For a step-by-step system, see our guide to building a church visitor follow-up system that actually works.

For practical help choosing songs that fit your congregation, see our worship song selection guide for small churches.

By Brent Lacy

Neurodivergent is a term that describes people whose brains work differently from what is considered typical. It includes people with ADHD, autism spectrum disorder, dyslexia, dyscalculia, sensory processing differences, and other neurological variations.

Estimates suggest that 15 to 20 percent of the population is neurodivergent. In a church of 65 people, that is 10 to 13 people whose experience of a typical Sunday service may be significantly different from everyone else’s.

Most of them have never said anything. They have just quietly struggled, or quietly left.

What Neurodivergent People Experience in a Typical Church Service

Before you can create a more welcoming environment, it helps to understand what a typical Sunday service feels like for someone who is neurodivergent.

• Sensory overload. Loud music, bright lights, crowded spaces, and unpredictable sounds can be genuinely painful for people with sensory processing differences.
• Difficulty with transitions. Unannounced changes to the order of service, unexpected announcements, or sudden shifts in tone can be disorienting.
• Social demands. Greeting time, small talk, and unstructured social interaction can be exhausting or anxiety-inducing for people with autism or social anxiety.
• Attention challenges. A 45-minute sermon with no movement, no visual aids, and no interaction is genuinely difficult for people with ADHD.
• Reading challenges. Bulletins, song lyrics, and Scripture readings can be difficult for people with dyslexia.

Simple Accommodations That Cost Nothing

You do not need a specialized program or a trained staff member to begin serving neurodivergent people better. Start with these low-cost or no-cost changes.

Provide a printed order of service.

Knowing what comes next reduces anxiety significantly for many neurodivergent people. A simple printed bulletin with the order of service, Scripture references, and song titles helps people prepare for transitions.

Designate a quiet space.

A room where people can watch the service without the sensory intensity of the main sanctuary. This does not have to be elaborate. A room with a monitor or livestream, comfortable seating, and lower lighting is enough.

Offer sensory tools.

Fidget tools, noise-reducing earplugs, and weighted lap pads can help people with sensory processing differences participate more comfortably. These are inexpensive and can be kept in a small basket near the entrance.

Train your greeters.

Teach greeters to read body language and not force eye contact, handshakes, or extended conversation. A warm smile and a simple “welcome, glad you’re here” is enough. Let the visitor set the pace of interaction.

Reduce unpredictability.

Announce changes before they happen. “In a few minutes we are going to move into a time of prayer” is more helpful than a sudden shift. Consistency in the order of service from week to week also helps.

Neurodivergent Children in Sunday School

Children with ADHD, autism, or sensory processing differences often struggle in traditional Sunday school settings. Here are practical adjustments that help.

• Keep lessons shorter and more interactive. Movement breaks every 10 to 15 minutes help children with ADHD stay engaged.
• Use visual aids. Pictures, objects, and hands-on activities communicate more effectively than words alone for many neurodivergent children.
• Provide clear, consistent structure. The same routine every week reduces anxiety and helps children know what to expect.
• Have a quiet corner. A designated low-stimulation area where a child can go when overwhelmed, without leaving the room entirely.
• Communicate with parents. Ask parents what works for their child at home and adapt accordingly.

Language and Communication

The language you use matters. Some guidance:

• Use both identity-first language (“autistic person”) and person-first language (“person with autism”) depending on the individual’s preference. When in doubt, ask.
• Avoid using neurodivergent conditions as metaphors or jokes. “I’m so OCD about this” is dismissive of people who actually live with OCD.
• Do not assume that a neurodivergent person’s behavior is a spiritual problem. Stimming, difficulty with eye contact, or emotional dysregulation are neurological, not moral.

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