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Neurodiversity Podcast: Daily Summaries Delivered
by Emily Kircher-Morris
The Neurodiversity Podcast talks with leaders in the fields of psychology, education, and beyond, about positively impacting neurodivergent people. Our goal is to reframe differences that were once considered disabilities or disorders, promote awareness of this unique population, and improve the lives of neurodivergent and high-ability people.
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- 1 weeks ago37 min
The Boredom Paradox: Why Having Plenty to Do Doesn't Cure Monotony
You are surrounded by things you could be doing, yet none of them feel worth starting, leaving you stuck in a weird mix of restlessness and agitation. Do you chalk that up to being lazy or unmotivated? Many people do, but science tells a very different story. Boredom is actually a motivated state. It's an internal signal that your brain is hungry for meaning and personal control, but can't find a good place to land. In this episode, Dr. James Danckert, psychology professor at the University of Waterloo and co-author of Out of My Skull: The Psychology of Boredom, joins Emily Kircher-Morris to talk about what is really happening when our brains check out, why people with ADHD feel boredom so intensely, and how having real agency can change the way we engage with the world. TAKEAWAYS Boredom is an active, motivated state marked by restlessness and a search for purpose, distinguishing it from passive laziness or apathy. A lack of personal agency strongly triggers boredom, especially when people are told what to do rather than having a say in choosing their own goals. The brain seeks an optimal Goldilocks zone of stimulation, signaling discomfort through boredom when a task is either mind-numbing or overwhelmingly difficult. Chronic boredom proneness is often rooted in trouble launching into action, making task initiation the primary hurdle rather than poor impulse control. ADHD symptoms and boredom are closely connected because attention functions along a continuum driven by interest and personal relevance, and not an on-and-off switch, as some believe. Smartphones often provide empty engagement that occupies cognitive resources for a moment, but leaving the underlying need for agency and purpose unmet. Conducting a virtual autism evaluation isn't as simple as moving in-person assessments onto Zoom. On Friday, November 6th from 2:00 PM-3:30 PM Eastern / 11:00 AM-12:30 PM Pacific, join us as Dr. Taylor Day presents a live, 90-minute training, Conducting Comprehensive Telehealth Evaluations for Autism and Co-Occurring Conditions. You'll earn 1.5 CE credits through the APA and NBCC, while learning practical, neurodiversity-affirming strategies for virtual assessment. Register at this link by November 2nd to receive a free bonus resource guide with planning checklists and client materials! James Danckert is a Professor of Cognitive Neuroscience at the University of Waterloo. He and his students explore the brain bases of boredom and how we create and update mental models of the world. He has published well over 100 journal articles and is co-author of the book Out of my skull: The psychology of boredom. BACKGROUND READING Dr Danckert's website, BlueSky The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website. Thank you for supporting neurodivergent people.
