths and allowing them room to grow and learn, can significantly improve motivation and productivity in a learning or working space.