What does it truly mean to design schools where neurodivergent students are understood, respected, and supported to thrive? This panel brings together educators, researchers and allies to share lived and professional perspectives on creating neuro-affirming learning environments.

Moving beyond deficit-based models, the discussion will explore practical, rights-based approaches to teaching, behaviour support, and school design that honour neurodiversity. Panellists will reflect on their own experiences within education systems, highlight what works (and what doesn’t), and offer actionable strategies for educators seeking to embed inclusive and affirming practices in their classrooms and schools.

Participants will leave with a deeper understanding of neuro-affirming principles, greater insight into the experiences of neurodivergent learners and professionals, and concrete ideas for fostering environments where all students can participate, belong, and succeed.