Over the past decade, independent and international schools have welcomed a wider profile of learners than ever before. In that time, we’ve learned a great deal about how to support students with a range of learning differences. It’s time we elevate our practice and ask the next question: How do we move school culture beyond including and providing support to neurodivergent students, to valuing neurodiversity as an asset—and designing whole-school spaces, policies, and daily practices that draw on the talents and capabilities of neurodivergent students and staff? This course invites school leaders and teacher leaders to explore what it takes to lead a neuroaffirming school culture. Drawing on the most current literature and on neurodivergent voices and lived experiences, we’ll explore questions like: 💬 How do our beliefs, language, and daily practices shape school culture for neurodivergent students? 🚫 What does ableism look like in school policies, routines, and traditions, and how can we dismantle it? 😌 How can we reduce the need for masking and prevent burnout? 🏫 How might our classrooms change if every student could engage, contribute, and manage their energy in ways that truly work for them? 🤝 How do we co-create school systems with neurodivergent voices so that belonging isn’t just a goal—it’s the lived experience? We’ll discuss emotion regulation, monotropism, masking, sensory elements of the environment, and how neuroaffirmation can be reflected in classrooms, policies, interactions, and even school websites. Through case stories and perspectives from neurodivergent young adults, you’ll leave with the tools to build a whole-school culture where belonging is the default, psychological safety is the norm, and every learner’s talents are recognized and valued.