“If We Do It for Your Child, We’ll Have to Do It for All Children” – Why That’s Exactly the Point

Look, this isn’t a post about bagging teachers. Most teachers work incredibly hard with limited resources and huge expectations on their shoulders. This is about the importance of accommodations — and how exhausting it can be for parents to advocate for their child’s needs in school.

A parent recently told me they went to their child’s teacher recently and asked if they could provide a feeding accommodation for their child at school, and the response was..
"If we do it for your child, we’ll have to do it for all children." How many times have you heard this old chestnut?.

Of course not all teachers/schools respond in this way, and if yours doesn’t your incredibly lucky.

The answer? Simple. Yes. You should.

Because when a school makes an adjustment for one child, it’s not about giving them “special treatment.” It’s about equity — recognising that every child learns, processes, and thrives differently. True fairness isn’t treating everyone the same; it’s giving each student the tools and conditions they personally need to succeed.

For neurodivergent children — and kids with any learning, sensory, or emotional difference — those accommodations can mean the difference between feeling safe and engaged… or overwhelmed and shut down.

Here’s the thing: when we recognise and respond to individual needs, we’re not just helping the child who asked for the change. We’re building a classroom culture where flexibility, empathy, and inclusivity benefit everyone.

Extra processing time, sensory breaks, visual schedules, movement opportunities, snack breaks, access to safe foods — these aren’t “luxuries.” They’re ways to remove barriers so children can actually access learning. And often, the so-called “accommodation” ends up helping more students than anyone expected.

So yes — if you do it for one child, you might end up doing it for all. And that’s not a problem. That’s the goal.

Because the more we embrace the idea that every brain works differently, the more our classrooms become places where all children can truly thrive.

Written by Margo White, your Melbourne-based neurodiversity affirming clinical nutritionist and Neurodivergent advocate.

This article is intended as general advice only and does not replace medical advice. It is recommended that you seek personalised advice specific to your individual needs.