I’ve been personally touched by every angle of the neurodivergent experience – as a child, as an adult, as a parent, and as an educator – and the conclusion I’ve come to is this:

It’s time to change the way we approach, uplift, and celebrate the neurodivergent community. 

Growing up as an undiagnosed dyslexic child with ADHD, I often felt like I didn’t quite fit in. School was a stressful place that threw my nervous system into a frenzy as I tried to blend in and be like all the other kids when I knew deep down that I was different.

By the time I got to high school, I’d deeply internalized the message that I wasn’t as smart as my neurotypical peers. My self-esteem and belief in myself as a capable learner had been severely impacted. Finally, at age 15, I was diagnosed with ADHD and prescribed medication. The medication helped me focus, which improved my self-confidence and belief in myself and my capabilities. Slowly, I began to realize that there had never been anything “wrong” with me… and that there was so much more that was right. 

After getting my BA in Psychology and Multiple Subject Teaching Credential, I began working in the classroom as a teacher in both the special education and general education settings, and among many other things, I taught children to read. However, when it came time to teach my own kids to read, I noticed that the teaching methods I had been taught in my teacher preparation courses didn’t work equally with my two bright kids.

This time, I could see everything clearly: a student’s response to typical teaching approaches was not directly related to intelligence or capability but instead an indicator of a difference in neurowiring. One size fits all not only did not work for all but was also inequitable and unfair to an entire population of bright kids. So often, we label and misinterpret a child’s ability level based on their response to one narrow approach. Determined not to let these outdated beliefs limit my children’s experiences, I became an advocate for my family and a voice for all neurodivergent learners.

I’ve since taken this on as my life’s mission and am in the process of receiving my Masters in Cognitive Diversity in Education from Bridges Graduate School, where I have led hands-on research and development in the field since 2019. Seeing and being a part of this educational paradigm shift first-hand has given me hope for our neurodivergent community as we re-evaluate what is “normal” and let go of “fixing” people, giving them the opportunity to thrive in the expansive ways that they were always meant to shine.

If you’re walking this path and feeling unseen and misunderstood, I get you, and I’m here for you. Let’s be a part of this much-needed change together.