Fieldston Lower Book Club Develops a Deeper Understanding of Neurodiversity

In March, the 4th Graders at Fieldston Lower embarked on a unit on neurodiversity that culminated just before Spring Recess. To begin, 4th Grade Teachers Maggie Morrison and Katie Ward and Learning Specialist Matt Panek introduced neurodiversity, highlighting that every individual’s brain functions differently and everyone experiences strengths and challenges while learning.

Fieldston Lower students gather in book club group on the carpet and listen to teacher as they discuss a text.

Fieldston Lower students gather around desks and listen to teacher as they discuss a text.

Morrison and Ward explain, “We discuss many forms of neurodivergence, many of which the students are already familiar with.” Following an introduction to the subject, students focused on Autism Spectrum Disorder (ASD) and specific strengths and obstacles that people with ASD face. Students watched simulations created by people on the autism spectrum to help them better understand that experiences often vary from person to person.

Fieldston Lower students listen and sit at desks as teacher leads discussion about a text.

Then, each 4th Grade class was divided into three book club groups, each reading a different story about a protagonist or character with ASD. The three books students read this year were “Superstar” by Mandy Davis, “Rules” by Cynthia Lord, and “Rain Reign” by Ann M. Martin.

Screenshot of the covers of the three books that Fieldston Lower students read during book club.

Fieldston Lower students sit on the carpet in a circle discussing a text during book club.

According to Morrison and Ward, they wanted to try a new structure for the book club this year: “Students met in their book clubs, read together, and participated in student-led discussions about what they have read two days per week. Then, one day a week, we cross-group the students, so they are in a group with students reading each of the three books. These groups participate in a more general discussion focusing on connecting the stories and analyzing the similarities and differences between the characters' experiences.”

Over-the-shoulder shot of teacher reading to Fieldston Lower students sitting in a circle on the floor.

Fieldston Lower students sit in a circle on the floor and engage in discussion.

The structure gives students opportunities to develop their listening and discussion skills. The 4th Grade teachers encourage students to use active listening skills and accountable talk — a discussion method that gives students autonomy and requires higher-order thinking, speaking and listening, and collaboration. These methods help students successfully navigate discussions, make thoughtful connections with others’ ideas, add to each other's comments, and use clarifying questions to ensure they understand.

Fieldston Lower students sit on the floor in a classroom and engage in discussion about a text.

One student, Joseph D. ’31, explained to his group that ASD and other forms of neurodivergence are often negatively stereotyped when they shouldn’t be. “I think it’s actually kind of like a superpower,” Joseph said. Another student, Cora S. ’31, who read “Superstar” by Mandy Davis, explained that “no brain thinks the exact same way. But there are so many benefits of thinking a different way. In our book, the main character Lester is really good at science. If we saw and appreciated his strengths, we could make sure he was able to do something with them! Like maybe he would even invent the next important vaccine!”

Fieldston Lower student looks intently at his book as teacher explains a part of the text. Other students look on.

Close-up of Fieldston Lower 4th Grader reading text; other students engage in conversation in the background.

“Students have enjoyed making sense of their reading through discussing with their peers and are having deeper conversations about story themes that go beyond surface-level understanding,” explain Morrison and Ward.