Learn about inclusive strategies to support neurodivergent learners.1
8 strategies to support neurodivergent learners in food activities
Cooking and food activities are powerful learning tools. These activities involve textures, smells and sounds, and can overwhelm some learners.
Inclusion NB wrote this article for teachers. It includes tips to help all learners join in food activities. This will not only help your neurodiverse students but also benefit your entire class.
The article also refers to food activities and games you can download or order. These have been created by Teach Nutrition Registered Dietitians.
#1 Partner with families and caregivers
Communication between home and school provides consistent learning strategies. This helps neurodivergent learners succeed.
Tips:
- Ask families about food likes and dislikes.
- Invite families to share learning supports they use at home.
- Share food activities in advance.
- Discuss successes after the activity.
#2 Support sensory differences
Planning ahead for sensory needs will help students feel calm and safe. They might also be more willing to engage.
Tips:
Touch
- Offer gloves or tongs so learners do not have to touch foods with their hands.
- Start by using dry ingredients. Progress to handling wet or sticky foods as comfort expands.
- Provide paper towels or wipes so learners can clean their hands.
Smell
- Keep strong smelling foods in closed containers.
- Use a fan or open a window.
- Seat sensitive learners away from these foods or near a window.
Taste
- Offer familiar foods with new foods to increase comfort.
- Use small portions for tasting. Large amounts may be overwhelming.
- Encourage learners to explore food in ways that feel comfortable to them. They may prefer to smell, touch or observe rather than taste. Never force them to taste.
- Provide different texture options, such as pieces of apple and applesauce, or grated carrot and carrot strips.
Hearing
- Warn learners before using noisy equipment like blenders or mixers.
- Offer noise-reducing headphones.
- Try this No Blender Smoothie if loud sounds are an issue.
Sight
- Keep the workspace clear to reduce visual clutter.
- Have materials organized before class begins.
- Use colour-coded bowls or different trays to separate ingredients.
- Label ingredients.
#3 Create a calm, regulated environmentLearners can do their best work when they feel regulated.
Tips:
- Arrange students into small groups where possible.
- Reduce background noises. Turn off music or close the door to block out hallway noise.
- Offer movement breaks in a designated space.
- Set up a quiet area for learners to step away.
#4 Break tasks into manageable steps
Some learners need more time to process information. They will benefit from clear instructions and organized activities.
Tips:
- Break the recipe into small, numbered steps with a logical order.
- Build in extra time for learners to follow instructions.
- Model each step before asking learners to try it.
- Use images for ingredients, tools or steps. Download this free printable Cooking Technique Illustrations document.
- Pick simple recipes with few steps and predictable results. Try this activity where learners can make a parfait in a cup with fill lines. You can order a free class set of reusable cups for your students.
#5 Offer predictability and choice
Following a routine and knowing what to expect can reduce anxiety. Choices can help learners be more independent and engaged.
Tips:
- Allow extra transition time between classroom work and cooking activities. Let learners know in advance when a change in activity is coming.
- Go through the activity step by step so learners know what to expect. This includes preparation and wrap-up, like washing hands and cleaning up.
- Offer flexible roles to learners during messy or loud tasks. For example, stirring ingredients instead of kneading biscuit dough. This can help learners who struggle with sensory-heavy tasks.
- Let learners skip certain steps if they feel overwhelmed.
#6 Support different ways to communicate
Food activities can lead to the sharing of ideas, thoughts and feelings. It’s important to provide options so students can express themselves.
Tips:
- Support the use of Augmentative and Alternative Communication (AAC) tools. Try tablet apps, communication cards or Picture Exchange Communication System (PECS) symbols.
- Provide visual choice boards for ingredients, tools or roles.
- Use simple, consistent wording. Model descriptive language naturally (for example, “You’re pouring the milk”).
- Use a calm, reassuring tone, especially when mistakes occur.
- Encourage learners to use gestures and non-verbal cues.
- Avoid putting learners on the spot.
#7 Redefine success after the activity
Cooking helps students practise new skills and learn from the experience. It’s important to celebrate all forms of progress and participation.
Tips:
- Observe how each learner participates in their own way. Some learners may stay near the activity, watch others or join in small ways.
- Notice important life skills like waiting their turn or asking for help.
- Highlight when learners continue to try even when something feels hard. Notice when they return to the activity after taking a break.
- Accept spills, dropped tools and mistakes as part of learning.
- Be kind to yourself as an educator. Not every activity will feel like a clear success, but small efforts, adjustments, and continued attempts to make learning accessible are meaningful progress.
#8 Start small and build confidence
Low-pressure food-themed activities can build comfort before working with real food.
Try these from Teach Nutrition:
- Pretend play food: Learners build confidence by using kitchen tools during play. Explore the Pizza Station or Smoothie Station pretend play kits.
- Food bingo: Learners explore foods through a fun picture game. This activity helps build food recognition, language, and comfort with new foods. Order your classroom bingo kit.
- Food picture cards: Learners can explore foods using this kit’s picture cards and posters. Order your card kit.
Would you like more information?
Inclusion NB has provided other resource ideas for inspiration and further learning.
1 Definition of the term neurodivergent: “Neurodivergent” describes individuals whose neurological development and functioning differ from what is considered typical or “neurotypical.” It is often used to refer to people with conditions such as autism, ADHD (Attention-Deficit/Hyperactivity Disorder), dyslexia or other cognitive and developmental differences. The concept of neurodivergence challenges the idea that there is a single, “normal” way for the brain to function and emphasizes that neurological diversity is natural and should be respected. Rather than viewing these differences as deficits or disorders, the term promotes the idea that different brain types bring unique strengths and perspectives. Source: Mental Health Commission of Canada. (n.d.). Neurodivergent. mentalhealthcommission.ca. Accessed June 1, 2026.