Neurodiversity Podcast

The Neurodiversity Podcast talks with leaders in the fields of psychology, education, and beyond, about positively impacting neurodivergent people. Our goal is to reframe differences that were once considered disabilities or disorders, promote awareness of this unique population, and improve the lives of neurodivergent and high-ability people.

Understanding Yourself: A Process to Finding the Person Inside 09/09/2026

Understanding Yourself: A Process to Finding the Person Inside Today's episode is a heartfelt conversation about the importance of helping neurodivergent children understand themselves and their brain profile, and how this understanding can foster confidence and self-advocacy. Emily talks with Dr. Liz Angoff about the need for transparent communication with children about their diagnoses, and the use of relatable metaphors to explain complex concepts. They discuss collaborative approaches in assessments, the challenges of co-occurring diagnoses, and the role of parents in supporting their children. How can families find practitioners who align with neurodiversity-affirming practices, and how can that lead to understanding and acceptance for both children and their families? Get comfortable, we’re revisiting a conversation that covers a lot of ground. TAKEAWAYS Helping kids understand their brain profiles is crucial. Self-understanding fosters confidence and self-advocacy. Using relatable metaphors can aid in explaining neurodiversity. Labels can serve as anchors for understanding experiences. Children often internalize negative labels if not addressed. Collaborative assessments enhance understanding for both kids and parents. Empowering parents shifts the narrative from deficits to differences. Finding the right practitioner is essential for supportive assessments. Normalizing neurodiversity can change family dynamics for life. Mental health clinicians: Telling a child about a new diagnosis can feel like navigating a minefield, but it doesn’t have to. We’re hosting a training with Dr. Liz Angoff, called Explaining a Diagnosis to Kids in a Neurodiversity-Affirming Way, on Friday, September 11th from 2:00 to 3:30 Eastern. The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC. You’ll learn how to replace pathologizing jargon with empowering, neurodiversity-affirming language that builds self-advocacy and resilience. . We're getting closer to our annual, free Creating Neurodiversity-Affirming Schools Crash Course. Our panel of experts will talk all about how to approach the new school year and set our neurodivergent students up for success. The event is Tuesday, September 22 at 7:30 PM Eastern, and again, it is free to register and attend. to register and join us! Dr. Liz Angoff is a Licensed Educational Psychologist and a Diplomate in School Neuropsychology, specializing in assessment and consultation for children and their families in the Bay Area, California. Her work centers on helping neurodivergent children better understand and embrace how their brains work, fostering confidence, self-advocacy, and empowerment. She is the author of the Brain Building Books and Our Brains, a series designed to support children in navigating their learning and identity through affirming, accessible language. Through her practice and writing, Dr. Liz is committed to demystifying the evaluation process and creating tools that help families and educators work together to support thriving learners. BACKGROUND READING , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/42845525

The Wall of Awful: Why Starting Feels Impossible 09/02/2026

The Wall of Awful: Why Starting Feels Impossible When people with ADHD struggle to start, return to, or finish a task, their inaction is frequently mislabeled as laziness, poor motivation, or chronic procrastination. In reality, the obstacle is rarely about logistics or effort. It stems from the emotional pre-work required just to get to the starting line. Brendan Mahan, an ADHD coach, speaker, host of the ADHD Essentials podcast, and author of Overcoming the Wall of Awful, joins Emily to talk about the emotional barriers that turn ordinary demands into overwhelming roadblocks. TAKEAWAYS Task paralysis is driven primarily by emotional labor and accumulated negative memories rather than simple executive dysfunction or laziness. The emotional work required to face an anxiety-provoking task is invisible from the outside, which often cause those around you to mistake genuine freeze states for willful procrastination. Smashing through emotional barriers using eleventh-hour panic and anger damages internal self-esteem and strains personal relationships. Putting a door in an emotional barrier involves shifting short-term states using external scaffolding such as body doubling, high-interest music, or novel environments. Climbing an emotional barrier requires a balance of active cognitive processing and passive mind-wandering to allow the brain's default mode network to metabolize stress. Healthy accountability separates functional impairments from moral worth by treating ADHD symptoms with the same matter-of-fact compassion as an asthma flare-up or chronic physical condition. Mental health clinicians: Telling a child about a new diagnosis can feel like navigating a minefield, but it doesn’t have to. We’re hosting a training with Dr. Liz Angoff, called Explaining a Diagnosis to Kids in a Neurodiversity-Affirming Way, on Friday, September 11th from 2:00 to 3:30 Eastern. The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC. You’ll learn how to replace pathologizing jargon with empowering, neurodiversity-affirming language that builds self-advocacy and resilience. . We're getting closer to our annual, free Creating Neurodiversity-Affirming Schools Crash Course. Our a panel of experts will talk all about how to approach the new school year and set our neurodivergent students up for success. The event is Tuesday, September 22 at 7:30 PM Eastern, and again, it is free to register and attend. to register and join us! Brendan Mahan, M.Ed., M.S. is an ADHD coach, speaker, and educator dedicated to helping neurodivergent individuals better understand and manage the challenges of ADHD. He is the author of Overcoming the Wall of Awful™ and the host of the popular ADHD Essentials Podcast, where he shares practical strategies and insights for navigating life with ADHD. As a neurodivergent professional, Brendan brings both lived experience and professional expertise to his work with individuals, families, schools, and organizations. He serves on the board of the Men’s ADHD Support Group, is the Director of Professional Resources for Calmer Con Boston, and previously served on the planning committee for the International Conference on ADHD. His work has been featured in The New York Times, The Washington Post, LinkedIn, Understood, How to ADHD, Verywell Mind, and ADDitude Magazine. BACKGROUND READING , , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . Thank you for supporting neurodivergent people. /episode/index/show/mindmatters/id/42718785

The Asynchrony Paradox: Why Capable Kids Struggle with the Basics 08/27/2026

The Asynchrony Paradox: Why Capable Kids Struggle with the Basics When raising or teaching gifted, twice-exceptional, and differently wired children, adults often face the emotional whiplash of asynchronous development. A child might engage in deep, high-level discussions one moment, only to struggle with basic emotional regulation, task initiation, or practical organization the next. Colleen Kessler, an educator, gifted specialist, author of The Homeschool Advantage, and host of the Raising Lifelong Learners podcast, joins Emily to discuss why supporting neurodivergent kids requires shifting away from one-size-fits-all expectations and becoming an active student of the individual child. TAKEAWAYS Asynchronous development is a natural hallmark of neurodivergence where intellectual, emotional, and physical capacities develop at markedly different rates. Becoming a student of the child allows adults to separate neurological wiring differences from behavioral choices, leading to more effective scaffolding. Authentic strengths-based learning uses a student's high-interest areas to build the confidence and resilience to tackle difficult academic tasks. Testing critical thinking or scientific understanding can be separated from writing output by utilizing speech-to-text tools and alternative dictation methods. Highly capable learners often mask executive functioning deficits until cumulative demands outpace their early compensatory strategies. Being an effective advocate requires ongoing, collaborative communication between home and school rather than relying solely on formal annual meetings. Mental health clinicians: Telling a child about a new diagnosis can feel like navigating a minefield, but it doesn’t have to. We’re hosting a training with Dr. Liz Angoff, called Explaining a Diagnosis to Kids in a Neurodiversity-Affirming Way, on Friday, September 11th from 2:00 to 3:30 Eastern. The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC. You’ll learn how to replace pathologizing jargon with empowering, neurodiversity-affirming language that builds self-advocacy and resilience. . Colleen Kessler is an author, educator, educational consultant, and international speaker specializing in gifted, twice-exceptional, and other neurodivergent learners. With degrees in elementary education and gifted studies, she helps parents, educators, and clinicians better understand and support the social, emotional, and executive functioning needs of neurodivergent children through a strengths-based, neurodiversity-affirming approach. Colleen is the founder of Raising Lifelong Learners and the host of the Raising Lifelong Learners podcast. Through her books, executive function resources, educational consulting, coaching programs, and The Learner's Lab membership community, she equips families with practical strategies to foster confidence, resilience, meaningful relationships, and a lifelong love of learning. Combining professional expertise with lived experience, Colleen empowers families to recognize and celebrate each child's unique strengths. BACKGROUND READING , , , , , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/42575670

Neurodivergent Capacity: Why Can They Do It Sometimes But Not Every Time? 08/19/2026