- 2 weeks ago37 min
Why Smart People Get Stuck: Asynchrony, Perfectionism, and Identity
Say someone you know is exceptionally articulate, intellectually advanced, or academically capable. Do you then assume their general ability to function, emotional regulation, and organizational skills also operate at that same high level? You might, but that would be a mistake. For gifted and twice-exceptional people, intellectual capability often outpaces practical execution. In this episode, Mark Talaga, a licensed professional counselor, founder of the Center for Identity Potential, and host of the Hopelessly Gifted podcast, joins Emily Kircher-Morris to talk about the painful gap between intellectual insight and daily functioning, and why being bright does not make navigating everyday life any easier. TAKEAWAYS Intellectual capability does not guarantee consistent execution, leaving many twice-exceptional learners stuck between understanding a strategy and being able to carry it out. Spiky developmental profiles cause an identity panic when someone who excels in one domain suddenly struggles in another context. Highly verbal neurodivergent people sometimes use intellectualization as a defense mechanism, talking around their feelings rather than experiencing them. Perfectionism is rarely about high standards, it often serves as a protective shield against the vulnerability of not knowing the next step. Chronic anxiety functions as an internal alarm signaling that the sufferer lacks a clear pathway, necessary tools, or specific micro-skills to meet an expectation. Effective self-advocacy requires identifying the exact type of help needed and suggesting a workable solution, rather than issuing an open-ended plea for help. Conducting a virtual autism evaluation isn't as simple as moving in-person assessments onto Zoom. On Friday, November 6th from 2:00 PM-3:30 PM Eastern/11:00 AM-12:30 PM Pacific, join us as Dr. Taylor Day presents a live, 90-minute training, Conducting Comprehensive Telehealth Evaluations for Autism and Co-Occurring Conditions.You'll earn 1.5 CE credits through the APA and NBCC, while learning practical, neurodiversity-affirming strategies for virtual assessment. Register at this link by November 2nd to receive a free bonus resource guide with planning checklists and client materials! Mark Talaga, MA, LPC, CCS, is a licensed professional counselor, speaker, and founder of the Center for Identity Potential, where he specializes in working with gifted, twice-exceptional, and neurodivergent individuals and their families. With a background in both mental health counseling and the video game industry, Mark brings a unique perspective to topics such as giftedness, motivation, anxiety, asynchronous development, screen time, and family dynamics. He is also the host of the Hopelessly Gifted Podcast, where he explores the real-world challenges and opportunities facing gifted children, adults, parents, and educators. Mark is passionate about helping people better understand themselves, navigate complexity, and develop their potential in meaningful ways. BACKGROUND READING Instagram, Facebook, YouTube The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop
- 3 weeks ago41 min
Why Universal Classrooms Work, and Conventional Ones Often Don't
True classroom inclusion involves far more than simply placing a student's chair inside a general education room. When schools define inclusion purely by physical placement, neurodivergent students often face conditions that fall short of genuine access, belonging, and appropriate challenge. Dr. Katie Novak, an internationally recognized education consultant, former assistant superintendent, and author of The UDL Shift, joins Emily Kircher-Morris to discuss how Universal Design for Learning creates classrooms that support learner variability from the ground up. TAKEAWAYS Physical placement in a general education classroom does not equal meaningful inclusion and a genuine sense of belonging. Universal Design for Learning operates on three foundational pillars: embracing learner variability, establishing firm goals with flexible means, and cultivating student agency. Gating learning tools behind formal diagnosis plans creates stereotype threats, and causes students to reject accommodations to avoid looking different from their peers. Designing flexible learning paths for the entire class normalizes tools like text-to-speech, graphic organizers, and verbal response options for every student. Educational variability is contextual and dynamic, meaning a student's strengths and support needs fluctuate across subjects, environments, and energy levels. Designing effective accommodations should actually start with asking students what classroom barriers stand in their way, and involving them in the solution. Dr. Katie Novak is the founder and CEO of Novak Educational Consulting, an educator with 25 years of experience, and an internationally recognized expert in Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS). A sought-after keynote speaker and consultant, she works with schools and districts around the world to translate research into practical strategies that strengthen inclusive teaching and learning. Dr. Novak is the bestselling author of 17 books, with more than 350,000 copies sold worldwide, and serves as an adjunct instructor at the University of Pennsylvania. Through her writing, teaching, and consulting, she helps educators navigate complex challenges, move from intention to implementation, and create learning environments designed to support the needs of all students. BACKGROUND READING Katie's website, Facebook, YouTube, Instagram The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website. Thank you for supporting neurodivergent people.
- Sep 30, 202636 min
Planners and Binders Don't Fix Executive Dysfunction. So, what does?
