This week, we’re sharing the inaugural episode of the Creating Neurodiversity-Affirming Schools podcast! Today, hosts Emily Kircher-Morris and Amanda Morin introduce themselves, and talk about their new book, Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported. This podcast is great as a learning tool on its own, and it's designed to align with the chapters of the book. It provides actionable insights, strategies, and inspiration for educators and parents. Emily and Amanda discuss their personal neurodivergent journeys, how they came to collaborate, and why neurodiversity is a vital topic for schools today.

TAKEAWAYS

• The evolution of the neurodiversity movement and its roots in the autistic community.

• Understanding the terms "neurodiverse," "neurodivergent," and "neuro-normative."

• Why person-first vs. identity-first language matters and how to respect individual preferences.

• The importance of finding like-minded communities, and making small, yet meaningful shifts in educational practices.

RESOURCES MENTIONED

• The Neurodiversity University Educator Hub: Learn more here

• Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported (Available for pre-order before January 21, 2025)

We’re only days away from open registration for the Educator Hub! It’s a community of teachers and administrators who are working to build a better, more productive atmosphere for neurodivergent students. The hub includes Expert Q&A Webinars, one-on-one consultations with Emily Kircher-Morris, monthly Five-Minute PD videos, roundtable discussions, and open office hours chats. You’ll find resources that can be shared with your school’s staff, and great opportunities for continuing education credits. Get on the list now.

Emily Kircher-Morris, M.A., M.Ed., LPC, is a Licensed Professional Counselor and a leading advocate for neurodiversity-affirming practices. Specializing in supporting neurodivergent individuals and their families, she combines her background as an educator with her clinical expertise to create inclusive strategies for fostering growth and resilience. Emily collaborates with schools and organizations to train educators and develop practices that support neurodivergent students. As an author, she provides valuable resources to help parents and educators nurture the strengths of neurodivergent youth, equipping them to thrive in all areas of life. Emily Kircher-Morris holds a Master of Arts in Education, a Master of Arts in Counseling, and is certified in elementary education, gifted education, and school counseling.

Amanda Morin is a neurodivergent activist, award-winning author, early childhood specialist, and nationally known speaker dedicated to fostering accessible and inclusive environments for all individuals. With a background as a classroom teacher and early intervention specialist, she played an integral role in launching Understood.org in 2014 and served as its Director of Thought Leadership and Expertise. Amanda has authored six books, including "The Everything Parent’s Guide to Special Education" and "Adulting Made Easy." She holds a Bachelor of Science in Elementary Education from the University of Maine and has received special education advocacy training from the Council of Parent Attorneys and Advocates.

Emily Kircher-Morris and Robyn Gobbel, author of Raising Kids with Big, Baffling Behaviors, chat about those baffling behaviors, and how they can leave parents and teachers scratching their heads. It’s also important to understand how adults' emotions can affect how they react to kids' behavior, and why it's so important to create an environment that helps kids feel safe and connected. The conversation also includes some practical tips for parents and teachers about understanding baffling behaviors. It’s all on episode 254!

TAKEAWAYS

• Baffling behavior requires deeper understanding rather than judgment.

• Trauma can significantly impact a child's nervous system and behavior.

• Co-regulation is essential for emotional support and development.

• Neurodivergent children often experience heightened sensitivity to stressors.

• Behavior is often a response to unmet needs or stress.

• Parents and educators should look for underlying triggers in behaviors.

• The brain-body sensory approach can help in managing behaviors.

• Children develop self-regulation through experiences of co-regulation.

• Behavior is often an attempt to find regulation.

• To be helpful co-regulators, adults must navigate their own emotional states.

• Reactions are often based on personal history, not just current conditions.

Check out Strategies for Supporting Twice-Exceptional Students, a course for educators by Emily Kircher-Morris, in the Neurodiversity University. You’ll find a variety of courses available there as well, with more being added soon.

Robyn Gobbel, MSW holds a Master of Social Work degree and specializes in relational neuroscience, trauma-informed care, and child development. She has dedicated her career to supporting helpers, healers, educators, and parents working with children impacted by trauma.

Robyn has provided professional development workshops, keynote presentations, and ongoing educational resources for those seeking to better understand the intersection of brain science and behavior. She is the author of Raising Kids with Big, Baffling Behaviors: Brain-Body-Sensory Strategies that Really Work and the host of The Baffling Behavior Show podcast. Her work focuses on practical strategies for building connection, emotional regulation, and resilience in both children and caregivers.