Neurodivergent Capacity: Why Can They Do It Sometimes But Not Every Time? When supporting neurodivergent kids, adults often struggle to balance when to gently challenge a child and when to pull back to prevent nervous system overload. Pushing too hard risks chronic distress and shutdown, but overprotecting can unintentionally create learned helplessness and limit opportunities for growth. Emily welcomes Dr. Emily King, a child psychologist, former school psychologist, and author of The Neurodivergent Learner, to talk about how parents and educators can work together to read a child's true capacity and build authentic engagement in school and at home. TAKEAWAYS Determining whether to challenge or accommodate a student depends on reading their real-time nervous system capacity, daily stamina, and baseline emotional regulation. Distinguishing between learned helplessness and true defeat requires looking at a child's underlying mood rather than just their surface-level task avoidance. Differences in how a child behaves at home versus school provide important clues about their masking demands, relationship safety, and sensory fatigue across environments. Meaningful parent-teacher partnerships focus on cross-checking patterns and discovering what already works in one setting to replicate that success in another. Special interests should be honored as tools for genuine emotional expression and connection rather than used as behavioral leverage to force compliance. Effective school advocacy thrives on frequent, informal check-ins about everyday strategies rather than waiting solely for formal annual meetings. Get the for Dr. King's new book. Mental health clinicians: Telling a child about a new diagnosis can feel like navigating a minefield, but it doesn’t have to. We’re hosting a training with Dr. Liz Angoff, called Explaining a Diagnosis to Kids in a Neurodiversity-Affirming Way, on Friday, September 11th from 2:00 to 3:30 Eastern. The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC. You’ll learn how to replace pathologizing jargon with empowering, neurodiversity-affirming language that builds self-advocacy and resilience. . Dr. Emily King is a child psychologist with more than 20 years of experience supporting neurodivergent learners and their families. She earned her Ph.D. in School Psychology from the University of North Carolina at Chapel Hill and began her career providing school-based mental health services in K–12 public schools in Houston, Texas. She now works in private practice in North Carolina, specializing in the mental health, executive functioning, and social-emotional needs of neurodivergent youth. Dr. Emily is the creator of The Neurodiverse Classroom®, a professional development curriculum for educators, and the author of The Neurodivergent Learner. She also hosts Learn with Dr. Emily on Substack, where she shares parent workshops, resources, and practical strategies to help families and educators better support neurodivergent children and teens. BACKGROUND READING , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/42489045

Learning Differences And Emotional Well-Being Aren't Separate, and Here's Why 08/13/2026

Learning Differences And Emotional Well-Being Aren't Separate, and Here's Why It's easy to view academic difficulties and mental health challenges as two separate issues when a child struggles. However, the emotional toll of an unaddressed learning difference often leads to chronic anxiety, low self-esteem, and a loss of motivation. Dr. Karen Wilson is a pediatric neuropsychologist and the host of the Diverse Thinking-Different Learning Podcast, and she joins Emily this week to talk about the deep overlap between learning differences and emotional well-being. TAKEAWAYS Learning differences and mental health challenges are deeply connected, with neurodivergent kids experiencing higher rates of anxiety and depression than the general population. Kids notice and internalize daily academic struggles long before an official diagnosis, often assuming their difficulties are signs of personal flaws rather than a neurodivergent profile. Chronic academic often undermines motivation by breaking the expected relationship between hard work and successful outcomes. Evaluating whether anxiety or an executive functioning difference came first requires building a clear developmental timeline through family and academic histories. Complex tasks like writing demand a high executive functioning load, requiring students to juggle task initiation, working memory, organization, and emotional regulation all at once. Long-term independence often requires pairing classroom accommodations with explicit skill building and self-advocacy training, so students can understand themselves and self-advocate. The Neurodiversity Podcast Advocacy & Support Group is ready for you! . Dr. Karen Wilson is a pediatric neuropsychologist specializing in the intersection of learning, mental health, and identity in children and adolescents who learn and think differently. With over 20 years of clinical, academic, and research experience, including faculty and training roles at UCLA, she brings deep expertise in neurodevelopment, executive functioning, and comprehensive assessment across diverse populations. Dr. Wilson’s work is grounded in a neurodiversity-affirming, equity-focused approach that considers how social, cultural, and systemic factors shape the identification and support of neurodivergent learners. She is the host of the Diverse Thinking · Different Learning podcast and an expert with , where she translates complex neuropsychological concepts into practical strategies. Her work helps families, educators, and organizations move beyond labels to better understand and support the whole child. BACKGROUND READING , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/42423220

The Evolution of Assessment: It's More Than Just a Score 07/29/2026

The Evolution of Assessment: It's More Than Just a Score As public understanding of neurodiversity continues to grow, evaluators face a shifting landscape when assessing clients whose traits don't match traditional, less nuanced pictures of autism. Many individuals—especially women and girls—learn to navigate daily social interactions through pattern recognition and learned strategies rather than intuitive processing, masking their traits enough to miss early identification. Dr. Jeremy Sharp, a licensed psychologist, founder of the Colorado Center for Assessment, and host of the Testing Psychologist Podcast, joins Emily to unpack the realities of camouflaging and what it takes to catch these less obvious presentations during a diagnostic evaluation. TAKEAWAYS The increasing prevalence of self-identification and online research requires evaluators to look beyond traditional, high-support presentation models when assessing for autism. Camouflaging and masking rely on active cognitive problem-solving and pattern recognition rather than intuitive social processing, creating high internal fatigue that standard testing environments can miss. Structured, one-on-one assessment settings can artificially boost a person's immediate social performance, making ambiguous or unstructured interactions essential during clinical observations. Traditional assessment tools like the ADOS can be less sensitive when evaluating females, who often demonstrate higher surface social fluency and culturally common special interests. Arriving at an accurate diagnostic picture requires gathering broad collateral information from parents, partners, and teachers rather than relying on a single test score. You can for our upcoming continuing education course for mental health professionals, Clinical Implications of Late-Identified Neurodivergence: Strategies for Identity Integration and Therapeutic Support. The course will be presented by Dr. Amy Marschall, author of the book Neurodiversity-Affirming Therapy, and will be available both as a live event on Friday, August 7 from 2:00 - 3:30 PM Eastern, 11:00 AM - 12:30 PM Pacific, and afterwards in video form. Both versions are worth 1.5 hours of APA and NBCC-approved CE credits. . Dr. Jeremy Sharp is a licensed psychologist and Director at the Colorado Center for Assessment, a multimillion-dollar private practice that he founded in 2009. He specializes in psychological and neuropsychological evaluation with kids and adolescents. As the host of the Testing Psychologist Podcast and consultant for clinicians, Dr. Sharp provides private practice coaching for psychologists and other mental health professionals who want to start or grow assessment services in their practices. In 2020, Dr. Sharp partnered with a seasoned software developer to co-found Reverb, the premier AI report-writing platform for testing psychologists that helps clinicians write faster, better reports and get their time back for what matters most. Dr. Sharp earned his undergraduate degree in Experimental Psychology from the University of South Carolina before getting a Master’s and PhD in Counseling Psychology from Colorado State University. He lives in Fort Collins, Colorado with his wife (also a therapist) and two teenagers. BACKGROUND READING , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/42257080

Autistic Girls Are Going Undiagnosed or Misdiagnosed 07/23/2026

Autistic Girls Are Going Undiagnosed or Misdiagnosed Often, autistic girls are called shy, introverted, perfectionistic, confused, anything BUT autistic. There is a pervasive impression, even in the medical community, that autism occurs in boys vastly more often than girls. The result is, autistic girls are missing out on services and tools that are available to them. Holly Blanc Moses is a therapist, and the host of the Autism ADHD Podcast, and she joins Emily Kircher-Morris in this encore presentation to talk about missing autism in girls. You can for our upcoming continuing education course for mental health professionals, Clinical Implications of Late-Identified Neurodivergence: Strategies for Identity Integration and Therapeutic Support. The course will be presented by Dr. Amy Marschall, author of the book Neurodiversity-Affirming Therapy, and will be available both as a live event on Friday, August 7 from 2:00 - 3:30 PM Eastern, 11:00 AM - 12:30 PM Pacific, and afterwards in video form. Both versions are worth 1.5 hours of APA and NBCC-approved CE credits. . Holly Blanc Moses is a Licensed Psychological Associate, a Licensed Clinical Mental Health Counselor, and an ADHD Certified Clinical Services Provider with over 23 years of experience in ADHD, Autism, and anxiety. Over the last 23 years, she has provided mental health therapy in the areas of emotional regulation, anxiety, social interaction, depression, parent-child relationship, and school success. She is the host of The Autism ADHD Podcast and Autism ADHD TV. Holly is also the mother of two neurodivergent children. BACKGROUND READING , , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/42198975

