In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin explore the intersection of mental health and neurodivergence. They reflect on how unmet needs and unsupportive environments can lead to anxiety, depression, and school avoidance—and how affirming approaches can foster resilience and well-being.

They’re joined by Dr. Andrew Kahn, licensed psychologist and Associate Director of Expertise and Strategic Design at Understood.org. Drawing from both his professional experience and personal neurodivergent identity, Dr. Kahn shares insight into how school systems can better support students’ mental health through systemic changes, not just individual interventions.

Key topics include:

• How unsupported ADHD and autism can manifest as anxiety and depression

• The impact of school environments on neurodivergent students' mental health

• Differentiating between mental health conditions and neurodivergent identities

• Why Universal Design for Learning (UDL) benefits all students

• Strategies for building self-awareness and self-advocacy skills

• How clinicians and educators can collaborate to support student well-being

Resources mentioned:

• Dr. Andrew Kahn – Understood.org

• Neurodiversity-Affirming Schools online courses – Learn more here

• Amanda Morin & Emily Kircher-Morris’s book: Creating Neurodiversity-Affirming Schools

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin dive into how educators can shift IEPs, 504 Plans, and personalized learning plans from compliance-focused documents to strength-based frameworks. They discuss the importance of incorporating student voices and considering their unique strengths and needs.

Emily and Amanda are joined by Karen Brown, Director of Gifted Education at Paradise Valley Unified School District. With over 35 years of experience, Karen shares innovative, practical approaches for creating inclusive, affirming learning environments, especially for twice-exceptional (2e) students.

Key topics include:

• How educators can shift from deficit-focused to strengths-based approaches in IEPs and 504 Plans.

• Practical ways to incorporate student voice authentically into learning plans, even for younger students.

• Strategies for recognizing and supporting neurodivergent students who may not have formal diagnoses or plans.

• The importance of ongoing assessment and revision of accommodations to ensure effectiveness.

• Real-life classroom strategies like movement zones, flexible seating, and self-regulation toolboxes.

• Reframing "interventions" as "success plans" to emphasize potential rather than problems.

Resources mentioned:

• Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported by Emily Kircher-Morris and Amanda Morin

• A Teacher’s Guide to Flexible Grouping and Collaborative Learning by Karen Brown – NAGC Book of the Year (2019)

• Neurodiversity University Educator Hub

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin explore what it really means to implement strengths-based instruction. They share personal stories and professional insights to unpack common misconceptions and help educators move beyond surface-level approaches to recognizing student strengths.

Emily and Amanda are joined by Kareem Neal, an award-winning educator and inclusion advocate who brings over 25 years of experience as a self-contained special education teacher. Kareem shares how focusing on student strengths—not just interests or academic labels—can transform school communities and expand how we define success.

Key topics include:

• How educators can shift beyond interest-based instruction to holistic strengths-based practices

• The importance of recognizing non-academic strengths like adaptability, resilience, and authenticity

• Why inclusion requires a mindset shift—not just a placement decision
  Kareem’s “class swapping” model and how it builds respect and connection between students

• Practical ways to highlight strengths in neurodivergent students and use them as a foundation for growth

Resources mentioned:

• Creating Neurodiversity-Affirming Schools online courses – Learn more

• Learn more about Kareem Neal

• Universal Design for Learning (UDL) principles – CAST UDL Guidelines