Neuroscience-Based
Interactive Creative
Learning for Schools and Educators
understand minds, see systems, and cultivate learning environments where every student, and every teacher, can thrive.
What this is
Experiential workshops that bring together neuroscience, creativity, and systems awareness to help educators and students (learners) understand the diverse minds in their classrooms - and design relationally safe, inclusive learning environments that work for everyone.
Rooted in the principles of neuropluralism - the view that there are many valid and valuable ways of mind - this program invites learners to learn through play, curiosity, and real human connection.
Workshops are designed based on the learner group. We design for educators only, students age 12-15, 16-19, 20-25; or mixed educators and student groups (a class with their teacher for example).
Rather than lecturing about concepts, we practice them.
Students and Educators learn:
How the brain works across different neurotypes (ADHD, autism, AuDHD, “neurotypical”) and how perception, emotion, attention, and behaviour arise from real biology. Understand behaviour and regulation through a supportive neuroscience lens.
How sensory load, communication styles, and attention patterns influence learning and everyday life - school, friendships, relationships, identity.
Skills in emotional regulation, attunement, attention, compassionate communication, relational safety, and emergent learning.
Experience what it feels like to be in a space where diverse minds are welcomed, understood, and celebrated.
Learn to see systems - the spoken and unspoken rules of school, home, and social life - and how these systems shape behaviour, stress, and belonging and the dynamics of learning.
This is not theory. This is learning by doing - through games, creative exploration, and shared experience, learning the tools, language, and relational capacities that make classrooms feel safe, connected, and alive for all learners.
Why This Work Matters
Neurodivergent students already make up a significant percentage of every classroom. Research indicates that 15–20% of the population is neurodivergent (ADHD, autism, AuDHD, and others).
Many students also live with sensory sensitivities, anxiety, emotional dysregulation, or learning differences - diagnosed or not.
Many young people end up masking, pushing through, or feeling like something is “wrong” with them - when in reality, the issue is that our systems weren’t built with their minds in mind.
While schools have come a long way in terms of accommodation and ascribing to the goal of inclusion, the relational practice of connected leadership requires consistent upgrading and maintenance, throughout entire institutions of learning.
Depending on learner group, needs and desired outcome, our workshops create space to:
play, connect, and learn together
understand the roots of emotions and behaviours through a neurotype and neuroscience lens
challenge limiting ideas about “normal”
build compassionate communication skills for needs, boundaries, emotions, and expectations
develop tools for regulation, self-understanding, and interpersonal connection
explore how systems - school, family, peers, culture - shape their experience
celebrate neurodiversity as a source of creativity and resilience
design learning environments that support the full range of human minds
We make the invisible visible. We build language, tools, and shared understanding.
We experiment with ways of creating learning environments where everyone can show up as they are.
This experiential approach allows learners to both feel and understand the conditions that support well-being, creativity, and engagement across all neurotypes.
Learners leave feeling more grounded, confident, connected, and equipped to navigate the complexity of being human in our complex and rapidly changing world.
Anchors of this work
Core ideas
Belonging is a precondition for learning
People learn best when they feel safe, connected, and seen. Belonging is not a bonus — it is a neurological requirement for all the precursors to learning:
attention
emotional regulation
engagement
creativity
problem-solving
When students and educators understand the needs, sensitivities, and communication patterns of different neurotypes, they can create conditions where every learner is at their best for learning.
Seeing systems through a neurodivergent lens makes them better for everyone
When we examine learning systems through a neurodivergent lens - sensory load, transitions, communication styles, expectations, demand pressure, relational safety - we uncover systemic barriers that impact us all, not just those with diagnoses.
A system intentionally designed around neurodivergent learners becomes a system where everyone benefits:
clearer expectations
more flexible and adaptive structures
relationally safer environments
reduced overwhelm and increased engagement
increased autonomy and intrinsic motivation
more creativity and collaborative problem-solving
Core approaches
Neuroscience & Neurotypes
We explore how brain chemistry, wiring, regulation, and behaviour differ across neurotypes - including “neurotypical”, ADHD, autism, and AuDHD - and what this means for:
attention, perception, and memory
sensory processing and overwhelm
emotional expression and communication
motivation, engagement, and behaviour
creativity and problem-solving
This helps educators and students understand each other more accurately, respond with compassion and curiosity, and create learning conditions that allow every mind to contribute its best.
Systems Thinking & Classroom Design
Learners will reflect on classrooms as living systems — dynamic, relational, and adaptive. We explore:
how invisible norms and expectations affect all students
why some learners mask to “fit in,” and how that impacts learning
how structure, rhythm, sensory inputs, and transitions support or hinder regulation
how to build environments where strengths flourish and challenges are understood contextually
This isn’t about managing classrooms - it’s about designing systems where there is the safety and belonging lays the groundwork for learning.
Learning Outcomes (may vary by learner group)
Skills
Practical tools that can be used immediately:
compassionate, effective communication
emotional regulation and co-regulation
attunement to sensory, emotional, and relational cues
supporting attention and executive function
designing conditions for emergence, creativity, and connection
designing personal routines that support well-being
Attitudes + Mindsets
Shifts in how we see and interpret behaviour:
all ways of mind are valid and valuable
systems improve for everyone when designed for ND needs
behaviour is information and the more we know about the biology of behaviour, the more support we can offer all neurotypes
curiosity over correction or judgement
difference as a driver of creativity, learning, and excellence
Values
The foundation that guides relational and systemic change:
connection as the starting point for learning
curiosity as a more effective approach than correction
compassion over compliance
relational safety as non-negotiable
community and co-creation
learning as emergent, dynamic, and co-created
Knowledge
Core concepts that create shared understanding:
the neuroscience of neurotypes (“neurotypical”, ADHD, autism, AuDHD)
how wiring and chemistry shape attention, perception, and behaviour and responses to stress, pressure, and overwhelm
the origins of “normal” as a social construct and how it limits potential
systems awareness - how structures shape experience
why masking emerges and what it costs
Educators this is for
K–12 teachers
Postsecondary instructors
Administrators and student support staff
Learning designers, mentors, counsellors
Anyone shaping a learning environment
Neurodivergent AND “neurotypical” Educators
What it looks like
Full, half-day, or multi-day workshops
designed for your learners, your context,
and your needs.
Students this is for
Youth ranging in age from 12-25
High school students (12+)
CEGEP/college/university students
Leadership programs, residence life teams, or student groups
Youth programs and peer communities
Neurodivergent AND “neurotypical” youth
Anyone curious about understanding themselves and others
At the Heart of This Work
Inclusion as AIR
So integrated that, like fish in water, we stop noticing it.
This program helps educators create classrooms where all students can breathe. It helps young people build the awareness, skills, and confidence to breathe more easily as themselves - and contribute their gifts fully to their communities.