The Right to Be Heard: Reclaiming Communication Autonomy 07/16/2026

The Right to Be Heard: Reclaiming Communication Autonomy The baseline premise of Augmentative and Alternative Communication (AAC) rests on the fundamental principle that communication is an inherent human right rather than a privilege to be earned through baseline cognitive compliance. Too often, school systems and clinical providers inadvertently stall access to verbal alternatives by requiring non-speaking students to prove communicative readiness or complete repetitive testing metrics. Brenda Del Monte, an AAC specialist and author, alongside Sarah Kinsella, an assistive technology specialist, join Emily Kircher-Morris to discuss ways to reverse this traditional framework. They work to dismantle the clinical assumptions that hinder expressive access. TAKEAWAYS Communication should be an absolute human right that must be provided without pre-qualifying conditions, compliance mandates, or prerequisites of demonstrated cognitive readiness. Implementing top-down testing protocols on assistive devices turns natural expression into an artificial performance. The usage of hand-over-hand physical guidance to steer a student's selection on an assistive device overrides physical autonomy and lessens authenticity. Changing communicative environments requires a baseline differentiation between a user's current physical selection skills and their potential capabilities. Introducing descriptive, speech-generating tools does not reduce a child's internal drive to develop natural verbal language, and actively enhances social interaction. Our latest CE course for mental health professionals is available now online. It's called The New 3 Rs: Mindfulness-based Resilience, Regulation, and Relationships, and is facilitated by Dr Christopher Willard. In this course, we explore how resilience develops, what stress and overwhelm do to the developing nervous system, and why relational safety is not simply a nice addition to an intervention. The training video is available now, and is worth 1.5 APA- and NBCC-approved CE hours. . Brenda Del Monte is a speech language pathologist and an assistive technology evaluator and facilitator. She worked as an SLP in Washington state public schools for 7 years. She is currently a private practitioner in AZ where she does home based therapy, as well as AAC evaluations and trainings. Her background includes experience in the medical setting, private setting and birth-to-three. Her role at SETC involves teaching webinars and classes, creating video tutorials, and collaborating with districts on implementing assistive technology with children with a wide range of physical and cognitive abilities. She published the book I See You In There in October 2021. Sarah Kinsella is a Speech-Language Pathologist (SLP) passionate about empowering students with complex communication and learning needs through Augmentative and Alternative Communication (AAC). Holding a Master’s degree in Speech, Language, and Hearing Sciences, Sarah has been providing support and training to children (birth-21), their families, and educators in WA state for nearly two decades. She currently works for the Special Education Technology Center (since 2015) where, in addition to providing technical assistance and training, she co-hosts and develops content for the "Awe and Wonder AAC & AT Podcast". Her background includes 11 years as a public school SLP, serving 6 of those years as district Assistive Technology (AT) Specialist. BACKGROUND READING , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/42120475

What We’re Learning About (Pervasive) Pathological Demand Avoidance 07/08/2026

What We’re Learning About (Pervasive) Pathological Demand Avoidance When an autistic child or teen consistently pushes back against daily expectations, traditional parenting and teaching methods often default to high-pressure enforcement. This pattern routinely triggers escalating defensive behaviors, creating a continuous loop of friction that strains the entire family system. In this encore conversation, Sandra McConnell, an advocate known as the PDA Mama Bear, joins Emily Kircher-Morris to unpack the nuanced framework of pervasive demand avoidance and explore how it reshapes typical social navigation. They talk about ways to shift the focus away from top-down behavior tracking, and why common behaviorist tools like point charts or sudden restrictions fail to foster authentic growth for youth with this cognitive profile. TAKEAWAYS PDA represents a distinct neurodivergent profile rooted in a protective baseline of sensory anxiety and a heightened resistance to coercion. Traditional behavioral adjustments such as top-down discipline, sudden restrictions, and performance rewards lose their utility when applied to youth with deep demand avoidance patterns. Apparent behavioral compliance can hide severe internal masking and exhaustion, which often surfaces later as profound burnout and sudden academic avoidance. Manifestations of demand avoidance often vary between protective escape patterns and a desire to control the immediate household environment. Shifting the caregiver approach from a position of top-down authority to that of an instructional mentor lowers daily pressure and builds authentic family trust. Protecting a child’s long-term social and emotional development requires moving away from absolute compliance demands to focus instead on reducing baseline nervous system stress. This week’s special for mental health professionals features Dr. Christopher Willard, and is titled, “The New 3 R’s: Mindfulness-Based Resilience, Regulation, and Relationships.” The training is live online Friday, July 10 from 2:00 to 3:30 pm Eastern, and is approved for 1.5 APA and NBCC continuing education hours. Everyone who registers can earn those credits by watching the event live, or can choose to watch it later. . Sandra McConnell is a blogger, speaker, and trainer on Autistic Pathological Demand Avoidance (PDA). She conducts webinars, workshops and conferences all across the country to train and inform people about PDA. She has two graduate certificates in Learning Differences & Neurodiversity specializing in Executive Functioning and Autism (Landmark College, 2021); a certification in PDA through the UK-based, OCN-accredited organization Neurodivergent Education Support and Training (NEST, 2020); a master's degree in Forensic Psychophysiology (Argosy University, 2006); and a bachelor's degree in Psychology and Criminology (UNM, 2000). Sandra lives in Maryland, USA, with her husband, who's ADHD, her 13-year-old son, who's PDA, her 10-year-old son, who's ADHD, and her 6-year-old daughter, who's TBD. BACKGROUND READING The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/42014045

The Parenting Long Game: Finding the Problem Under the Problem 06/24/2026

The Parenting Long Game: Finding the Problem Under the Problem Today we talk about how parent reactivity, historical family patterns, and systemic overwhelm inadvertently trap families in cyclical power struggles. Emily Kircher-Morris welcomes Diane Dempster, a professional coach, author, and co-founder of ImpactParents, to talk about how urgency often drives parents out of an objective problem-solving mindset, and toward reactionary behaviors that over-manage their kids, rather than supporting their neurological growth. They talk about the family as an interdependent system, and about how interpersonal traps of the traditional drama triangle can cause family members to cycle through the roles of villain, victim, and rescuer. They also discuss the ImpactParents framework, which categorizes parenting modalities into four intentional roles: director, collaborator, supporter, and champion. By learning these roles, parents can safely allow productive struggle while maintaining connection. TAKEAWAYS Responses to acute childhood dysregulation are often heavily influenced by an internalized fear of the future, childhood parenting histories, and secondary social pressures. Executive functioning challenges can often be lessened by a clear shift from top-down behavior modification rules to collaborative family agreements. Effective parent scaffolding can be structured across four situational modalities: the director, the collaborator, the supporter, and the champion. The upcoming CE training Emily talks about on this week’s episode features Dr. Christopher Willard, and is titled, “The New 3 R’s: Mindfulness-Based Resilience, Regulation, and Relationships.” The training is live online Friday, July 10 from 2:00 to 3:30 pm Eastern, and is approved for 1.5 APA and NBCC continuing education hours. Everyone who registers can earn those credits by watching the event live, or can choose to watch it later. . Diane Dempster, MHSA, CPC, PCC is a professional coach, speaker, and co-founder of and ImpactADHD®, where she helps families navigate ADHD with a practical, neuro-informed approach. A 2025 CHADD Hall of Fame recipient, Diane blends behavior management with change management to empower parents and caregivers to support kids, teens, and young adults in building independence and long-term success. Diane is the co-host of the Parenting with Impact podcast and co-author of Parenting ADHD Now!. Through her coaching, teaching, and speaking, she guides families toward sustainable, inside-out change, helping them create more connected, effective, and supportive environments for neurodivergent individuals. BACKGROUND READING , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/41798190

The Rewards and Punishment Paradox with Alfie Kohn 06/17/2026

The Rewards and Punishment Paradox with Alfie Kohn Within traditional educational and parenting paradigms, behaviorist strategies such as token economies, behavior color charts, and positive reinforcement models are frequently treated as standard mechanisms for human development. However, these compliance-driven metrics often collapse under long-term evaluation, obscuring the critical psychological friction they introduce. Alfie Kohn, a prominent educational theorist and author of Punished by Rewards, joins the program to systematically critique the reliance on traditional behavioral modification systems, including school-wide positive behavioral interventions and supports (PBIS). Emily and Alfie break down the critical neurodivergent intersections of these models, explore the hidden psychological cost of praise, and discuss ways of shifting focus away from surface-level behavior modification and toward the collaborative cultivation of student-led problem-solving. TAKEAWAYS Behaviorist interventions like rewards and punishments function as temporary methods of external control rather than sustainable catalysts for authentic development. Extrinsic rewards actively diminish intrinsic motivation by shifting focus away from the task itself and toward the acquisition of the reward. Conditional rewards and continuous verbal praise implicitly communicates that fundamental human worth is tethered to performance and utility. Applied behavioral modification techniques often target observable surface actions while systematically ignoring the underlying physical, emotional, and sensory needs driving those behaviors. Cultivating a child's authentic self-regulation requires shifting from unilateral adult control to active, collaborative decision-making processes. Check out our continuing education courses for educators through our online platform, the Neurodiversity University! Find them and . Alfie Kohn is a prominent author, lecturer, and progressive education advocate whose work challenges traditional frameworks in schooling, parenting, and human behavior. He holds a bachelor’s degree from Brown University and a master’s degree from the University of Chicago. He has authored 14 books, including seminal titles such as Punished by Rewards, The Schools Our Children Deserve, Unconditional Parenting, and The Myth of the Spoiled Child. Described by Time magazine as perhaps the country's most outspoken critic of education's fixation on grades and test scores, Kohn’s insights have significantly shaped the practices of educators, parents, and managers worldwide. His work has been profiled in major publications like the Washington Post and the Los Angeles Times, and he has been featured on hundreds of TV and radio programs, including The Today Show and two appearances on Oprah. Based in the Boston area, Kohn lectures extensively at universities, national education conferences, and parent organizations while maintaining his comprehensive digital archive at . BACKGROUND READING , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/41682790

