At Preysal Government Primary School, the narrative of neurodivergence is being rewritten, one math equation and one award at a time. Two remarkable students on the Autism Spectrum have proven that when a school environment adapts to a child’s needs, the results are nothing short of extraordinary.
Liam Ramsingh and Navir Udhistir recently swept their school’s awards ceremony, taking home top honours in mathematics. Liam, who is moderately on the spectrum, additionally secured the Most Outstanding Student (General Proficiency) award. Navir, who is mildly on the spectrum and functions highly independently, not only matched Liam’s mathematical feat but also actively serves in the school’s Red Cross Society.
Together, they showcase a beautiful balance of academic brilliance, civic duty, and the profound success of inclusive education.
Neither of these milestones happened by accident. During the tenure of the previous school administration, specific, targeted accommodations were implemented to ensure Liam and Navir didn’t just survive the primary school system but thrived in it. To understand the ecosystem that built this success, educators and parents are opening up about the power of meeting neurodivergent children exactly where they are.
The art of tailored support
For Liam, navigating a traditional classroom required a highly customised approach. According to his teachers, Liam’s accommodations were practical and transformative. Because he could become easily frustrated and experience outbursts, he was provided with frequent breaks. He was also assigned an aide to help him stay on task and assist with writing and was permitted to leave school early on most days to manage a shortened school day. These adjustments made the school environment manageable for Liam, allowing his true intellect to shine. And while he may not have enjoyed oral presentations, teachers noted a hidden strength that doesn’t always show up on a report card: a great sense of humour, paired with a deep love for singing and rhymes.
Behind the scenes of these classroom adjustments was a deeply collaborative partnership between the school and Liam’s family. Under the previous administration led by Leslie-Ann Bahadur, a flexible and supportive approach was consistently taken to address Liam’s individual needs. In the absence of his student aide, Liam’s mother was permitted to remain in the classroom to provide the necessary support. Additionally, during critical testing periods, she was allowed to remain on the school compound so that she could respond promptly should Liam experience a meltdown or require assistance. Whenever challenges arose, the administration worked collaboratively to identify practical and compassionate solutions, always striving to act in Liam’s best interests while supporting his educational and emotional well-being.
Liam’s mother stressed that this school partnership must be mirrored at home to truly sustain a child’s progress. “Children with needs similar to ours require consistent parental support, guidance, patience, and understanding throughout their daily routines,” she explained. “Ongoing reinforcement at home is essential to complement the learning and support they receive at school. Consistency is fundamental to their progress and success.”
She noted that providing structured lesson plans, giving clear and concise instructions, and breaking tasks into manageable, step-by-step activities can greatly enhance a child’s understanding and confidence. Equally important, she added, is being attentive to the child’s verbal and non-verbal cues, recognising when they need breaks, and responding with patience and flexibility to support their emotional well-being and continued engagement in the learning process.
When asked directly about his experience, Liam’s own words beautifully captured the success of these strategies. “I felt happy and proud for my awards. I like math because I like bigger and bigger numbers; it’s easy for me, while sometimes challenging and fun.”
When asked about what made his time at Preysal Government Primary so successful, he said: “When I became overwhelmed, they allowed me to take breaks, go for short walks, and provided support to help me calm down and regain my focus.”
A different journey,
equal intentionality
For Navir, the journey looked different but required equal intentionality. By the time Navir reached Standard 3, formal classroom accommodations were no longer necessary; he knew the routines and worked well independently. However, the foundation laid in his early years was crucial. Teachers described Navir as highly vocal, exceptionally skilled at oral presentations, and passionately curious—a student who never hesitates to ask questions.
For the parents of neurodivergent children, academic success is deeply tied to emotional and physical safety. Navir’s mother credited the willingness of his teachers, from his very first year through Standard 5, to learn, adapt, and foster an environment of total acceptance.
“The children within the class also looked out for him. He has made many friends, which is every parent’s concern,” Navir’s mother shared. “I felt comfortable sending him to school because the teachers ensured his safety, physically and mentally.”
She emphasised that true accommodation often lies in the smallest, most empathetic gestures. For Navir, this meant teachers taking the time to heat his lunch because cold food was not palatable to him, and offering comforting hugs during power outages, a known terror for him.
“The fact that he was accepted in school, and he felt safe to go, was my greatest comfort,” she said.
Hope for parents
As Liam and Navir prepare to transition to the next phases of their education, their success at Preysal Government Primary stands as a powerful rebuttal to the notion that neurodivergent children must be sidelined or isolated to succeed.
For parents who are just beginning to navigate the diagnosis of autism, Navir’s mother offered a clear and hopeful takeaway: “There is always a fear of, ‘ Will my child be accepted and treated fairly?’ For parents with neurodivergent children, I would like to tell them that public school can be an option with the right support. My child was able to complete primary school, join the Red Cross, make friends, and win an award. If he could do it, so can other children on the spectrum.”
Liam’s mother shared that his success proves that with steadfast parental advocacy and a willing school administration, the barriers dissolve. It is a reminder echoed in the halls of Preysal Government Primary: when schools and families bend to fit the needs of the child, the child can achieve a brilliance that goes far beyond the spectrum.
