Primary EFL learners with a neurodevelopmental disorder (NDD) often encounter challenges in the classroom due to cognitive norms that do not fully reflect students’ varying needs. Moreover, research on scaffolding strategies often focuses on neurotypical learning profiles and lacks differentiation for neurodivergent students. Thus, this study aims to explore factors that influence language learning for neurodivergent learners according to some primary EFL teachers in Sweden. Additionally, this research also aims to highlight the scaffolding strategies they perceive as beneficial in a neurodiverse EFL classroom. We used qualitative research and conducted semi-structured interviews with five teachers. Thereafter, the data was thematically analyzed. Three themes emerged: Relational competence, Executive functions, and Scaffolding strategies for neurodivergent EFL learners. Teachers recognize whole-class scaffolding as beneficial in the neurodiverse classroom because it provides structure and clarity for everyone. However, chosen theories suggest that individualized support is more critical when meeting different needs in the neurodiverse classroom, as it helps teachers to tailor scaffolding strategies for each learner. Therefore, we propose a hybrid scaffolding model, which balances whole-class scaffolding and individualized support to better meet the needs of neurodivergent learners. Teachers also highlight that students with NDD often experience challenges, such as difficulties with sensory regulation and transitioning between tasks. In response, task breakdowns, visual aids, and peer learning are three strategies observed as beneficial. Lastly, our research highlights further development in teacher training, one that is more attuned to neurodivergent learners, and recognizes the limitations of cognitive norms in the EFL classroom.