Educator Burnout: Why "Remember Your Why" Isn't Enough 06/12/2026

Educator Burnout: Why "Remember Your Why" Isn't Enough The high statistical prevalence of burnout in the education system has moved past the realm of speculation and into undeniable systemic reality. While modern teacher preparation programs provide good technical training, they consistently fail to equip people with the emotional tools required to withstand chronic occupational stress. Katrina G. Huels, an educational consultant, former special education leader, and author of Transformational Tools for Special Educators, joins Emily to talk about the cumulative emotional load of behavior management, chronic staffing shortages, and high administrative demands. They outline practical micro-interventions, and reframe emotional intelligence not as a passive wellness trend, but as a critical, evidence-based instructional skill set. TAKEAWAYS Educator burnout frequently leads to detachment from instructional purpose, high absenteeism, and significant early-career retention deficits. Teacher preparation and district professional development programs rarely include formal training on managing chronic physiological stress and emotional fatigue. Shifting an educator's baseline out of a chronic survival state requires self-awareness, self-regulation, and internal motivation. Integrating brief, structured regulatory check-ins into existing daily routines helps prevent acute stress responses from overriding clear situational analysis. Sustained district-wide improvements in school culture and collaboration starts at the top, in administration. Check out our continuing education courses for educators through our online platform, the Neurodiversity University! Find them and . Katrina G. Huels is an educational consultant and former special education leader with more than 20 years of experience spanning classrooms, specialized programs, and district leadership. Her work focuses on helping educators sustain both their effectiveness and well-being in one of the most emotionally demanding areas of education. Drawing on her background in psychology, neuroscience-informed practice, and educational leadership, Katrina translates research into practical, real-world tools educators can use throughout the school day. Her work emphasizes emotional intelligence, neuroplasticity, and professional resilience. She is the author of Transformational Tools for Special Educators: How to Beat Burnout and Become the Best at What You Do and The Motivation Toolkit: Cultivate Your Inner Drive. BACKGROUND READING , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/41626265

Deconstructing Gifted Burnout 06/02/2026

Deconstructing Gifted Burnout When highly capable children spend years cruising through an educational system where academic rigor is geared toward the average, they fail to develop the neurological muscles required to process difficulty. This week, we present an encore chat with Dr. Brian Housand, coordinator of the academically or intellectually gifted program at the University of North Carolina Wilmington, and Andi McNair, a gifted education author and digital innovation specialist. They discuss how burnout can be a result of long-term exposure to unrealistic expectations and a profound fear of failure, and how it can also manifest in a sort of imposter phenomenon among high-ability learners. They explain why teachers and parents should resist the urge to rescue high-ability kids from cognitive discomfort, instead allowing space for productive struggle. TAKEAWAYS Equating intelligence with "quick and easy" creates a highly fragile academic identity that collapses the moment a learner encounters an authentic cognitive challenge. The feeling of ineffectiveness that comes with burnout often stems from an internalized need for external validation. Depriving high-ability students of productive struggle prevents them from building coping mechanisms and adaptive emotional resilience. High-ability learners sometimes experience a profound sense of isolation, which can be minimized by structuring shared spaces to foster a sense of universality. Gifted burnout in adults sometimes signals an unidentified twice-exceptional presentation, where early compensation strategies have finally been overwhelmed by adult executive demands. Perfectionism can be difficult to identify in therapy, and once identified, still very difficult to overcome. If you're a mental health professional, for Overcoming Perfectionism in Therapy: Supporting Neurodivergent Clients Who Keep Moving the Finish Line. Matt Zakreski will present this 1.5 hour continuing education course this Friday, June 5th at 1:00 pm Central, and if you can't join us live, that's okay. The video will be available afterward for anyone who registers, and either version is APA and NBCC approved for 1.5 hours of continuing education credit. , or just go to neurodiversity.university. Dr. Brian Housand is the coordinator of the Academically or Intellectually Gifted program at University of North Carolina Wilmington, and creator of Gifted360.com. He is also a published author and speaker, and has worked in education as a classroom teacher, gifted ed teacher, and university professor for over 20 years. Andi McNair is a passionate educator, author and speaker. Andi taught in the gen-ed classroom for 16 years, and then switched to serving gifted learners where she found her calling. She enjoys sharing her passion for innovative education through her books for educators, speaking nationally, and finding meaningful ways to use technology. Andi currently works as the Digital Innovation Specialist in a Waco, Texas school district. BACKGROUND READING , , , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/41516325

Waiting for Sleep: Chronobiology and Neurodivergence 05/21/2026

Waiting for Sleep: Chronobiology and Neurodivergence When a neurodivergent child or teen struggles with daytime focus, emotional volatility, or low frustration tolerance, caregivers naturally look for behavioral or psychological explanations. However, chronic sleep deprivation frequently hides behind these daytime struggles, acting as an unseen amplifier for executive dysfunction and sensory overload. Dr. Melisa Moore, a clinical psychologist and board-certified behavioral sleep medicine specialist at Rady Children's Health San Diego, joins Emily Kircher-Morris to reframe sleep not as an isolated nighttime issue, but as a continuous 24-hour biological reality deeply intertwined with neurodivergence. They talk about specific genetic, chronobiological, and comorbid factors that cause sleep disorders, the structural differences in adolescent circadian rhythms, and methods to address bedtime sensory traps. TAKEAWAYS Neurodivergent individuals experience higher rates of sleep disorders due to shared genetic roots, co-occurring medical conditions, and baseline variations in biological clocks. ADHDers often experience a natural circadian rhythm delay of up to two hours, while autistic people often possess highly inconsistent circadian patterns from night to night. Daytime sleepiness in younger children rarely presents as lethargy and instead as hyperactivity, increased irritability, dysregulation, and an increased use of negative emotion words. Shifting the bedtime linguistic framework from "trying to sleep" to "waiting for sleep to arrive" reduces cognitive pressure and lowers physiological alertness. Underlying physiological issues like obstructive sleep apnea or periodic limb movement disorder directly mimic or exacerbate the core diagnostic criteria of ADHD, including severe inattention and social friction. Perfectionism can be difficult to identify in therapy, and once identified, still very difficult to overcome. If you're a mental health professional, for Overcoming Perfectionism in Therapy: Supporting Neurodivergent Clients Who Keep Moving the Finish Line. Matt Zakreski will present this 1.5 hour continuing education course on June 5th at 1:00 pm Central, and if you can't join us live, that's okay. The video will be available afterward for anyone who registers, and either version is APA and NBCC approved for 1.5 hours of continuing education credit. , or just go to neurodiversity.university. Dr. Melisa Moore, PhD is a clinical psychologist and board-certified behavioral sleep medicine specialist who focuses on sleep and mood challenges in children, teens, and young adults. She works at the sleep center at Rady Children’s Health San Diego and also provides care through her private practice, supporting clients across the country with a specialization in neurodiversity. Dr. Moore is the author of The Good Sleep Guide for Neurodivergent Kids, offering practical, research-informed strategies to help families improve sleep in ways that are both effective and affirming. BACKGROUND READING , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/41382375

Understanding ADHD Children 05/14/2026

Understanding ADHD Children Parents often believe they know their children, when in reality they haven’t made the effort to really understand them. That understanding can be even harder when adding ADHD into the mix. Dr. Sharon Saline is a clinical psychologist and author of the book, What Your ADHD Child Wishes You Knew. She talks with Emily Kircher-Morris about how to go about understanding your child better, and how ADHD can complicate the relationship. This conversation was previously released. Perfectionism can be difficult to identify in therapy, and once identified, still very difficult to overcome. If you're a mental health professional, for Overcoming Perfectionism in Therapy: Supporting Neurodivergent Clients Who Keep Moving the Finish Line. Dr. Matt Zakreski will present this 1.5 hour continuing education course on June 5th at 1:00 pm Central, and if you can't join us live, that's okay. The video will be available afterward for anyone who registers, and either version is APA and NBCC approved for 1.5 hours of continuing education credit. , or just go to neurodiversity.university. Sharon Saline, Psy.D., is a clinical psychologist and the author of the award-winning book, What Your ADHD Child Wishes You Knew: Working Together to Empower Kids for Success in School and Life, and creator of The ADHD Solution card deck, which specializes in working with neurodiverse children, teens, adults and families living with ADHD, learning disabilities, high-functioning autism, twice exceptionality and mental health issues. Working for years as a clinician, educator, coach and consultant, she translates complex information into accessible language and concepts that everybody can understand and apply in their lives. BACKGROUND READING , , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/41294625