BACKGROUND READING

Robin’s website

Raising Kids with Big, Baffling Behaviors

The Baffling Behavior Show podcast

Instagram

Facebook

The Neurodiversity Podcast is available on Facebook, Instagram, BlueSky, and you can also join our private Facebook group.

On our first episode of 2025, Emily Kircher-Morris welcomes Mind, Brain and Education expert Allison Posey, to discuss the importance of inclusive practices in education, focusing on Universal Design for Learning (UDL) and its application in classrooms. Allison shares her personal journey that led her to advocate for inclusive education, she and Emily discuss the need for understanding individual learning differences, and they talk about the role of emotions in learning. They also explore how neuroscience informs educational practices and necessitates shifting mindsets within educational systems to better support all learners. And, what is the impact of educational trauma on students?

Takeaways

• Personal experiences shape advocacy for inclusive education.

• UDL aims to meet diverse learning needs from the start.

• Parents can play a crucial role in advocating for UDL.

• Neuroscience reveals the importance of emotions in learning.

• Educational trauma affects students' self-perception and learning.

• Technology can enhance access and engagement in learning.

• Learning should be viewed as a lifelong journey.

Check out Strategies for Supporting Twice-Exceptional Students, a course for educators by Emily Kircher-Morris, in the Neurodiversity University. You’ll find a variety of courses available there as well, with more being added soon.

Guest Allison Posey is an international leader for implementation of Universal Design for Learning. She works at CAST, where she collaborates to apply current understanding from brain research into innovative, equitable instructional practices. She taught a range of science courses in high school and community colleges, such as biology, genetics, anatomy, and psychology. She still teaches at Lasell University.

Allison earned a degree in Mind, Brain, and Education from Harvard Graduate School of Education, and is the author of two books, Engage the Brain: How to Design for Learning that Taps into the Power of Emotion, and Unlearning: Changing Your Beliefs and Your Classroom with UDL.

BACKGROUND READING

Allison’s website

Allison’s books and other helpful resources

On episode 252, Dr. Richard Cash and Emily Kircher-Morris talk about the importance of self-regulation in education. They discuss the emotional, behavioral, and cognitive aspects, the critical role emotions play in learning, and the necessity of teaching metacognitive skills to students. It’s not only about school, they discuss parental support in developing self-regulation at home, and the unique needs of twice-exceptional learners. This is an updated version of an encore conversation.

Takeaways

• Self-regulation consists of emotional, behavioral, and cognitive dimensions.

• Emotions significantly impact a child's ability to focus and learn.

• Metacognition involves reflecting on one's own thinking processes.

• Teaching kids to manage their feelings is crucial for learning.

• Parents should actively listen to their children to support self-regulation.

• Every child is unique, and teaching should reflect that individuality.

• Reflection time is often lacking in the school day.

• Homework should be reframed as home study to promote self-regulation.

Get your podcast swag just in time for the holiday season!

Clinicians, check out our courses, which can help you move toward a more neurodiversity-affirming therapy environment. Also, consider joining our Therapist Hub, which will open for new members soon!

The Neurodiversity Podcast is available on Facebook, Instagram, BlueSky, and you can also join our private Facebook group. For more information go to NeurodiversityPodcast.com.

Dr. Richard M Cash received a bachelor of arts degree in theater from the University of Wisconsin-Eau Claire. He then attended the University of Minnesota-Minneapolis, where he received a post-baccalaureate degree in elementary education. Dr. Cash later obtained a master’s degree in curriculum and instruction from the University of St. Thomas in St. Paul, Minnesota. He returned to St. Thomas and received a doctoral degree in educational leadership.

Dr. Cash has served as the Administrator of Gifted Programs in Rochester, Minnesota, and the Director of Gifted Programs for the Bloomington Public Schools in Minnesota. He now provides workshops, presentations, and staff-development sessions throughout the United States, Europe, Asia and the Middle East. He’s the author of Self-Regulation in the Classroom: Helping Students Learn How to Learn.

