“The Schooling of Gestural Listening” attends to how gestural listening—defined as all of listening’s embodied manifestations, such as nodding and nonverbal backchanneling—is used, shaped, and then evaluated by school. The author shows how gestural listening is first leveraged to help students gain literacy, then disciplined into overly-restrained embodied norms, eventually fusing with notions of classroom management and student attitude. To illustrate this trajectory, the article draws upon Nicolas Philibert’s 2002 film Être et Avoir and the work of early literacy figures Marie Clay and Megan Watkins. Throughout, the essay argues that gestural listening’s relegation to an amalgamated landscape of “good” or “correct” conduct in school inordinately affects neurodiverse students. The author investigates this phenomenon by highlighting the writing of two students with self-disclosed ADHD diagnoses, and by engaging with scholars of neurodiversity and disability such as Melanie Yergeau, Shannon Walters, and Thomas Brown. By reminding readers of gestural listening’s affordances in early literacy acquisition, and its subsequent flattening by the process of schooling, this article ultimately aims to render it visible to educators once again, especially to those working in secondary and college environments where listening’s rich gestural register is often delimited to narrow perceptions of “correct” conduct.