From Special Ed to Law School: Redefining Autistic Potential 05/07/2026

From Special Ed to Law School: Redefining Autistic Potential When creating policies and environments for neurodivergent students, schools frequently rely on outward observations, behavioral data, and the opinions of non-autistic professionals. But this approach often misses the most critical perspective of all: the lived, internal experience of autistic individuals. Today, Emily Kircher-Morris welcomes David Rivera, an autistic self-advocate, UC Berkeley student, and founder of the nonprofit organization Mentoring Autistic Minds, and they talk about why autistic adults must be recognized as a primary epistemic resource in the fight for educational reform. Drawing from his own years in a highly segregated special education system, David talks about the culture that still permeates many schools. They discuss how the pathology model of autism hides within everyday language, why forced social skills groups fail to build genuine connection, and how true accommodations should act as scaffolding rather than a ceiling on a student's potential. TAKEAWAYS Autistic adults offer a unique epistemic resource, and must be consulted when creating autism policy and neurodiversity-affirming environments. The pathology model of autism frequently manifests through implicit ableist language and a focus on cures rather than improving quality of life. Segregating special education students creates immediate feelings of being othered and prevents organic peer relationships. Effective mentorship for neurodivergent youth requires active listening without immediately attempting to provide or force solutions. Late-diagnosed neurodivergent adults are frequently missed in clinical settings because their presentations - often masked by high intellect, outward compliance, or severe perfectionism - fail to match traditional diagnostic expectations. Emily Kircher-Morris for a targeted continuing education training video course designed to equip mental health professionals with the updated frameworks necessary to identify and support this population. This session covers the clinical complexities of burnout, masking, and the internalized stigma that accompanies late identification. Earn 1.5 APA and NBCC-approved CE hours for taking this course. Do so at , or by . David Rivera is an autistic self-advocate and the founder of Mentoring Autistic Minds, a California-based nonprofit dedicated to advancing neurodiversity through mentorship, education, and community support. His work focuses on empowering autistic individuals while helping families, educators, and communities build more inclusive and understanding environments. Through his advocacy, David promotes a broader vision of a neurodiversity-affirming society, where autistic voices are centered and supported. His leadership and lived experience continue to shape conversations around inclusion, access, and meaningful connection. BACKGROUND READING , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/41207305

The Secret Ingredients for Emotional Regulation 04/29/2026

The Secret Ingredients for Emotional Regulation When a student or child is dysregulated, adults often focus entirely on finding the right words to say or the appropriate consequence to give. But what if the most critical factor in that interaction isn't the consequence itself, but the energy of the adult delivering it? Dr. Lori Desautels, an educator, researcher, and professor of applied educational neuroscience at Butler University, joins the podcast to reframe how we approach discipline, emotional regulation, and transitions. Her latest manual, Body and Brain Brilliance, emphasizes that true support, whether in a classroom or a living room, must begin with the adult's own nervous system. Emily and Lori discuss why transitions are biologically exhausting, how to build a vocabulary around physical sensations, and why traditional, punitive discipline models often escalate neurodivergent students. Lori also outlines a practical, compassionate framework for repairing ruptures between teachers and students, shifting the focus away from sheer compliance and toward co-regulation. TAKEAWAYS A dysregulated adult cannot effectively regulate a dysregulated child, making the adult's own awareness the first pillar of support. The goal isn't to be perfectly calm all the time, it's to cultivate "embodied awareness," recognizing the physical signs of when your nervous system is activated. Transitions are difficult because the brain consumes significant energy moving from a predictable, comfortable state into new expectations or environments. Effective discipline often requires an adult to offer their grounded nervous system to a child who needs to borrow a little stability. Outward behavior is not necessarily defiance, it's often an indicator that the nervous system is struggling and requires support. Late-diagnosed neurodivergent adults are frequently missed in clinical settings because their presentations - often masked by high intellect, outward compliance, or severe perfectionism - fail to match traditional diagnostic expectations. Emily Kircher-Morris on May 1st for a targeted continuing education training designed to equip mental health professionals with the updated frameworks necessary to identify and support this population. This session covers the clinical complexities of burnout, masking, and the internalized stigma that accompanies late identification. Earn 1.5 APA and NBCC-approved CE hours (available live or via recorded independent study) by registering at neurodiversity.university or . Dr. Lori Desautels is an educator, researcher, and professor of Applied Educational Neuroscience at Butler University, where she teaches graduate students and advances research connecting brain science to classroom practice. Her work centers on trauma-accommodating, neurodiversity-affirming frameworks that support both educators and students. Dr. Desautels is the author of several books, including her newest manual, Body and Brain Brilliance, which outlines the four pillars of the Applied Educational Neuroscience framework. Her approach provides Tier One strategies that integrate regulation, relationship, and brain-based practices to foster environments where adults, children, and youth can thrive. BACKGROUND READING , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/41066505

Beyond Motivation: Why We Struggle to Start 04/23/2026

Beyond Motivation: Why We Struggle to Start How often do we label someone "unmotivated" or "defiant" when they fail to start a task? What if the barrier isn't a lack of will, but an inability to simulate the future? Sarah Ward, a speech-language pathologist and co-director of Cognitive Connections, joins Emily to redefine how we conceptualize executive function. Sarah moves the conversation beyond the ability to get things done and instead frames it as a complex mental simulation. They discuss the "time horizon" and why students with ADHD often experience time blindness not as a lack of awareness, but as a developmentally delayed ability to see future tasks with clarity. They also discuss some visual strategies to bridge this gap, shifting the burden of regulation from the adult to the student’s own internal self-talk. TAKEAWAYS Executive function includes the ability to pre-imagine and simulate a task in the mind’s eye before taking action. Planning includes anticipating the hidden steps, such as parking, finding materials, or teacher expectations. Students with ADHD may have a time horizon that is years behind their peers. Motivation often stems from the ability to pre-feel the relief, pride, or even the anxiety of a future moment. Independence is often built through a "model, help, watch" progression that turns external adult prompts into internal self-directed talk. Late-diagnosed neurodivergent adults are frequently missed in clinical settings because their presentations - often masked by high intellect, outward compliance, or severe perfectionism - fail to match traditional diagnostic expectations. Emily Kircher-Morris on May 1st for a targeted continuing education training designed to equip mental health professionals with the updated frameworks necessary to identify and support this population. This session covers the clinical complexities of burnout, masking, and the internalized stigma that accompanies late identification. Earn 1.5 APA and NBCC-approved CE hours (available live or via recorded independent study) by registering at neurodiversity.university or . Sarah Ward, M.S., CCC/SLP is an internationally recognized expert in executive function with over 25 years of experience supporting individuals with executive dysfunction. She is the Co-Director of Cognitive Connections and co-creator of the award-winning 360 Thinking Executive Function Program, which received the Innovative Promising Practices Award from CHADD for its practical, research-informed strategies. Sarah has presented to more than 2,000 public and private schools and organizations around the world. Her latest work, The Time Tracker Program, is a groundbreaking three-volume series designed to help students shift from adult-managed to self-regulated time management. In 2023, she and her co-director, Kristen Jacobsen, were named one of the Top 10 Professional Development Providers by Education Technology Insights Magazine for their global impact on executive function in education. BACKGROUND READING , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/40995070

Interoception Is a Sense Few Understand 04/15/2026

Interoception Is a Sense Few Understand Interoception plays a pivotal role in how all people perceive and engage with their bodies and the world around them. For neurodivergent people, the differences we experience in interoception can have a bigger effect than we might expect. From the very sensation of 'feeling our feelings,' to the day-to-day experiences and potential supports for those with variations in their interoceptive system, we dig into the subject with Dr. Kelly Mahler, an occupational therapist and professor at Elizabethtown University. How well do we truly understand interoception, and how does it influence those who process it differently? Plus lots more, on this reprise conversation, episode 313. Late-diagnosed neurodivergent adults are frequently missed in clinical settings because their presentations - often masked by high intellect, outward compliance, or severe perfectionism - fail to match traditional diagnostic expectations. Join Emily Kircher-Morris on May 1st for a targeted continuing education training designed to equip mental health professionals with the updated frameworks necessary to identify and support this population. This session covers the clinical complexities of burnout, masking, and the internalized stigma that accompanies late identification. Earn 1.5 APA and NBCC-approved CE hours (available live or via recorded independent study) by registering at neurodiversity.university or . Kelly Mahler is an occupational therapist who has served both school-aged children and adults for the last 20 years. She earned a Doctorate in Occupational Therapy from Misericordia University in Dallas, PA, and has won multiple awards, including the 2020 American Occupational Therapy Association Emerging and Innovative Practice Award & a Mom’s Choice Gold Medal. Kelly is an adjunct faculty member at Elizabethtown College as well as at Misericordia University, and is a co-principal investigator in several research projects pertaining to topics such as interoception, self-regulation, trauma & autism. BACKGROUND READING , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/40888320

