In classrooms and homes, words carry more power than we often realise. For children who learn differently, the way we teach language can either build confidence or deepen discouragement.

Too often, traditional literacy instruction relies on memorisation, rigid phonics or “rules with exceptions”. The outcome? Students who feel frustrated, excluded and convinced they are simply “bad at reading”. That perception is not a reflection of their ability — it’s a reflection of how we teach them.

The term neurodivergent describes people whose brains work differently from what is considered typical. This includes children with dyslexia, ADHD, autism, dyscalculia and other learning differences. Neurodivergence is not about being less capable. It simply means a child learns in ways that diverge from the majority. Yet when classrooms are built around only one “standard” way of learning, many children — neurodivergent or not — end up feeling broken by a system that does not work for them.

At the Bermuda Centre for Creative Learning, we know there is another way. Structured word inquiry offers an inclusive approach that benefits every learner. Instead of asking children to memorise and drill, SWI invites them to investigate words like scientists. Why is this word spelt this way? What meaning does it carry? How is it connected to other words? Suddenly, spelling is no longer about arbitrary rules — it becomes a logical system with patterns and connections that make sense.

For students who have struggled with traditional approaches, this can be transformative. But here is a key point: what works for neurodivergent learners also benefits so-called “typical” learners.

All children thrive when learning feels meaningful and engaging. SWI nurtures curiosity, builds critical thinking and fosters collaboration. Typical learners gain a deeper appreciation of language while neurodivergent learners gain access to literacy without shame. It is not about designing two systems — one for “different” learners and one for everyone else; it’s about creating a learning environment that lifts all students.

For parents and educators wondering what SWI looks like in practice, here are some core principles:

• Start with meaning

Explore what a word means before focusing on how it is spelt

• Break words into parts

Unpack prefixes, bases and suffixes to reveal how words are built

• Connect families of words

Show how sign, design and signature share meaningful links

• Encourage investigation

Replace “because that’s the rule” with “let’s explore why”

• Model curiosity

Let children see adults as learners of language, too

These practices go far beyond worksheets. They build resilience, agency and a genuine love of learning. Students who once felt defeated discover that language is logical, not mysterious. Parents see children who had once dreaded spelling lists begin to play with words. Teachers gain a classroom culture where questioning and discovery are celebrated.

Neurodivergent learners benefit because their strengths are recognised; typical learners benefit because they gain new tools for understanding language. Everyone wins.

For too long, outdated methods have left too many children behind. Literacy is the gateway to opportunity, confidence and independence. By embracing structured word inquiry, we can create classrooms and homes where all learners, regardless of how their brains work, feel capable, included and respected.

Words matter. How we teach them matters even more. If we choose approaches that make sense, celebrate differences and open doors, every child can see themselves not as a struggling reader but as a thinker, a problem-solver and a lifelong learner.

Free community workshop

Interested in learning more? The Bermuda Centre for Creative Learning is hosting a free introductory workshop on structured word inquiry. Parents, educators and community members are welcome to join us to see this approach in action, and explore how it can support every learner. Space is limited and registration is required. For details, visit www.bccl.bm.

• Cindy Corday is head of school at the Bermuda Centre for Creative Learning