BACKGROUND READING

Richard Cash’s website

Self-Regulation in the Classroom

Facebook

On episode 251, Emily welcomes Dr. Amy Marschall, a clinical psychologist focused on trauma-informed and neurodiversity-affirming care. They talk about the transition from traditional therapy models to neurodiversity affirming approaches, and the importance of lived experience and self-diagnosis in mental health care. They talk about the challenges faced by neurodivergent individuals in accessing care, particularly in rural areas. The path to neurodiversity-affirming care involves the need for some clinicians to unlearn practices that we now understand could be harmful. Emily and Amy also talk about the significance of community support in finding the right clinician, as well as the broader implications of neurodiversity affirming practices in daily life.

Takeaways

• The traditional expert-client model can be unhelpful in the world of neurodiversity.

• Lived experience is helpful in understanding mental health needs.

• Self-diagnosis is a valid and necessary option for many.

• Inappropriate therapy practices can lead to trauma that complicates healing.

• Telehealth can improve access to care, especially in rural areas.

• Community visibility is helpful to neurodiversity-affirming clinicians.

Get your podcast swag just in time for the holiday season!

Clinicians, check out our courses, which can help you move toward a more neurodiversity-affirming therapy environment. Also, consider joining our Therapist Hub, which will open for new members soon!

The Neurodiversity Podcast is available on Facebook, Instagram, BlueSky, and you can also join our private Facebook group. For more information go to NeurodiversityPodcast.com.

Dr. Amy Marschall earned her doctoral degree in clinical psychology from the University of Hartford in West Hartford, Connecticut, in 2015. She completed her pre-doctoral internship through the National Psychology Training Consortium (Central Region) and her post-doctoral residency at Family Psychological Center, PA, in Harrison, Arkansas.

Dr. Marschall has been a licensed psychologist since 2016 and currently owns a private practice, RMH-Therapy, where she provides therapy primarily to children and adolescents, and psychological evaluations. Her clinical specializations include trauma-informed care, neurodiversity-affirming care, rural mental health, and telemental health.

BACKGROUND READING

Amy’s website

Facebook

In Episode 250, Emily Kircher-Morris and Sam Young tackle the radical shifts in how neurodivergent kids connect and thrive in our post-pandemic world. The pandemic didn't just disrupt - it created unexpected opportunities for neurodivergent youth to forge meaningful connections in new ways. They dive deep into how digital spaces have become vital lifelines, while challenging the traditional playbook for "successful" socializing. One powerful revelation? A single genuine connection can transform a child's entire social world.

Takeaways:

• The surprising advantages of post-pandemic social changes for neurodivergent kids

• Why online communities are becoming crucial safe havens

• How parents can ditch outdated social expectations and support their kids' unique paths

• The hidden impact of discovering your own neurodivergence while parenting

• Breaking free from comparing neurodivergent kids to neurotypical peers

Sam Young’s organization, the Young Scholars Academy, is a virtual village that helps twice-exceptional & differently-wired students feel seen, nurtured, and happy through strength-based courses, camps, and community. Bright, curious kids thrive when they feel a sense of belonging. To learn more, check out the Spring Sneak Peek Open House on Monday, December 4th, at 4 p.m. PT | 7 p.m. ET. Here’s a link, and feel free to use the coupon code YSANEURODIVERSITYPODCAST10.

Sam Young, M.Ed., is the Head of School at Young Scholars Academy, a strength-based, talent-focused virtual enrichment school that supports twice-exceptional, differently-wired, and gifted students to feel seen, nurtured, and happy through strength-based courses, camps, and community.

Sam is a two-time Fulbright Scholar, a TEDx speaker, a Keynote speaker, a former Bridges Academy educator of nearly 10 years, and a Bridges Graduate School of Cognitive Diversity graduate.  Additionally, Sam is a neurodivergent person himself who has committed his life to supporting differently-wired students to overcome the harmful deficit-based system and discover, develop, and lead their lives with their strengths, talents, and unique interests.

BACKGROUND READING

Young Scholar’s Academy

Facebook

Instagram

LinkedIn

On Episode 249, Emily Kircher-Morris chats with Diane Dempster and Elaine Taylor-Klaus from Impact Parents, hosts of the Parenting with Impact podcast. They talk about the challenge of motivating neurodivergent kids, and break down why it’s challenging. The chat includes a framework called PINCH, a way to remember and think about important elements of motivation. You’ll come away with practical strategies for parents to foster a supportive environment that encourages engagement, and ways to move away from fear and stress as motivators.

Takeaways

• Traditional parenting advice often doesn't apply to neurodivergent kids.

• Motivation can be misunderstood; it's not always lack of interest.