Why Conventional Parenting Fails 2E Kids 04/09/2026

Why Conventional Parenting Fails 2E Kids In this episode, Emily sits down with Dr. Danika Maddocks to deconstruct why conventional parenting advice - like reward charts and strict consequences - often backfires for gifted and twice-exceptional (2E) children. They explore the concept of capacity, the intense drive for autonomy inherent in bright minds, and how to pivot from power struggles to collaborative problem-solving. Whether you are navigating demand avoidance or simply trying to survive the bedtime routine, this evidence-based conversation offers a permission slip to parent the child in front of you, not the one described in the manuals. TAKEAWAYS Behavior is often a reflection of a child’s current internal capacity rather than a willful choice. When a child won't do something, it is often because they can't in that specific moment. Hierarchical parenting styles can trigger a threat response, leading to what looks like defiance but is actually a search for safety and control. A child's ability to handle a task can change daily based on sensory input, sleep, and emotional regulation. Moving from "How do I make them do this?" to "What is making this hard for them?" shifts the dynamic from a power struggle to a team collaboration. Many parenting rules are based on societal expectations rather than functional necessity. Reducing arbitrary limits can significantly lower the tension in a neurodivergent household. A reminder to for a live 90-minute training workshop Emily will be presenting for parents, educators, and clinicians on Wednesday, April 15, 2026 at 12:30 PM Eastern, 9:30 AM Pacific. She joins with Elizabeth Sautter to provide a neurodiversity-affirming framework that helps kids and teens build real emotional regulation and resilience without shame, pressure, or power struggles. If you can't join live, a recording will be available shortly after the presentation ends. . Dr. Danika Maddocks is a gifted and twice-exceptional (2e) parent coach and the founder of The Gifted Learning Lab. She supports parents in letting go of one-size-fits-all parenting pressures and creating a family life that truly fits the needs of their neurodivergent kids and themselves. With over 15 years of experience as an educator, therapist, researcher, and consultant, Danika’s approach is grounded in the neurodiversity paradigm and shaped by both professional insight and lived experience. As someone who grew up gifted, later recognized her own twice-exceptionality, and is now raising a young gifted/2e child, she brings empathy, expertise, and a deep understanding of what gifted and 2e families truly need. BACKGROUND READING , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/40791970

The Lost Girls of ADHD: Inattentive in Girls and Women 04/01/2026

The Lost Girls of ADHD: Inattentive in Girls and Women Why is inattentive ADHD so often missed, especially in girls? In this episode, Emily Kircher-Morris is joined by Cynthia Hammer, author of Living with Inattentive ADHD and founder of the Inattentive ADHD Coalition. Cynthia shares her personal journey of being diagnosed at age 49 and her late-life mission to ensure the next generation of girls doesn't have to wait decades for answers. The two discuss the subtle clues of inattentiveness, the overlap between ADHD and autism, and how perfectionism often serves as a high-stakes masking strategy that leads to adult burnout. They also talk about the Big Sisters for ADHD Girls initiative, and the importance of early screening. It's a call to action for parents, educators, and clinicians to look past the surface and support the authentic neurodivergent self. TAKEAWAYS Inattentive ADHD isn't hard to see; rather, society hasn't been trained on what to look for. It's been suggested that some girls begin masking as early as age three. While masking helps girls fit in socially, the cognitive load of playing a role often leads to severe burnout in adulthood. Perfectionism is frequently used as a coping mechanism to avoid the rejection sensitivity that comes with ADHD. There is a significant overlap between inattentive ADHD and autistic traits, particularly regarding sensory processing and social cues. A diagnosis provides a vital framework of self-empathy, replacing the labels of "lazy" or "unmotivated" with a biological explanation. Because ADHD is highly genetic, a child’s diagnosis is often the first step in recognizing neurodivergence across the entire family tree. A reminder to for a live 90-minute training workshop Emily will be presenting for parents, educators, and clinicians on Wednesday, April 15, 2026 at 12:30 PM Eastern, 9:30 AM Pacific. She joins with Elizabeth Sautter to provide a neurodiversity-affirming framework that helps kids and teens build real emotional regulation and resilience without shame, pressure, or power struggles. If you can't join live, a recording will be available shortly after the presentation ends. . Cynthia Hammer, MSW is an advocate, author, and nonprofit leader dedicated to increasing awareness and understanding of Inattentive ADHD. Diagnosed at age 49 in 1992, she has spent decades working to amplify the voices of individuals whose ADHD often goes unseen and misunderstood. Cynthia is the author of Living with Inattentive ADHD and the founder of two nonprofit organizations, ADD Resources and the Inattentive ADHD Coalition. She currently leads the FINDtheADHDgirls initiative, a project focused on identifying and supporting girls and women whose ADHD has been overlooked. Through her writing and advocacy, Cynthia continues to expand recognition and access to support for those with inattentive ADHD. BACKGROUND READING FINDtheADHDgirls: , , , , , , . Inattentive ADHD Coalition: , , , . Cynthia Hammer: , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/40704825

Radical Self-Grace: Accepting the Brain You Have 03/18/2026

Radical Self-Grace: Accepting the Brain You Have This week, Emily welcomes Kyrus Keenan Westcott, the creator behind The Vibe with Ky. Ky is an ADHD/neurodiversity advocate, host, and theatrical director who uses his massive platform to validate the neurodivergent experience with humor and radical honesty. In this episode, Ky opens up about his ADHD diagnosis at age 34 and the subsequent journey through anger, mourning, and eventual acceptance. They talk about the fluctuating capacity of the ADHD brain, why we can build a website in a day but struggle to get off the couch the next, and why the Western 9-to-5 ideology often fails neurodivergent people. From managing Delayed Sleep Phase Syndrome to the true definition of introversion, this conversation is all about giving yourself grace as you navigate a world that wasn't built for your brain. TAKEAWAYS Adult diagnosis often triggers a transition from anger and mourning to self-forgiveness. Task initiation is a neurological barrier, not a character flaw, and understanding the chemical basis of ADHD helps dismantle the "lazy" label. Neurodivergent fluctuating capacity means your best effort looks different from one day to the next, based on environment, health, and brain chemistry. Introversion is defined by energy replenishment and selectivity, not shyness. An introvert can be the "belle of the ball" when the topic and environment align with their interests. Environmental hacks, like keeping your phone out of the bedroom, can serve as a physical bridge to overcome task initiation struggles in the morning. Mental health professionals, for our training session, Interpreting Autism Assessment Data in High-Masking and Under-Identified Presentations. Dr. Taylor Day is the presenter, and this recorded self-study is now available. It's approved for both APA and NBCC continuing ed hours. You can . Kyrus Keenan Westcott is a content creator, mental health advocate, and digital marketing strategist based in the Greater Philadelphia area. He is the founder of The Vibe With Ky, a digital platform that uses humor, honesty, and real-life storytelling to make conversations about ADHD, anxiety, and mental health more approachable and relatable. Diagnosed in adulthood with ADHD (Inattentive Type), Major Depressive Disorder, and Generalized Anxiety Disorder, Kyrus blends lived experience with a refreshingly candid voice, offering validation without toxic positivity. Outside of his advocacy work, he’s a Senior Paid Media Strategist with over 20 years of experience and an accomplished theater performer and director. Whether he’s creating viral content or chasing a 3 AM burst of inspiration, Kyrus is all about keeping it real and helping others feel seen. BACKGROUND READING , , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/40529735

