Education experts have sounded the alarm over the lack of adequate training for teachers in Nigeria to support students with autism, attention deficit hyperactivity disorder (ADHD), and other neurodiversity conditions. This critical issue was highlighted during the recently concluded African Neurodiversity Conference 2026, organized by the Association of Nigerian Educational Psychologists at the Children’s International School in Lekki, Lagos.

In her keynote address, Professor Bolanle Olawuyi from the University of Ilorin emphasized that the removal of special education and psychology courses from teacher training programs has left educators ill-prepared to address the needs of neurodivergent learners. "When you remove special needs from the general teaching, then how do you want the teacher to know how to handle some children?" she questioned, pointing out that many teachers often misinterpret learning differences as laziness.

Olawuyi further explained that children with ADHD are frequently labeled as careless due to their challenges with attention, leading to misconceptions that can result in misdiagnosis and inappropriate educational placements. "An ADHD child will be termed intellectually challenged. An autistic child will be given another thing, another label, and then will be placed in wrong facilities," she warned.

The professor also shed light on the financial barriers families face in accessing diagnostic services, stating that many cannot afford the necessary assessments to identify their children's learning needs. "Diagnostic and assessment services are mostly inaccessible, and they are very, very expensive," she said, highlighting the need for affordable and accessible resources.

The conference participants, including the President of the Association of Nigerian Educational Psychologists, Eniola Ayinde-Olajobi, reiterated the importance of adequate teacher training and the urgent need for practical support for neurodivergent children and their families. Ayinde-Olajobi noted that many gifted individuals struggle for acceptance in environments that do not understand their unique learning and communication needs. "A child is not the problem. A child is not even a problem to be fixed," she stated, emphasizing that differences should not be viewed as deficits.

To address these challenges, the conference resolved to develop a neurodiversity awareness course for educators, aimed at equipping them with the necessary knowledge and skills to support diverse learners. This initiative includes the creation of an accessible online program covering essential topics such as classroom inclusion and identification of learning support needs.

Additionally, the conference discussed the establishment of neurodiversity school clubs in various states, including Lagos and Ogun, to promote awareness and inclusion among students. Participating schools received starter kits to facilitate the implementation of these clubs.

The conference highlighted the need for improved representation and visibility of neurodivergent individuals of African descent in public discussions, calling for culturally appropriate assessment tools and support services. The lack of locally developed assessment instruments was identified as a significant barrier to timely and effective support for neurodivergent learners.

In conclusion, the conference brought together a diverse group of stakeholders committed to advancing neurodiversity awareness and inclusive education. Experts underscored the necessity for practical action, including early identification, appropriate assessment, and better-equipped schools, to ensure that all learners, regardless of their neurodiversity, receive the support they need to thrive in educational settings.