• Executive functioning skills play a crucial role in motivation.

• Dopamine is essential for engaging in non-preferred tasks.

• Fear-based parenting creates stress and is not sustainable.

• Intrinsic motivation develops later in life, especially for neurodivergent individuals.

• The PINCH framework helps identify different motivators for kids.

• Interest in a subject can significantly boost motivation.

• Competition can motivate but may also cause anxiety in some children.

• Collaboration and connection with peers can enhance motivation.

• Parents should experiment with different motivational strategies.

• Transparency and vulnerability in parenting can build trust.

Elaine Taylor-Klaus and Diane Dempster co-founded ImpactParents.com in 2011 because traditional parenting advice wasn’t working for their complex kids and they found no training or coaching available designed specifically to support them as parents of complex kids.

Internationally recognized as leading parent educators, they use a coach-approach to help parents reduce the stress of raising children, teens, and young adults with ADHD, Anxiety, Autism, LD and more. They’re the creators of Sanity School® behavior training, and the authors of many books including Parenting ADHD Now: Easy Intervention Strategies to Empower Kids with ADHD and The Essential Guide to Raising Complex Kids with ADHD, Anxiety and More.

BACKGROUND READING

Impact Parents website

Parenting with Impact podcast

Facebook

Instagram

Twitter/X

LinkedIn

Pre-order Emily’s new book! Get it at Amazon, Barnes & Noble, or Target.

In this episode of the Neurodiversity Podcast, Emily Kircher-Morris answers questions submitted by members of the Neurodiversity Podcast Advocacy and Support Group on Facebook. The questions cover a range of topics including co-occurrence between ADHD and dyslexia, word disability, gifted kids who are anxious, 504 denial in schools, learning disabilities + high cognition, and many more of your questions. The episode provides insights, strategies, and resources for parents and individuals navigating neurodiversity.

To submit questions for our next AMA, join the Neurodiversity Podcast Advocacy & Support Group on Facebook!

On episode 247, Emily Kircher-Morris welcomes Dr. Megan Anna Neff to explore the complexities of neurodiversity, and the societal stereotypes that affect their lives. They talk about the challenges of diagnosis, the nuances of misdiagnosis, particularly the overlap between conditions like autism and borderline personality disorder, and the significance of self-awareness and acceptance in the journey of neurodivergent individuals. They discuss the phenomenon of autistic burnout, its implications, the challenges in clinical training regarding autism and ADHD, and inherent inequities that exist because of stereotypes and biases.

Takeaways

• Diagnosis can significantly impact self-understanding and acceptance.

• Misdiagnosis is common, especially among women and genderqueer individuals.

• Understanding one's neurodivergent identity can aid in the healing process.

• The medical community often overlooks non-stereotypical presentations of neurodivergence.

• Self-criticism can stem from societal pressures and internalized shame.

• Community and connection are vital for neurodivergent individuals.

• Many undiagnosed autistic individuals are misdiagnosed with personality disorders.

• There is a significant lack of training for clinicians on autism and ADHD.

• Breaking down stigma around neurodivergence requires ongoing effort and advocacy.

• Autistic burnout includes increased sensory sensitivities and emotional fatigue.

• Living in a typical societal structure can lead to burnout for autistic individuals.

• Challenging myths about autism is essential for societal change.

Don’t forget to join the Neurodiversity Podcast Advocacy & Support Group to keep the conversation going!

Dr. Megan Anna Neff (she/they) is a clinical psychologist, researcher, and advocate based in Portland, Oregon. Her work focuses on neurodiversity, spirituality, and holistic mental health. She has published articles and a book exploring diverse topics such as place-attachment, relational psychotherapy, and the African diaspora.

Following her own and her child's autism diagnoses, Dr. Neff became a passionate advocate for neurodivergent individuals. She challenges stereotypes and misconceptions through her writing, speaking engagements, and online presence, including her Instagram platform where she shares educational content and resources.

Dr. Neff is dedicated to bridging the gap between academic research and practical applications in the mental health field. She promotes an authentic and holistic approach to mental health that embraces the whole person and acknowledges the impact of systemic issues on individual well-being.

BACKGROUND READING

Dr. Neff’s Instagram

Neurodivergent Insights website

LinkedIn

Facebook

Divergent Conversations podcast

The Neurodiversity Podcast is available on Facebook and Instagram, and you can also join our private Facebook group.

