“There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.”
      — Galatians 3:28 (NIV)

Back in the day, a hip-hop anthem called “We’re All in the Same Gang” dropped at the height of violence in Black communities. Rap legends came together, once rivals, to deliver one unified message: stop the hate and stand together. That message hit hard then, and it still hits now, especially for those of us working with neurodiverse students.

It reminds me of the message in Galatians 3:28. Paul writes that in Christ, the labels that separate us—race, status, gender—fade away. We’re one. That’s more than a spiritual ideal. For educators, advocates, and families, it’s a call to create spaces where everyone belongs—regardless of diagnosis, learning style, or label.

My Story: From Segregation to Inclusion…and Back Again

During student teaching, I was placed in self-contained classrooms—spaces where every student had an IEP. These were kids labeled “different,” but what I saw was unity. They embraced their accommodations with confidence. There was no teasing when someone needed a fidget, a break, or one-on-one help. They were used to learning differently, together. No shame. No “less than.” It was beautiful.

But then came my first “real” teaching job. I was now an inclusion special educator, pushed into general education classrooms to support students with disabilities. Only this time, the climate felt completely different.

General ed teachers made it clear: I was there to monitor “my kids.” I wasn’t part of the lesson planning. I wasn’t encouraged to teach. My job was to sit quietly in the back, hand out modified worksheets, sign bathroom passes, and redirect behavior.

Let’s be real: I hated it.

Not because of the students, but because the system was broken. Neurodivergent kids were “included” physically but segregated emotionally and academically. I lasted two years.

Then came redemption. I returned to the classroom—but this time as the lead teacher in math. It was different. I was in charge. “My kids” were all the kids. The ones with ADHD, autism, dyscalculia—and the ones without. We made space for everyone, and nobody had to shrink to fit.

No Labels, Just Learners

That shift reminded me of what Jesus modeled. He didn’t separate people into neat little categories. He touched lepers. He healed on the Sabbath. He elevated the Samaritan. He saw people, not profiles. That’s the spirit behind Galatians 3:28.

When we talk about neurodiversity in education—or in the Church—we’re not asking for pity or permission. We’re asking for recognition that God’s image shows up differently in everyone. That doesn’t mean ignoring the unique needs of students with ADHD, autism, or learning disabilities. It means honoring their needs without letting those needs define their worth.

Faith and Neurodiversity Go Hand in Hand

Too often, neurodivergent individuals feel like outsiders in both school and church settings. Worship that’s too loud. Social cues that aren’t explained. A culture that confuses reverence with conformity. But Jesus wasn’t interested in “normal.” He was interested in love.

Neurodiversity isn’t a deficit. It’s a design.

And if we really believe Galatians 3:28, then we need to stop building systems that separate and start building communities that connect.

“We’re All in the Same Gang”

Whether you’re a teacher, parent, pastor, or peer, remember this: You don’t have to fully understand someone’s neurodivergence to accept them.

• Create environments where everyone’s learning needs are normalized, not marginalized.
  
• Ditch the “us vs. them” language—there’s only “us.”
  
• Build classrooms and churches where all minds can thrive.
  

Jesus already gave us the blueprint.

And like the song says—We’re All in the Same Gang. 🧠❤️✝️

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Inspired by faith. Rooted in education. Powered by purpose.
 

More on supporting neurodivergent students at edielovesmath.net.