For this blog post, I'm grateful to Dyane Protzmann Rogelstad for sharing her real life experiences in the piano studio. Thanks so much Dyane!
When we talk about neurodivergence (ND), we’re not describing a one-size-fits-all experience. The ND brain doesn’t follow a straight line. It’s more like a spiral galaxy: expansive, dynamic, and deeply individual.
Some neurodivergent students process information at lightning speed, while others need more time to make sense of it all. Both are valid. Many have remarkable verbal, musical, or academic skills, yet might find social cues or "norms" confusing or irrelevant. It's not a matter of deficits, but of different wiring - different strengths, sensitivities, and needs.
For example, a child whose special interest is piano might sound like a prodigy but still struggle with emotional regulation or day-to-day executive functioning. A student might have ultra-sensitive hearing that gives them an ear for tone and nuance, yet that same sensitivity can make everyday sounds, lights, or crowds overwhelming.
Neurodivergence shows up uniquely in each student. Learning to notice these diverse needs has challenged my creativity - and has required me to adapt many of my traditional ideas about what learning, talent, and progress are "supposed" to look like.
Real Students and Stories
Christopher the Creative Technologist - Christopher doesn’t fit the mold of a “typical” piano student — and that’s exactly what makes him shine. Traditional accuracy and performance goals aren’t really his thing. But creativity? He’s overflowing with it.
Christopher has a gift for translating what he hears in his mind into something tangible: written music, produced tracks, and spontaneous improvisation. He’s not interested in the classical route despite his early Suzuki training and passion for exploring composers such as Bach and Chopin. He really wants to create using his highly developed interest in music theory. Partnering together with his parents, we have given him room to do just that, following his curiosity through jazz, tech tools, and collaborative jamming with friends.
Gwen: Structure with a Soul - Diagnosed with ADHD and Level 1 autism, Gwen came to me from a more rigid teaching environment where creativity was stifled in the name of conformity. She was doing what she was told and I've learned that many ND children learn to conform to expected norms quite quickly, often subconsciously masking their needs with obedience. In this new setting, things are changing for Gwen. She connects deeply with music - she doesn’t just play it; she becomes it. She learns fast, thanks to an incredible auditory memory and solid reading skills, and she thrives with the freedom to improvise, explore, and make the music her own.
Gwen is also remarkably self-aware. She knows when to take breaks, when to advocate for herself, and she has a supportive environment at home that encourages this autonomy. It’s been beautiful to witness her reconnect with music on her own terms.
Faradh: Passion over Protocol - Faradh hasn’t been formally diagnosed to my knowledge, but like many ND students, he faces invisible challenges especially around frustration and visual processing. Reading music is a struggle, and he prefers to learn by ear and video. His jam is scrolling YouTube tutorials with colorful animations.
He picks up music quickly and plays with emotional intensity. But when his hands don’t cooperate with what he hears in his head, frustration can flare. We’ve worked together to channel that energy: exploring body mechanics, chord theory, and safe alternative ways to approach technique.
Traditional repertoire holds little appeal for Faradh unless it aligns with his current musical passions - and that’s okay. The relationship we’ve built, based on conversation, reflection, and a flexible, student-centered approach, has helped him thrive in his own way.
Final Thoughts - Teaching neurodivergent students isn’t about fixing them or molding them into some pre-approved version of “musician.” It’s about meeting them where they are - understanding their wiring, honoring their needs, and co-creating studio and practice spaces where they can evolve authentically.
Working with ND children asks us as teachers to rethink what counts as success. Is it completing all book levels, winning competitions or passing exams? Or is it developing a relationship that nurtures a child’s character development free of neurotypical or longstanding expectations and finding joy in one’s musical journey - solving problems creatively, developing self-awareness, and expressing something real?
In my experience with neurodivergent students at the piano, it’s the latter and that shift in perspective makes all the difference.
Generously contributed by Dyane Protzmann Rogelstad.
Do you have experiences working with neurodivergent students? If so, please consider sharing your thoughts with the Teach Music 21C community of teachers. It would be great to hear from you.
And if this blog post resonates with you, please share it with your colleagues. Thanks so much.