“(The goal of the Berkeley High School Neurodiversity Club) is having a safe space to hang out where there’s no judgment,” Pamela Van Der Poel said, “I just wanted to provide a space where students could hang out without the pressure of talking, but if they wanted to talk, they could find people that might be having similar experiences.” Van Der Poel, BHS’ special education and speech teacher, is the founder and staff sponsor of BHS’ Neurodiversity Club, which began in 2021.
To Van Der Poel, neurodiversity means “people that think differently.” Examples of neurodiverse traits include autism, ADHD, dyslexia, and lately, bipolar disorder and depression have also begun to be classified under the neurodiversity umbrella.
Van Der Poel, along with BHS students Karim Meleis and Rose Kosky, the club’s co-leaders, have been attempting to increase and promote more awareness and knowledge around the student experience of being neurodivergent at BHS.
Kosky believes that having a safe, welcoming, and non-judgmental place for neurodivergent students within BHS is incredibly important, as they will be continuing their involvement and leadership in the club throughout their next two years. “This space is needed,” Kosky said.
Members of the club feel like this space is essential, providing support and offering resources for students to succeed.
Sam Mascarenhas, a junior who joined the club his sophomore year, highlighted his gratefulness for the Neurodiversity Club, a space for him to embrace himself without judgment.
“It’s just a small space where people can be neurodiverse. Individuals can be themselves and find a spot (where) they feel like they’re safe,” Mascarenhas said. “I felt like hearing the idea of a safe space for neurodivergent individuals was a good idea since when I was growing up in New York, I didn’t really have access to that kind of thing.”
The club attended this year’s fall club fair, with trivia games in order to educate students whilst breaking down stereotypes about neurodivergent people. Van Der Poel, along with other students and teachers, believes in the importance of having an accurate understanding of the neurodivergent experience.
Stereotypes around neurodivergent students are quite common and harmful. As seen throughout the media and history, neurodivergent people are often mocked and degraded, leading them to be perceived as less than or below neurotypical people.
“The misconception is that you’re either a savant, like you have this really special gift that is rare, or (you) basically can’t talk or have difficulty with academics,” Van Der Poel said.
Another common barrier some neurodivergent students face is having to differentiate themselves from their symptoms.
“I feel like the misconception is when you get diagnosed with a certain symptom … that’s it. That’s your identity,” Mascarenhas said. “There’s still that stereotype that neurodivergent individuals aren’t as good as neurotypicals.”
The mission of this club is to invalidate such stereotypes, allowing for students to gain confidence and be comfortable while empowering them to be themselves and take pride in their voices. This inclusive club can also give students the support and strength to care less about others’ judgments and unreasonable expectations. It serves as a multi-use space, allowing students to relax with headphones, eat snacks, connect with one another, and brainstorm ideas for furthering knowledge and recognition of the academic experience for neurodiverse people.
Being a neurodivergent student at BHS poses many challenges, and without support from teachers, peers, administrators, and clubs like the Neurodiversity Club, it can be hard to succeed.
“I have been called countless names, I reported three (bullying experiences) to Title IX last year, (and) I never got a response. I have never gotten any further input about that whatsoever,” Kosky said when asked about the experience of being a neurodivergent student at BHS.
At the end of the day, the Neurodiversity Club fosters confidence, safety, and authenticity, encouraging students to use their voices and break down barriers.
“I feel like (the Neurodiversity Club) helped in making me form connections with other individuals,” Mascarenhas said. “I finally feel like I have … people who understand.”
Van Der Poel and Kosky are both deeply motivated by the overall mission of the Neurodiversity Club, which is to provide support in an engaging setting.
“The club is a place of acceptance, to empower who (neurodiverse students) are and take a strength-based approach to whatever neurodiversity they have,” Van Der Poel said.