Academic disengagement is often framed as noncompliance, but beneath the surface lies a deeper truth. The term 'refusal' oversimplifies the complex web of factors influencing a student's ability to connect with school. Instead of focusing on extrinsic motivation and compliance, our approach uses a neural lens to shift environments and center a student’s sensory, social, emotional, physical and mental needs. We collaborate with students to redesign their educational experience, fostering intrinsic motivation through autonomy, self-efficacy and purpose.

Some students require highly-individualized programming in order to maintain safety at school. We work with staff to develop student-centered programs that support co-regulation and cultivate self-regulation skills. Recognizing the importance of predictability for safe environments, we build highly structured systems and provide staff training to promote consistency. Through this approach, we have dramatically reduced instances of restraint and isolation. We believe that all kids do well if they can, and that we have the ability to collaboratively build neurodiversity-affirming environments where every student can achieve success.

We specialize in crafting tailored learning environments, drawing from the TEACCH model while integrating a social model of disability perspective. Specially designed Highly Structured Classrooms employ careful planning, concrete physical organization, and clear visual cues to reduce cognitive load, increase predictability and foster regulation. We assist staff in effectively implementing these structured systems of support within students’ broader learning experiences to promote a sense of belonging and meaningful learning opportunities.