In this episode of Creating Neurodiversity-Affirming Schools, Amanda Morin and Emily Kircher-Morris explore how sensory experiences impact student learning. They discuss how classroom environments can either support or hinder students’ ability to focus, regulate emotions, and access learning—and what educators can do to create spaces that work for all learners.

Amanda and Emily are joined by Keri Wilmot, a pediatric occupational therapist with over 20 years of experience. Keri specializes in supporting children and families through sensory integration strategies and is the author of Wired Differently: A Teacher's Guide to Understanding Sensory Processing Issues.

Key topics include:

• Why unmet sensory needs can be invisible barriers to learning

• How educators can shift from behavior-focused to sensory-informed responses

• Practical classroom adjustments to reduce visual and auditory overstimulation

• The importance of student autonomy and flexible sensory supports

• How sensory-friendly environments benefit all students—not just those with diagnoses

Resources mentioned:

• Wired Differently: A Teacher’s Guide to Understanding Sensory Processing Issues by Keri Wilmot

• The Genius of Play – thegeniusofplay.org

• Understood.org – understood.org

• Neurodiversity-Affirming Classroom Audit & Student Sensory Inventories

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

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin explore what it means to build emotionally competent classrooms. They discuss how educators can develop their own emotional competence to foster healthier learning environments and support neurodivergent students more effectively.

Emily and Amanda are joined by Juliana Urtubey, 2021 National Teacher of the Year, who shares her insights on how emotional competence impacts both educators and students. Juliana, a nationally board-certified teacher and advocate for inclusive education, highlights the importance of self-reflection, relationship-building, and culturally affirming practices in the classroom.

Key topics include:

• Understanding emotional competence as an ongoing journey for both teachers and students

• How educators’ knee-jerk reactions to student behavior can impact classroom dynamics

• The importance of self-reflection in building relationships with students

• Strategies for repairing relationships after moments of frustration or miscommunication

• Using think-alouds to model emotional regulation for students

• How cultural and linguistic identity influences emotional competence and social expectations in classrooms

Resources mentioned:

• Creating Neurodiversity-Affirming Schools by Emily Kircher-Morris and Amanda Morin – Order here

• Online courses for educators on neurodiversity-affirming practices – Learn more

• Juliana Urtubey’s advocacy and resources – More about her work

In this episode of Creating Neurodiversity-Affirming Schools, Amanda Morin and Emily Kircher-Morris explore classroom behavior management through a neurodiversity-affirming lens. They reflect on traditional behavior systems, their impact on neurodivergent students, and how educators can shift toward more supportive practices.

They are joined by Elizabeth Sautter, a speech-language pathologist, author, and trainer specializing in social communication, emotional regulation, and executive functioning. Elizabeth shares her journey of evolving her practices, including revising her well-known "Whole Body Listening Larry" materials to be more inclusive and affirming for neurodivergent learners.

• The unintended harm of traditional behavior management systems

• The emotional impact of compliance-driven models on neurodivergent students

• Why educators need to unlearn outdated behavior practices

• Shifting from short-term compliance to long-term skill development

• Elizabeth Sautter’s evolution in supporting neurodivergent learners

• Emphasizing regulation over compliance in the classroom

• How educators can model a growth mindset and adapt their practices

• Make Social and Emotional Learning Stick by Elizabeth Sautter – Order here

• Zones of Regulation – Learn more here

• Whole Body Listening Larry resources – Updated materials

• Neurodiversity-Affirming Schools by Amanda Morin & Emily Kircher-Morris – Order here

• Educator training and consultation with Amanda & Emily – Find out more