When a student consistently misses deadlines, misplaces assignments, or struggles to get out the door in the morning, adults often label them as disorganized or careless. Handing them a paper planner or demanding they clean their desk rarely solves the underlying breakdown. Rachel Kapp, founder of Kapp Educational Therapy Group and co-host of the Learn Smarter Podcast, joins Emily to explore how families and educators can design organizational systems that work in the real world rather than just on paper. TAKEAWAYS Handing a student an organizational tool like a planner or binder does not create a system without an explicit, sustainable routine for maintaining it. Time management depends a lot on accurate time estimation, so neurodivergent learners often need to measure how long tasks actually take versus what they assume. Long-term projects demand backward planning, where students break complex assignment prompts into small, answerable questions mapped onto a calendar. Physical organization works best when adults reduce decision fatigue, and align processes with a child's natural pathways. School app sprawl and unmanaged digital inboxes increase baseline anxiety, overwhelming working memory and driving students to avoid tasks entirely. Executive functioning challenges don't reflect on intelligence, effort, or motivation. Mental health professionals, join us October 2 for a presentation by Heather J. DeAngelis, who will explore practical ways clinicians can adapt CBT and ACT to better meet the needs of adults with ADHD. The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC. Register now to join us October 2 at 2pm Eastern/11:00 am Pacific. Rachel Kapp is an educational therapist with more than two decades of experience helping students with diverse learning profiles build confidence and achieve academic success. After beginning her career as a lead preschool teacher and working as a private tutor since 2004, she specialized in educational therapy to better support students who learn differently. Her expertise spans reading, writing, mathematics, executive functioning, and individualized learning strategies. Rachel earned a BA with Honors in Sociology from the University of California, Berkeley before completing her educational therapy coursework and master's degree at California State University, Northridge. She is a Board Certified Member of the Association of Educational Therapists, a member of CHADD and the International Dyslexia Association, and is trained in the Wilson Reading System. Through her work, Rachel is dedicated to building strong relationships with students and helping them develop the skills and confidence they need to thrive academically and beyond. BACKGROUND READING Facebook, Instagram, LinkedIn, TikTok The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website. Thank you for supporting neurodivergent people.
- Sep 23, 202644 min
Why Forced Transitions Dysregulate the Autistic Brain with Pete Wharmby
When autistic kids struggle, their difficulties are often treated as behavioral non-compliance or a lack of social desire, when it's often a direct mismatch with the learning environment. Adults routinely push these students into sensory-heavy spaces or force sudden task shifts, misunderstanding the neurological toll this takes on a differently wired nervous system. Pete Wharmby, an autistic author, former teacher, and late-diagnosed ADHDer, joins Emily Kircher-Morris to talk about what happens when schools and families learn to support rather than correct autistic ways of being. TAKEAWAYS Autistic behavior in schools is often pathologized and targeted for correction when it's likely a natural, necessary drive to decompress from sensory overload. Monotropic focus operates like driving on a high-speed freeway, where abrupt task transitions resemble crashes and require gradual advance warning signs to exit safely. Thin-slice judgments cause adults to mistake natural autistic communication, such as flat tone or lack of eye contact, for intentional rudeness or disrespect. High academic performance can mask emotional distress, with deep exhaustion and low frustration tolerance serving as the real markers of masking. Receiving late diagnoses of autism and ADHD often creates complex grief over missed accommodations and unmedicated years that could have prevented chronic burnout. The doors to the Neurodiversity University Educator Hub are now open! Click here to join our collective of educators, administrators, and advocates, and let's build an education system that works for all students. Pete Wharmby is an autistic and ADHD advocate, bestselling author, and international speaker dedicated to increasing understanding and acceptance of neurodivergence. Since his autism diagnosis in 2017 and ADHD diagnosis in 2024, Pete has worked with businesses, governments, schools, and organizations across the UK, Europe, Australia, and North America, sharing practical insights drawn from both lived experience and research. Pete is the author of the bestselling books What I Want to Talk About, Untypical, and the forthcoming Different Minds. A former secondary English teacher, he is also a prolific writer whose work has appeared in articles, interviews, and book chapters, and he has been featured on BBC Radio 2. Through his speaking, writing, and social media platforms, where he reaches more than 150,000 followers, Pete continues to champion a more neurodiversity-affirming world. BACKGROUND READING Peter's website, Facebook, Instagram The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, visit our website. Thank you for supporting neurodivergent people.
