On our most recent Women in Youth Ministry podcast, youth pastor and educator Gwendolyn DeRosa shared how her Confirmation class at King Avenue United Methodist Church in Columbus, Ohio, includes teens with a wide range of learning styles, reading levels, and neurodivergent needs. Drawing from her background as a queer theologian, anti-racist educator, and former English language teacher, Gwen has redesigned Confirmation to be hands-on, sensory-friendly, and rooted in belonging. Her classroom includes fidgets, flexible movement, snack breaks, and creative projects—each one communicating that God’s love is for every kind of learner.
Confirmation can change a teenager’s life—if they can access it. Today’s youth groups include non-readers and AP-level readers, neurodivergent teens (ADHD/autism), students with disabilities, kids navigating anxiety, depression, trauma, and food insecurity. If Confirmation leans on dense packets and long lectures, we unintentionally shut many out. Here’s how to design inclusive, sensory-aware, teen-friendly Confirmation that still teaches solid theology.
Lead With Belonging (and Universal Design)
Before content mastery, aim for belonging: “You are loved by God, and you have a place here.” Plan with Universal Design for Learning so every teen can participate without asking for “special” accommodations. Build real voice and choice (roles, snacks, projects, seating) to restore agency.
Prep the Room for Regulation
- Declutter and hide visual noise (games/crafts behind doors).
- Create zones: quiet seating, movement space, and a labeled fidget station.
- Post a simple agenda with break times to lower anxiety.
- Keep lighting soft, sound minimal, water and snacks available.
Structure a Two-Hour Session That Works
- Arrive & Regulate (10 min): greet without forced intros; offer fidgets.
- Warm-Up (10): image/object prompts that don’t require reading.
- Teach Bite (≤15): one big idea with visuals, chunked in 3–5 minute pieces.
- Active Processing (15): drama with reader/non-reader roles, card sorts, gallery walks.
- Snack + Reset (10–15): movement welcome.
- Teach Bite 2 (10–15) followed by
- Make/Pray/Do (20–25): hands-on response so non-writers can show learning.
- Gentle Close (5): one-sentence takeaway, blessing, preview next time.
Rule of thumb: match every minute of lecture with a minute of activity.
Inclusive Teaching Moves
- Multimodal input: say it, show it, let them touch it (images, objects, short clips).
- Scaffold text: short excerpts with icons; read aloud as a group.
- Participation without speaking: thumbs, cards, sticky notes, “stand by the sign.”
- Opt-in roles: readers, movers (silent acting), stage crew, or tech.
- Movement ≠ misbehavior: pacing while listening is valid engagement.
Partner with Families
Do a short intake: What helps? What hurts? Early signs of overload? Share your rhythm and breaks so teens aren’t bracing for surprises. Stock kid-requested snacks and honor food realities with dignity.
What to Avoid
Dense packets, surprise schedule changes, random cold reading, required “share-around” with no pass option, and banning fidgets or movement.
Quick-Start Checklist
Decluttered room • posted agenda • labeled fidgets • water/snacks • two active responses per teach bite • opt-in roles • closing blessing with one clear takeaway.
Bottom line: When Confirmation is designed for belonging and accessibility, every teenager—neurodivergent, anxious, traumatized, or simply tired—can meet God, meet the church, and know they truly belong.
Heather Lea Campbell