Often, classrooms have two curricula. One is written in the lesson plans, standards, and objectives, while the other is less apparent. This second curriculum, known as the hidden curriculum, contains the unspoken rules, expectations, and social norms of the classroom. It contains the “rules” to the game that students quickly learn if they want to “fit in.”
Meet Alex. She loves building models, drawing detailed diagrams, and asking “why?” at every turn. Science class is thrilling for Alex — especially when experiments let her tinker and explore. Unfortunately, Alex often gets in trouble because she doesn’t understand the hidden curriculum of the classroom.
When the teacher gives instructions, Alex asks a few clarifying questions, trying to understand the reasoning. Other students nod along silently. The teacher sighs, “Just follow the directions, Alex,” and moves on. During a group activity, Alex fidgets and moves around to examine materials from different angles. Classmates whisper that she’s “not paying attention,” even though she’s fully engaged. When sharing her ideas, Alex blurts out her conclusions before raising her hand. She gets a warning, while quieter students receive praise for “participating appropriately.”
For many neurotypical students, the hidden curriculum is easy to navigate because it resembles how they already think and behave. But for neurodivergent learners, whose brains process, communicate, and experience the world differently, this hidden curriculum can become a constant source of stress, misunderstanding, or even exclusion.
What Students Really Learn from the Hidden Curriculum
In many classrooms, compliance is preferred. Success means sitting still, listening quietly, following directions, and showing work. While these behaviors are not explicitly part of the standards, they often determine how students are perceived and graded. This presents a clear message: being a “good student” means doing things the neurotypical way. These expectations might keep the classroom attentive and orderly, but they also risk teaching students that conformity matters more than thinking differently; that some natural ways of learning are wrong.
When neurodivergent students who think differently struggle with these expectations, they may be labeled as challenges in the classroom. They may be seen as inattentive or unmotivated, even when they’re deeply engaged in their own way. Their behavior, like Alex’s fidgeting or blurting out, causes dissonance and distraction. Over time, many learn to “mask” their natural tendencies to blend in. When compliance becomes the priority, curiosity and creativity take a back seat.
How Educators Can Rewrite the Hidden Curriculum
As educators, we have the power to rewrite the hidden curriculum in ways that honor all students: neurotypical and neurodivergent. The following are ways we can “decode” the hidden curriculum.
- Be explicit about classroom rules.
Whenever you teach your classroom expectations explicitly and explain their purpose. This helps neurodivergent students understand context instead of guessing at hidden social rules. - Multiple ways for learners to show what they know
Offer multimodal options, like written responses, drawings, oral explanations, or digital media. Showing flexibility communicates that thinking differently is valued. - Redefine what participation looks like.
Engagement doesn’t always mean speaking aloud. Allow think time, written reflection, or digital discussion tools for students who process information differently. - Celebrate neurodiverse strengths.
Point out when students’ unique perspectives lead to deeper understanding or creative ideas. Normalize different ways of solving problems - Reflect on your own assumptions.
Ask yourself: Which of my classroom expectations reward compliance more than learning? Who benefits from these norms, and who might be excluded by them?
The hidden curriculum isn’t intentionally harmful, but by recognizing it, we can choose to create spaces where every learner’s brain is seen as a gift. When we move from compliance to curiosity, we help all students discover that learning isn’t about doing things the “right” way; it’s about thinking deeply, expressing authentically, and contributing uniquely.
And that’s how both neurotypical and neurodivergent students like Alex can thrive.
About the Author
Betsy Butler (she/her) is a Professional Learning Specialist at Teaching Channel. She holds a B.A. in English, a Master’s in Education, and has been teaching since 1992. Betsy uses her three decades of teaching experience to write and revise our courses while selecting the perfect accompanying texts. Her specialty areas include ELA, special education topics, behavior management, and mental health.
Fun Fact: Betsy’s daily conquest is solving the New York Times crossword puzzle!
