Grooming Schools Are Failing Neurodivergent Students – Here’s How to Fix It

I’ve been in the grooming industry for a while, and if there’s one thing I’ve learned, it’s that grooming education was not built with neurodivergent students in mind. Schools focus on memorizing steps but never explain why we do them. They expect students to learn by observation alone, or worse—just “figure it out” as they go.

But here’s the thing: that’s not how neurodivergent brains work.

A lot of us need context. We need structure. We need a learning environment that actually sets us up for success instead of leaving us scrambling, overloaded, and questioning our abilities. And yet, most grooming schools operate like high-pressure salons where the goal seems to be “weed out the weak” rather than “train the next generation of successful groomers.”

That’s a huge problem. But the good news? It’s fixable.

The Missing 'Why' – Neurodivergent Students Need Context

Neurodivergent students don’t just want to know what to do—we need to know why we’re doing it. That’s how the information actually sticks. If you teach a neurodivergent student to trim a poodle’s feet without explaining why we do it that way, good luck getting them to retain it.

This is why I teach breed history and standards as a core part of grooming education. Once students understand why certain trims exist—why poodles have pom-poms, why terriers have harsh coats—they don’t have to memorize patterns. They can look at a dog and figure it out.

🤔Ever struggled to understand why certain breed trims look the way they do? 

Instead of just memorizing patterns, try looking at the history of the breed and how its grooming evolved based on function. Suddenly, it clicks.

Overwhelming Class Sizes & Lack of Instructor Support

Another huge problem?

Grooming schools pack in as many students as possible with a handful of instructors who only step in if something goes horribly wrong. Neurodivergent students, who already process a lot at once, end up overloaded, anxious, and stuck.

I keep my class sizes small because students need individual guidance. If they feel lost, they should have someone to turn to without having to fight for attention.

🤯I had a student who kept asking me for the same answers over and over. At first, I thought they weren't listening. Then I reframed my thinking—they weren't processing verbal instructions well enough for them to stick.

I made visual signs for each station listing step-by-step processes (bathing, drying, prep, etc.), and suddenly, they weren't asking anymore. They just needed the information in a way that worked for them.

Theory Learning Needs to Be Hands-On and Accessible

Most grooming schools either skip theory completely or dump it online and expect students to absorb it on their own. Neurodivergent students need time, structure, and in-person interaction to process information.

At my school, theory isn’t an afterthought—it’s built into the daily learning process. Students ask questions, we break down concepts, and we make sure the information actually makes sense before expecting them to apply it.

Verbal Instructions Alone Aren’t Enough – Visuals Make Learning Stick

Expecting students to remember everything from verbal instructions alone is a disaster waiting to happen. Neurodivergent brains are already juggling a million different things at once.

That’s why I put visual reminders in key areas.

✅ Step-by-step bathing and drying instructions posted by the tub.

✅ Cleaning lists at each station to reinforce daily responsibilities.

✅ Clear, structured instructions in writing instead of just verbal cues.

🤯 One of my students struggled with client communication because they were shy and lacked confidence. Instead of expecting them to magically “get over it,” I gave them a script instead of a standard intake form. Seeing full sentences helped them practice, and within weeks, they felt comfortable talking to clients naturally.

We need to meet students where they are—not where we assume they should be.

Shifting Focus from 'Weeding Out' to Building Up Student Strengths

A lot of grooming schools operate with the mindset of “If you can’t handle it, you don’t belong here.” That’s not teaching—that’s gatekeeping.

Students pay good money to learn, and our job isn’t to break them down. It’s to set them up for success.

Grooming is like the medical field—there are specialties. Not every groomer needs to be amazing at everything. Some thrive with scissor trims, others love skin and coat health, and some are built for mobile grooming. Instead of forcing every student to fit the same mold, we should be helping them find their strengths.

🔹 Examples of tailoring education to strengths:

✅ A student who loved scissoring? She got extra scissor trims.

✅ One who got into skin & coat health? We brought in more sensitive skin dogs for practice.

✅ A student who wanted to do mobile grooming? We got her hands-on experience in a mobile van before she started her new job.

✅ A student passionate about creative grooming? She got to practice on salon dogs and take extra webinars on pricing and application.

Tests Should Be About Problem-Solving, Not Just Memorization

Most grooming schools treat tests like high-stakes memory drills. But in real-world grooming, no one remembers every single thing—they just need to know where to find the answers.

✅ I make all my quizzes open-book and untimed.

✅ I focus on teaching students how to find the right resources instead of stressing them out over memorization.

🤯I had a student panic over a written test. When I told her it was open-book and untimed, she instantly relaxed. She realized the test wasn’t about memorizing—it was about learning how to find and apply information. 

Which, spoiler alert, is exactly what groomers do in real-world scenarios.

The Future of Grooming Education – Small Changes, Big Impact

Grooming schools need to stop acting like their job is to filter out students who “can’t cut it.” The goal should be to train confident, skilled groomers—not push people to their breaking point.

At the very least, schools should:

✅ Lower student-to-instructor ratios for more personalized learning.

✅ Educate instructors about neurodivergence— preferably from neurodivergent voices.

✅ Provide structured, visual support for students who struggle with verbal instruction.

✅ Create an environment where students feel safe to ask questions and make mistakes.

Final Thoughts: We Are Here to Help Students Succeed

Students aren’t here to prove themselves to us—we are here to help them grow. 

If we keep acting like grooming school is a survival test, we’re going to burn out the next generation of groomers before they even get started.

If you’re an instructor, I encourage you to take a step back and ask yourself:

What small changes can I make to help my students thrive?

Because small changes add up—and they make all the difference.