Creating a Neurodiversity-Affirming School

What does it look like to support neurodivergent students in the classrooms and schools we have today?

In this interactive training, Emily Kircher-Morris, LPC, helps educators move from awareness to practical action for autistic, ADHD, dyslexic, twice-exceptional, and other neurodivergent learners.

Using classroom scenarios and discussion, participants will examine how school expectations and practices can affect students’ sense of belonging, access to learning, and willingness to ask for support. They’ll explore ways to respond to sensory needs and look more closely at executive functioning challenges, such as task initiation, organization, and transitions. The metacognitive cycle offers a framework for helping students notice what is working, assess what they need, and build skills with appropriate support.

Educators will leave with practical strategies and a starting point for creating schools where neurodivergent students can learn and participate as themselves.