Neurodivergent congregation members may benefit from additional conversation to understand teachings from the Bible. Learn how to frame those conversations to reach neurodivergent members in an impactful way.

The Bible is a set of complex texts with many metaphors and nuances. While neurodivergent people are more than capable of understanding that, they may need some additional supports or time to believe the teachings. Being neurodivergent means that someone’s brain processes information differently than the typical person. Most often that means they may reach a different conclusion or meaning from traditional readings than expected. Logical reasoning may be over-present or under-present in comprehending what is being taught (in the way it is intended).

Many churches teach straight from the Bible in their children’s education programs and supplement with related activities that require the participants to make a connection that isn’t always obvious. For their adult programming, sermons often include a modern-day story that is compared to the Bible story. There is nothing wrong with this approach as it is a way that many people are used to learning, but additional conversation may be necessary to make sure everyone is on the same page.

Teaching the Bible

For the neurodivergent congregation member, the connections between the Bible and life might not be as clear as it is for other members. Even more so, the teaching itself may be lost in translation due to how the text is processed by a neurodivergent individual. The nuances of the Bible are often difficult to discern for some people because the text is a combination of stories, commandments, parables, and historical events. A neurotypical individual might lose buy-in due to frustration with weekly teachings that switch between the need for logical reasoning and abstract thinking.

Some parts of the Bible can be directly applied to our lives. “Thou shall not kill” does in fact mean that murder is not acceptable. Although we can and should interpret this more broadly (it also means that we shouldn’t try to hurt others physically or emotionally, etc.), it is correct to directly apply “not-murdering” to your behavior.

Other teachings are more abstract and need to be interpreted before we can apply them to our lives. For example, in John 8:7, Jesus says, “Let any one of you who is without sin be the first to throw a stone at her.”To take this literally—as many neurodivergent people would—means that anyone who has never committed a sin or a crime can throw rocks at female individuals who have committed a sin. Using this understanding, the neurodivergent individual is likely to (rightly) reject this teaching, rather than interpreting the meaning that we should not judge others before we first judge ourselves. To teach this nuance, leaders must be clear and explicit in identifying the figurative language being used and identify the way that someone is understanding the text. Oftentimes, this leads to a more in-depth conversation which is a beneficial teaching practice to many congregation members.

Having a Conversation

During high school, I remember talking with a youth leader about some of the verses we were learning about and asking questions about what it meant. I remember her face initially getting scrunched up like I was talking in a foreign language and then softening as she understood that I was taking things literally. Leviticus 19 is where we went. “Do not wear clothing woven of two kinds of material.” I was asking what was going to happen since we were all wearing denim pants and different kinds of shirts. Was I committing a sin? Are we now ineligible to go to heaven? My youth leader heard my ramble of logical reasoning and met that with an explanation and questions about how other things are interpreted.

Allowing time for frustration and discussion of the teachings is fundamental for how neurodivergent people understand the Bible. Doing so without judgment is the key for leaders to be able to have those conversations with people in a way that affirms beliefs instead of diminishing them. Setting up the time, space, and manner to have those conversations allows neurodivergent people to reach what is being taught and apply it to their lives as intended.

Questions to Ask

Sometimes having those conversations needs to start with asking three questions:

1. What does this mean? Phrasing it that way allows leaders to find out if something is being taken literally or figuratively. Besides acting as a comprehension check, it also frames the reading as a discussion that can take place. Asking this question often sets the precedent that you are ready and willing to have a conversation about meaning.
2. How does this apply to you? Shifting the focus of an ancient text to a modern-day situation implies the need for abstract thinking. This question is a sign to the neurodivergent person that they should be reading and listening for more meaning than is explicitly stated.
3. What questions do you have about that reading? Or you can even name some questions that you anticipate. This sets the tone that this is a discussion between the individual and the content—not a lecture. Airing out misunderstanding as a common practice can increase the ability of neurodivergent people to see the multiple layers that the Bible holds in its words.

Creating a space where neurodivergent people can learn and have discussions about the Bible is not difficult. It takes a little understanding to hear someone’s perspective and be able to address logical reasoning or the gray area between literal and abstract interpretation. All of this can be done by listening with intent and asking questions to reach a common understanding.

Warmly,

Elaine Seekon

About the Writer

Elaine is an educator by trade and passion, licensed in Special Education areas of Emotional Behavior Disorders, Specific Learning Disabilities, and Autism Spectrum Disorders, as well as Secondary Communicative Arts. Education-driven, she has previously completed a Master of Arts in Educational Leadership and is currently pursuing a doctoral degree in Social Psychology. With Spirit & Truth Publishing, Elaine is happily employed as a writer and editor.

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