Supporting Neurodivergent Students and Their Families
Supporting Neurodivergent Students and Their Families
A Two-Part Virtual Learning Series
Neurodivergent students bring valuable strengths, perspectives, and ways of thinking to our schools. Yet school environments designed around narrow expectations can create unnecessary academic, social, emotional, sensory, and behavioral barriers.
Join us for an engaging two-part series that combines professional expertise with the personal perspectives of educators who are also parents of neurodivergent children. Participants will explore how school practices can move beyond simply accommodating neurodivergent students to creating environments where they experience access, belonging, and opportunities to thrive.
Dates and Times
Part 1: Wednesday, March 10, 2027
4:00 to 5:30 p.m. PT
Part 2: Wednesday, March 17, 2027
4:00 to 5:30 p.m. PT
Registration includes both sessions for a total of three hours of professional learning.
Cost
NvSCA Members: $20
Nonmembers: $50
Registration Deadline
Registration closes Monday, March 8, 2027, at 10:00 p.m. PT.
About the Series
Supporting neurodivergent students begins with understanding that differences are not deficits. Neurodivergent students bring unique strengths, interests, perspectives, and capabilities to their school communities. At the same time, they may encounter barriers when school structures, expectations, and practices are not designed with neurological differences in mind.
Guided by a nationally recognized school counseling leader who is also the parent of neurodivergent children (and neurodivergent herself), participants will engage with personal stories, professional insights, and practical strategies. The series will explore common barriers neurodivergent students and their families may experience while helping participants identify strengths-based, inclusive practices that can be used across school settings.
Participants will leave with a deeper understanding of the student and family experience, practical strategies, and ideas for creating more supportive and affirming educational environments.
Learning Objectives
By the end of the series, participants will be able to:
Describe common academic, social, emotional, sensory, and environmental barriers neurodivergent students may experience in school
Apply a strengths-based, neurodiversity-affirming lens to common school practices and student scenarios
Identify strategies that increase access, belonging, predictability, regulation, and meaningful participation
Strengthen collaboration with neurodivergent students and their families
Who Should Attend?
This series is designed for all school-based and district-level educators and staff, including:
School counselors
Teachers
School psychologists and social workers
Administrators
Special education staff
Student services professionals
District leaders and support staff
About Your Speaker
Mindy Willard, M.A.
Mindy Willard is the Senior Director of Partner Development at Hatching Results, where she works with schools and districts to strengthen comprehensive school counseling programs and integrated student support systems. Before joining Hatching Results, Mindy served as the District School Counseling Coordinator for Madison Metropolitan School District, supporting more than 50 school counselors.
Mindy was named the 2013 American School Counselor Association School Counselor of the Year. Her experience includes serving as a Kâ8 school counselor, high school counselor, district leader, trainer, and national presenter. As both an educator and the parent of neurodivergent children, Mindy brings professional expertise, personal perspective, humor, and deep empathy to this work.