The Friendship Playbook: Building Connection on Your Own Terms 03/11/2026

The Friendship Playbook: Building Connection on Your Own Terms Why does friendship feel like an intuitive gift for some, but a complex, manual process for others? This week, Emily Kircher-Morris sits down with social-emotional learning expert Caroline Maguire, author of the award-winning Why Will No One Play With Me? and the upcoming Friendship Skills for Neurodivergent Adults. The conversation dismantles the harmful narrative that connection should happen organically, reframing social struggles not as character flaws, but as understandable skill gaps influenced by executive dysfunction and past trauma. They talk about the concept of "Middle School Caroline," the inner child who reacts to perceived slights with high-alert protection, and suggest advice on unmasking, managing rejection sensitivity, and finding "your people" who value compassion over perfect social performance. TAKEAWAYS The "friendship should be easy" narrative fuels unnecessary shame. Connection is a complex skill set, not an innate character trait. Executive dysfunction directly impacts the logistical and emotional labor of maintaining adult relationships. Rejection Sensitivity (RSD) often functions as a protective mechanism whose past social trauma colors present-day perceptions. Unmasking in friendships is a gradual spectrum that requires identifying safe people rather than an all-or-nothing disclosure. Neurodivergent social strengths like info-dumping and deep empathy are valid forms of connection that deserve recognition and framing, rather than suppression. Neurodivergent adults often base social perceptions on the most recent interaction, making objectivity and evidence-based thinking vital for relationship stability. Mental health professionals, for our training session, Interpreting Autism Assessment Data in High-Masking and Under-Identified Presentations. Dr. Taylor Day is the presenter, and this recorded self-study is now available. It's approved for both APA and NBCC continuing ed hours. You can . Caroline Maguire, M.Ed., PCC is an internationally recognized expert in social-emotional learning, ADHD coaching, and relationship development. She is the author of the award-winning book Why Will No One Play with Me? and the upcoming Friendship Skills for Neurodivergent Adults (Balance Books, April 2026). As the host of The ADHD Social Playbook podcast, Caroline helps neurodivergent individuals build the confidence and connection skills needed to thrive in relationships. A coach, educator, and sought-after speaker, Caroline developed a comprehensive SEL training methodology used by parents, clinicians, and educators to foster self-awareness, emotional regulation, and meaningful social interactions. She is the founder of the family-focused coach training program at the ADD Coach Academy, and brings both professional expertise and personal insight to her work as a neurodivergent person with ADHD, dyslexia, and learning disabilities. Her work has been featured by TEDx, ADDitude, WebMD, MindBodyGreen, and more. BACKGROUND READING , , "Friendship Skills for Neurodivergent Adults" book: , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/40403140

Belonging Before Achievement: Redesigning Middle School for Neurodivergent Minds 03/06/2026

Belonging Before Achievement: Redesigning Middle School for Neurodivergent Minds In this episode, Emily sits down with education leader, school founder, and author Chris Balme to completely reframe how we view the middle school years. Rather than treating early adolescence as a miserable phase to simply muddle through, it's a period of profound neurological transformation and peak human potential. Redesigning educational environments for neurodivergent students, by prioritizing smaller, consistent advisory cohorts and scaffolding executive function, creates a safer, more engaging culture for everyone. Other topics include the activation of the "social brain," why a baseline of belonging must be established before academic achievement can occur, and how traditional middle school structures often inadvertently fight against a student's natural developmental drives. TAKEAWAYS Middle school is a period of rapid cognitive and social development that requires specific developmental maps, not lowered expectations. A balanced and healthy social brain provides a secure sense of belonging, which is a biological imperative. Structuring middle schools to support neurodivergent learners enhances psychological safety and improves the educational baseline for the entire student body. Middle schoolers possess a highly attuned radar for authenticity and are skeptical of artificial relevance, like busywork. Objective, real-world responsibilities massively boost a middle schooler's maturity and self-efficacy. Mental health professionals, for our next live 90-minute CE training, Inherited Neurodivergence: Supporting Parents’ Identity Journeys, featuring presenter, Dr. Amy Marschall. The event is Friday, March 6 at 2:00 pm Eastern/11:00 am Pacific. It’s approved for continuing education through the American Psychological Association and the National Board of Certified Counselors. If you can’t make it live, for the self-study version. Chris Balme is an education leader, writer, and school founder dedicated to helping young people unlock their human potential. He currently serves as Co-Principal at Hakuba International School and is the Founder and Director of Argonaut, an online advisory program supporting middle schoolers around the world. Chris is an Ashoka Fellow, recognized for his leadership as a changemaker in education. He is the author of two books: Finding the Magic in Middle School, written for parents and teachers, and Challenge Accepted, written directly for middle school students. Through his work, writing, and international speaking and training, Chris continues to inspire more human-centered, transformative approaches to education. He lives in the San Francisco Bay Area with his wife and three children. BACKGROUND READING , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/40341540

Accepting and Embracing Your Autistic Self 02/26/2026

Accepting and Embracing Your Autistic Self This week, Emily sits down with advisory teacher Rebecca Duffus, and neurodiversity advocate Lyric Rivera, to discuss the critical shift from viewing autism as a purely medical diagnosis to embracing it as a core identity. Lyric shares their personal journey of late discovery and the complex emotions that accompany it, from grief to validation. Rebecca provides some insight into the importance of authentic, affirming language. They also discuss how to empower autistic youth to advocate for their needs, navigate a world that isn't always accommodating, and ultimately discover the power of being exactly who they are. Rebecca and Lyric are co-authors of Autism, Identity and Me. TAKEAWAYS Identity vs pathology is all about framing autism as a core identity, rather than strictly a medical diagnosis or a list of deficits. Late-diagnosis autism often results in a complex cocktail of emotions, including grief, anger, and eventually relief. There is a crucial difference between forcing an upbeat perspective, and using language that genuinely validates an autistic person's lived experience. Equipping, not just protecting, will help autistic kids understand neurodiversity, handle misunderstandings, and utilize an autism identity statement for self-advocacy. There is a shifting landscape of autism support, language, and systemic challenges in the US, especially compared to the UK. Mental health professionals, for our next live 90-minute CE training, Inherited Neurodivergence: Supporting Parents’ Identity Journeys, featuring presenter, Dr. Amy Marschall. The event is Friday, March 6 at 2:00 pm Eastern/11:00 am Pacific. It’s approved for continuing education through the American Psychological Association and the National Board of Certified Counselors. If you can’t make it live, for the self-study version. Rebecca Duffus, BSc, PGCE, MA, is an experienced Advisory Teacher with a background in psychology and a master's in Autism and Education. Based in the UK, she has worked across mainstream and specialist education settings, as well as with local councils, charities, and educational services to support autistic students and the professionals who serve them. Rebecca is the author of Autism, Identity & Me, a workbook and guidebook set published by Routledge in both the U.S. and the UK. She regularly speaks at conferences, develops parent programmes, and provides training and coaching for educators and schools. Her work centers on supporting identity-affirming practices and building inclusive, informed environments for neurodivergent learners. Lyric Rivera is the founder of NeuroDivergent Consulting and the author of the best-selling business ethics book Workplace Neurodiversity Rising, praised by Forbes as “an excellent ‘how-to manual’ based on lived experience and professional competence,” and named a “Trend for 2023.” A prominent voice in the neurodiversity movement, Lyric is also the creator of the popular blog NeuroDivergent Rebel and the originator of the #AskingAutistics hashtag, which has sparked wide-reaching conversations about the Autistic experience. Through their writing, consulting, and online advocacy, Lyric helps organizations and individuals build more inclusive, neurodiversity-affirming environments. Their work fosters connection and understanding across communities and empowers neurodivergent people to be heard, supported, and celebrated. BACKGROUND READING Rebecca: , , , Lyric: , , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/40246220

Self-Compassion, Mindfulness, and Letting Go of Perfect 02/20/2026

Self-Compassion, Mindfulness, and Letting Go of Perfect Parenting often feels like a high-stakes balancing act, especially when raising neurodivergent children. The pressure to get it right, advocate effectively, and manage dysregulation can leave parents frustrated and exhausted. But what if the key to being a calmer, more effective parent wasn't about doing more, but about treating yourself with more kindness? Today, Emily sits down with Dr. Jen Ferris, a former child development professor and author of Parenting with Self-Compassion. They move beyond the fluffy idea of "self-care" to discuss self-compassion as a concrete tool for nervous system regulation. They also talk about how perfectionism and comparison fuel chronic stress, and why letting our kids see us make mistakes (and fix them) might actually be the best lesson in resilience we can teach them. TAKEAWAYS Self-compassion consists of three parts: self-kindness, mindfulness, and common humanity. Perfectionism is often a response to uncertainty and a need for reassurance that they are on the right path. Parents who admit mistakes and apologize model resilience, and show it's safe to be imperfect. It's difficult to rationalize with a dysregulated child. Focus on safety and connection instead. Replacing negative self-talk with self-compassion can change the emotional climate of the home. The Educator Hub is now open, this week only! . The Hub is for educators and school administrators who want to improve the classroom learning environment for not only neurodivergent students, but for all students. Dr. Jen Ferris is a former child development professor with years of experience teaching parenting and child development, as well as working directly with children of all ages. As a parent of two, including one neurodivergent child, she brings both professional expertise and lived experience to her work supporting families. Her debut book, Parenting with Self-Compassion: 12 Ways to Improve Your Parenting While Being Kind to Yourself, offers practical strategies for communication, discipline, and connection, especially for parents of neurodivergent children. Dr. Jen emphasizes self-compassion as a powerful tool for staying calm, building stronger relationships, and feeling more confident in the parenting journey. BACKGROUND READING , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/40170625

