As conversations about neurodivergence gain visibility online, informal expressions such as “neurospicy” are attracting attention. We caught up with Literacy education researcher and reading intervention specialist Temidayo Jaiyesimi as she discusses what this language means-and how greater awareness can translate into meaningful support for children who struggle with reading.

“Neurospicy” is a term people are encountering online. What does it mean, and what do you make of it?

It is an informal expression some people use to describe being neurodivergent. For some, the humour makes it easier to discuss their experiences or find a sense of community. Others prefer more direct language. It is not a diagnostic term, and we should respect people’s preferences rather than assume everyone welcomes it.

As a literacy researcher, I am interested in what follows that conversation. Does awareness help a parent recognise that a child needs support? Does it encourage a teacher to reconsider a pupil previously dismissed as lazy? The language becomes useful when it leads to better understanding and appropriate action.

Does being a struggling reader automatically mean a child is neurodivergent?

No. Children can struggle with reading for different, sometimes overlapping reasons. These may include limited opportunities for effective instruction, differences between home and school languages, or a learning difficulty such as dyslexia.

We need to understand the individual learner. A child developing English vocabulary while learning to read may require a different combination of supports from a child with persistent difficulties recognising written words. Some children may need both language support and specialist assessment. Reading difficulty should prompt careful investigation rather than an immediate label.

What concerns you about how adults respond to children who struggle to read?

The speed with which a learning difficulty can become a judgment about intelligence, effort, or behaviour. A child may be called careless or unwilling when the task requires skills that have not yet developed.

Repeated embarrassment can also affect participation. If reading aloud regularly brings ridicule or public correction, a child may begin avoiding it. Adults then interpret the avoidance as evidence that the child does not want to learn.

We should ask what is difficult, what instruction the child has received, and what support would make progress possible. Those questions give us a more useful starting point.

Your research examines reading motivation. Can encouragement alone help a child overcome reading difficulties?

Encouragement matters, but it must accompany instruction that addresses the difficulty. A child who struggles to connect letters and sounds needs explicit teaching, guided practice, and feedback. Confidence alone cannot supply a missing reading skill.

At the same time, instructional experiences affect whether children keep trying. Tasks that are consistently overwhelming can undermine motivation. Manageable challenges, meaningful reading materials, and visible progress can help rebuild it.

We need to consider both what a child can currently do and what makes the child willing to participate. Effective intervention brings those questions together.

What would you say to a parent who insists that a child simply needs more discipline?

I would encourage the parent to look closely at when the difficulty occurs. Does the child avoid every activity, or mainly tasks involving reading? Can the child explain an idea orally but struggle to read the instructions? Does the difficulty continue despite repeated practice?

These observations can help families have a more productive conversation with the school. Predictable routines and patient guidance are valuable, but punishment does not teach decoding or comprehension.

Parents should be able to raise concerns without feeling blamed. The aim is to understand the child’s needs and agree on appropriate support.

How does a child’s language or cultural background affect reading development?

Children bring language, knowledge, and experiences into every reading task. These resources influence how they understand a text and whether they find it meaningful.

A multilingual child may understand an idea but lack the English vocabulary to express it fully. If that is mistaken for an absence of understanding, the learner can be underestimated. Carefully explained vocabulary, familiar contexts, and opportunities to discuss ideas can help children participate while developing their English reading skills.

Culturally relevant materials also matter. When children recognise experiences, places, or relationships in a text, they have something to connect with. Those connections support engagement alongside purposeful teaching of reading skills.

Could artificial intelligence improve support for struggling readers?

There is potential. Adaptive tools can adjust task difficulty, offer immediate feedback, and provide additional practice. Interactive stories and game-based activities may also encourage participation.

My research interest includes how these features connect with reading motivation and culturally responsive instruction. A system might adjust to a learner’s performance while still overlooking the learner’s language, background, or reasons for disengaging.

We need careful evaluation of what a tool actually helps children learn. Technology should support informed teaching, with educators interpreting progress and deciding when a different approach is needed.

What should schools consider before introducing an AI reading tool?

They should begin with a clear instructional purpose. What difficulty is the tool intended to address? Is its content appropriate for the learners? What evidence supports its use, and how will teachers assess progress beyond completion scores?

Schools also need to consider accessibility, children’s privacy, and the practical demands on families and teachers. A product that works well in one setting may be difficult to use where connectivity, devices, or adult support are limited.

The appeal of a new technology should not replace a clear understanding of the learning problem.

As awareness of neurodivergence grows, what should Nigerian schools prioritise?

Schools should strengthen their ability to recognise persistent learning difficulties and respond early. Teachers need preparation, time, and access to appropriate professional support. Families need constructive communication about what their children are experiencing and what can be done.

School leaders should examine whether pupils who need additional instruction can receive it consistently, whether progress is monitored, and whether concerns lead to appropriate referrals.

Whatever expression becomes popular, the practical question remains: is the child being understood and receiving effective support? That is the change I would like greater awareness to produce.