Dr. Donna Henderson joins Emily Kircher-Morris to talk about the changes in the assessment process for autism, the importance of empowering therapists to diagnose autism, and the need for equity in masking. Their conversation also explores the double empathy problem and the challenges of balancing unmasking with the needs of neurodiverse individuals in educational settings. They also discuss the PDA profile and its place within the autism spectrum. That’s all waiting for you on episode 246. This is a reprise of an earlier chat.

Takeaways

• The assessment process for autism is evolving, with a shift towards understanding subjective experience rather than relying solely on test scores.

• Therapists are adapting by relying less on formal tests and more on interview skills and understanding inner subjective experiences.

• Empowering therapists to diagnose autism is important for identifying and supporting individuals who may have been missed in the past.

• Masking and camouflaging are complex behaviors that can have both benefits and drawbacks, and it is important to find a balance that respects individual needs and promotes equity. Pathological Demand Avoidance (PDA) is not simply about avoiding demands, but rather an overriding biological drive for autonomy.

• Misdiagnosis and labeling are common for PDAers, leading to potential negative consequences, especially for minority boys.

• Understanding the core features of PDA, such as difficulty coping with demands, a wide variety of coping mechanisms, and challenges with social hierarchy, is crucial for accurate diagnosis and support.

For details about our courses for teaching twice-exceptional learners, click here.

Dr. Donna Henderson has been a clinical neuropsychologist for over 30 years. She is passionate about identifying and supporting autistic individuals, particularly those who camouflage, and she is co-author (with Drs. Sarah Wayland and Jamell White) of two books: Is This Autism? A Guide For Clinicians and Everyone Else and Is This Autism? A Companion Guide For Diagnosing. Dr. Henderson provides neuropsychological evaluations and consultations for children, adolescents, and adults who would like to understand themselves better. She is a sought-after lecturer on the less obvious presentations of autism, autistic girls and women, PDA, and on parenting children with complex profiles. She also provides case consultations and neurodiversity-affirmative training for other healthcare professionals.

BACKGROUND READING

Donna’s website

Is This Autism?

On episode 245, Emily talks with Dr. Brandi Walker, a retired Army clinical psychologist, about her experience as a psychologist in the military and the challenges faced by neurodivergent individuals. They talk about her journey of transitioning from a fuel handler to a psychologist, and when and how she developed an interest in ADHD. There are policies and limitations for recruits with ADHD or autism, and they talk about the implications, along with the waiver process that’s involved. Dr. Walker talks about the experiences of neurodivergent military members, and they have solid advice for young neurodivergent individuals considering joining the military.

Takeaways

• Being a psychologist in the military is a rewarding experience but also comes with challenges due to the shortage of providers and the responsibility of caring for soldiers while also being a soldier.

• Joining the military with a diagnosis of ADHD or autism requires meeting specific criteria and may involve the need for waivers depending on the severity of symptoms and the individual's treatment history.

• Neurodivergent individuals in the military often find themselves masking their symptoms, but the structured and direct communication style of the military can also be beneficial for some individuals.

• Military members who are parents of neurodivergent children face additional challenges due to frequent moves and the lack of a strong support system, but building routines, seeking support, and leveraging strengths can help create a supportive environment for the child.

• Young neurodivergent individuals considering joining the military should prioritize self-care, have open conversations with their providers, and explore alternative paths if medication is necessary.

Pre-order Emily’s new book with Amanda Morin, Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported now! Release is set for January.

Dr. Brandi Walker is a retired Army Clinical Psychologist and faculty member at Womack Army Medical Center at Fort Bragg, NC. She also coaches military leaders and their teams in an effort to target the reduction of mental health challenges for servicemen and women. Dr. Walker maintains her earnest desire to further what is known about ADHD, and continues to provide therapeutic expertise and researched-informed support to families and individuals that are impacted.

She has spent the last seven years working with various hospitals, clinics, and schools conducting research on children with ADHD, family and sleep variables, and environmental factors. She has initiated the Prince George’s County (Maryland) CHADD Chapter and CHADD’s Southern Regional Support Center, and serves as Chair Past of the Diversity in the Military Committee of the American Psychological Association's Society of Military Psychology (Division 19). She is a Howard University and University of Maryland alumna, and runs a private consulting practice.

BACKGROUND READING

ADDitude Magazine Webinar and other helpful links

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Facebook

LinkedIn