Every small church Sunday school has children who learn differently. Children with autism, ADHD, intellectual disabilities, physical disabilities, sensory processing disorder, and other conditions that affect how they engage with a traditional classroom setting.

Most Sunday school curricula and most Sunday school teachers are not prepared for these children. The result is that children with disabilities often have a worse experience in Sunday school than their peers, and their families often feel unwelcome in the church.

This guide is for the Sunday school teacher and children’s ministry leader who wants to do better.

The Theology First

Before the practical strategies, the theology: every child in your Sunday school is made in the image of God (Genesis 1:27). Every child is known and loved by God (Psalm 139:13-14). Every child deserves to hear the gospel in a way they can receive it. This is not a special accommodation. It is the basic responsibility of children’s ministry.

The church that excludes children with disabilities is not just failing those children. It is failing to be the church. The body of Christ needs all its members (1 Corinthians 12:12-27), and that includes members who learn and worship differently.

Simple Adaptations That Make a Big Difference

Predictable Structure

Many children with disabilities, particularly those with autism or anxiety, thrive with predictable structure. Use the same order of activities every week. Post a visual schedule at the front of the room. Give a five-minute warning before transitions. These adaptations help all children, not just those with disabilities.

Multiple Ways to Respond

Not every child can respond to a lesson by speaking. Offer multiple ways to engage: drawing, writing, pointing, using picture cards, or simply listening. A child who cannot verbally answer a question may be able to point to the correct picture or draw what they learned.

Movement Breaks

Children with ADHD and other conditions often need movement to regulate their attention. Build movement breaks into the lesson. Stand up and act out the Bible story. Do a simple activity that involves moving around the room. This is not a distraction from learning, it is a support for learning.

Sensory Accommodations

Keep fidget tools available for children who need them. Allow children to sit on the floor, stand at the back, or use a wobble cushion if it helps them focus. Reduce visual clutter in the classroom. These accommodations help children with sensory needs participate more fully.

Simplified Language

Use clear, simple language. Avoid idioms and figurative language that may be confusing for children with intellectual disabilities or autism. Check for understanding by asking the child to show you or tell you what they learned, not just by asking “Do you understand?”

The Buddy System

One of the most effective inclusion strategies is the buddy system: pairing a child with a disability with a trained volunteer who provides one-on-one support during Sunday school. The buddy is not a babysitter. They are a ministry partner who helps the child engage with the lesson and participate in the class.

Buddies should be:

• Trained in basic disability awareness and the specific needs of the child they are supporting
• Warm, patient, and genuinely interested in the child
• Committed to the child’s participation in the class, not just their management
• In communication with the child’s parents about what works and what does not

Training Your Volunteers

You do not need specialized training to include children with disabilities in Sunday school. You need basic awareness and a willingness to learn. Train your volunteers in:

• What neurodivergence is and what it is not
• The specific needs of the children in your class
• The simple adaptations described above
• How to respond when a child is overwhelmed or dysregulated
• How to communicate with parents

Ministry Safe and other organizations offer online training for children’s ministry volunteers that includes disability awareness. A 30-minute training session can significantly improve a volunteer’s confidence and effectiveness.