Child-Led Support: The Concept of Compromise Over Compliance 02/12/2026

Child-Led Support: The Concept of Compromise Over Compliance Child-led support is often misunderstood. Some imagine it as a chaotic free-for-all where the child runs the show. Some worry it means abandoning all structure. In reality, a child-led approach is about moving from being a director to being a partner. In this episode, Emily Kircher-Morris sits down with speech-language pathologist Nicole Casey to dismantle the compliance-based models of therapy that have dominated the field for decades. Nicole explains how shifting the focus from "fixing" speech to fostering authentic connection creates deeper buy-in and faster generalization of skills. They discuss Gestalt Language Processing (GLP), why we need to stop writing "80% accuracy" goals, and how using rubrics can revolutionize the way parents and educators track meaningful progress. TAKEAWAYS Child-led is an approach that centers the child's interests and experiences, removing arbitrary adult-directed rules (like "sit still") to prioritize safety, connection, and agency. Speech is just one form of communication, but gestures, hand-leading, and AAC play major roles in communication. Some children learn language in chunks or scripts tied to emotional context. Goals based on 80% accuracy are arbitrary and often measure compliance rather than authentic communication. Using rubrics allows teams to track the quality and autonomy of a skill (e.g., self-advocacy) across different contexts, offering a visual and qualitative way to see growth. Before enforcing a direction, ask, "Does this rule actually serve the child, or is it just for my convenience?" The Educator Hub opens the week of February 16! for more info, and if you'd like, you can be alerted the minute it opens. Nicole Casey, MS, CCC-SLP, is a speech-language pathologist, educator, and the founder of The Child-Led SLP and Child-Led Therapy Center. She is widely recognized for her work in shifting speech therapy away from compliance-based approaches and toward connection-first, neuroaffirming support for autistic children. Nicole’s approach empowers adults to follow the child’s lead, honor all forms of communication, and focus on building authentic relationships as the foundation for meaningful progress. Through her online courses, membership community, and Let Them Lead podcast, she is helping parents and professionals reimagine what effective, compassionate therapy can truly look like. BACKGROUND READING , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/40092820

Unmasking Autism: Why You Might Feel Like an Imposter 02/05/2026

Unmasking Autism: Why You Might Feel Like an Imposter This week, Emily Kircher-Morris sits down with Sol Smith, the founder of the NeuroSpicy Community and author of The Autistic’s Guide to Self-Discovery. Sol brings two decades of education, and his lived experience as an Autistic, ADHD, and dyslexic individual, to the discussion. They talk about the complex feelings of imposter syndrome that many neurodivergent adults face - the feeling that life is a stage play where everyone else got the script but you - and the difficulty of masking and unmasking. They also get into the science of how we think, including breaking down the difference between top-down and bottom-up processing, and the tricky world of meta-messages, which can often lead to misunderstandings among colleagues or family. It’s a great discussion on communication, identity, and the importance of finding your people. TAKEAWAYS Imposter syndrome often stems from feeling like you are performing a role rather than living authentically. Unmasking is less about revealing a hidden self and more about resuming the development of your personality. Top-down thinkers generalize based on concepts, while bottom-up thinkers build understanding from specific details. Autistic individuals often miss implied "meta-messages" that neurotypical people rely on. Asking for more context is a way to gain clarity, not a sign of defiance. Predictable routines can act as a "neurotypical simulator" to save cognitive energy. Therapists, for the continuing education course, Get It Done: How to Help Clients with ADHD (& Others) Improve Productivity. Dr. Ari Tuckman will join Emily for this APA and NBCC approved 1.5 hour continuing education training on Friday, February 6. Sol Smith is the author of The Autistic’s Guide to Self-Discovery and the founder of The Neurospicy Community, the largest support network for autistic and ADHD individuals worldwide. A certified autism specialist who is autistic, dyslexic, and has ADHD, Sol brings both personal insight and professional expertise to his work helping neurodivergent people build autonomy and self-understanding. After more than 20 years as a college professor, Sol shifted his focus to coaching and advocacy, creating accessible education and support for the broader neurodivergent community. His engaging speaking style has earned him a global platform, with hundreds of thousands of followers on TikTok and invitations to lead neurodiversity seminars for major corporations. Sol lives in Southern California with his wife and four children. BACKGROUND READING , , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/40006800

The Empathetic Classroom: A Mental Health Mindset for Educators 01/29/2026

The Empathetic Classroom: A Mental Health Mindset for Educators Why do certain student behaviors trigger an intense emotional reaction in us? According to Maria Munro-Schuster, it often has less to do with the child and more to do with our own history. In this episode, Emily sits down with Maria, a licensed clinical professional counselor and author of the new book, The Empathetic Classroom: How a Mental Health Mindset Can Support Your Students and You, to discuss the gap between therapeutic insight and the reality of the classroom. They talk about the use of the term "Mental Health Mindset" to describe a way of being that prioritizes nervous system regulation over behavior management. They also discuss complex topics like counter-transference (how our own past influences our reactions to students), and neuroception (how our bodies scan for safety), and provide guidance on how to set flexible boundaries that protect both the adult and the child. TAKEAWAYS Educators’ own histories and emotional patterns can dictate their reactions to students. Safety is a prerequisite for learning. There's an important distinction between flexible and rigid boundaries. While teachers are not therapists, they are the "first responders" to student emotions, therefore need the tools to handle that responsibility without burning out. Therapists, for the continuing education course, Get It Done: How to Help Clients with ADHD (& Others) Improve Productivity. Dr. Ari Tuckman will join Emily for this APA and NBCC approved 1.5 hour continuing education training on Friday, February 6. Register before February 2 for an early-bird bonus as well. Maria Munro-Schuster is a licensed clinical professional counselor and former K-12 and university teacher who spent more than a decade in the classroom before transitioning to mental health work. She practices at Mango Beetle Counseling in Bozeman, Montana, where she blends her background in teaching, writing, and psychology. She is the author of The Empathetic Classroom: How a Mental Health Mindset Can Support Your Students and You. BACKGROUND READING , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/39928195

Connection Before Correction: Autism Understanding & Support 01/22/2026

Connection Before Correction: Autism Understanding & Support David Smith spent years working as a therapist specializing in neurodiversity-affirming care, but it wasn’t until age 56, prompted by his wife and his own clients, that he sought his own autism diagnosis. That confirmation fundamentally shifted his clinical approach from that of a white-coated expert to a fellow traveler, deepening the way he accompanies families through unmapped territory. Today, Emily and David discuss the delicate balance between professional curiosity and humility, and why traditional therapeutic models often fail to support the fragile nervous systems of neurodivergent clients. They talk about the nuances of demand avoidance, specifically the high-masking, internalized presentation that often looks like perfectionism, and why "connection before correction" is a neurological necessity, not just a catchy phrase. TAKEAWAYS Effective therapy for neurodivergent clients often requires shifting away from the traditional expert hierarchy. The neurodivergent brain is a "complicated, custom-made car with no user’s manual." For neurodivergent nervous systems, stress isn't just negative trauma; it includes any destabilizing experience, including excitement and joy. While we often associate PDA with external defiance, the internalized profile often manifests as high-achieving perfectionism. Rewards and consequences often backfire with neurodivergent children because they increase anxiety. It's ineffective to offer a correction to a child until you have connected with them. There is a massive overlap between complex trauma and neurodivergence. A late diagnosis doesn't instantly fix struggles; it initiates a complex grieving and reframing process. , Adapting Cognitive-Behavioral Therapy for Autistic and ADHD Pediatric Clients, Friday morning, January 23, at 10:30 eastern/7:30 pacific, or get the recorded version anytime after. Get signed up or learn more . David Smith, LCSW is a late-diagnosed autistic therapist and licensed clinical social worker specializing in neurodiversity-affirming care for autistic and otherwise neurodivergent individuals and their families. Practicing since 2017, David opened his private telehealth practice in 2023 and now serves clients across five states from his home in southern Oregon. In addition to therapy, he offers consultation, writing, education, and advocacy to expand access to effective, affirming support for the neurodivergent community. Diagnosed with autism in 2024 at age 56 (thanks in part to gentle nudges from his wife and clients) David continues to explore how his autistic identity shapes both his personal and professional life. His work is deeply rooted in curiosity, humility, and a commitment to learning from his clients and the broader neurodivergent community. He is also a devoted listener of this and other neurodivergence-focused podcasts. David lives with his wife, a fellow therapist originally from Peru, and is the proud father of three sons. BACKGROUND READING , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, . /episode/index/show/mindmatters/id/39844540

Neurodiversity Podcast

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