- Sep 16, 202633 min
The Myth of the Uncoachable Athlete
In competitive sports, athletes who struggle to follow plays, miss subtle social cues, or freeze during high-pressure moments are often branded as uncoachable, unmotivated, or even defiant. Because athletic environments lack formal supports like IEPs or 504 plans, coaches often default to traditional, high-pressure discipline, mistaking neurological overwhelm for a lack of commitment. Courtney Edman, an executive function coach, founder of 2tametheshamE, and co-host of the See Me Podcast, joins Emily Kircher-Morris to explore what changes when coaches and families view sports through a neurodiversity-affirming lens. TAKEAWAYS Being coachable is not a static personality trait, it often depends on whether a coach delivers instructions in a way an athlete's brain can process and act upon. Motivation and physical activation occur in different regions of the brain, meaning a neurodivergent athlete can be deeply motivated while still struggling with task initiation. Athletic spaces lack formal school accommodations like 504 plans, making it important for coaches to proactively look for sensory and communication barriers rather than defaulting to discipline. Neurodivergent athletes bring unique strengths to sports, including high-level pattern recognition, statistical recall, strategic thinking, and deep hyperfocus. True athletic resilience is built by establishing a secure, trusting relationship with a mentor rather than subjecting young players to harsh, overwhelming environments. Missed social cues or literal interpretations during team drills often reflect communication mismatches rather than poor sportsmanship, disrespect, or bad attitudes. We're getting closer to our annual, free Creating Neurodiversity-Affirming Schools Crash Course. Our a panel of experts will talk all about how to approach the new school year and set our neurodivergent students up for success. The event is Tuesday, September 22 at 7:30 PM Eastern, and again, it is free to register and attend. Here's a link to register and join us! Courtney Edman is an executive function and life skills coach, parent coach, speaker, and the founder of 2tametheshamE, Inc. She brings more than two decades of clinical and developmental expertise to her practice, including 18 years in Early Intervention supporting families through complex genetic and neurological diagnoses, NICU stays, and long-term medical care. She also served as managing director for a specialized home-based physical therapy practice treating chronic, life-shortening conditions. Today, Courtney integrates her clinical foundation with her personal insight as a former student-athlete and parent of three adult children, including two collegiate athletes and a twice-exceptional son with ADHD and anxiety. Grounded in neurophysiology and family systems, she equips neurodivergent individuals, parents, and educators to reframe behavior, strengthen relationships, and rebuild executive functioning skills. Her work focuses on practical roadmaps that foster lasting confidence and autonomy at home, in the classroom, in the workplace, and in competition. BACKGROUND READING 2tametheshamE, Instagram, Facebook The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www.NeurodiversityPodcast.com If you'd like members of your organization, school district, or company to know more about the subjects discussed on our podcast, Emily Kircher-Morris provides keynote addresses, workshops, and training sessions worldwide, in-person or virtually. You can choose from a list of established presentations, or work with Emily to develop a custom talk to fit your unique situation. To learn more, <a href= "https://neurodiver
- Sep 9, 202640 min
Understanding Yourself: A Process to Finding the Person Inside
Today's episode is a heartfelt conversation about the importance of helping neurodivergent children understand themselves and their brain profile, and how this understanding can foster confidence and self-advocacy. Emily talks with Dr. Liz Angoff about the need for transparent communication with children about their diagnoses, and the use of relatable metaphors to explain complex concepts. They discuss collaborative approaches in assessments, the challenges of co-occurring diagnoses, and the role of parents in supporting their children. How can families find practitioners who align with neurodiversity-affirming practices, and how can that lead to understanding and acceptance for both children and their families? Get comfortable, we're revisiting a conversation that covers a lot of ground. TAKEAWAYS Helping kids understand their brain profiles is crucial. Self-understanding fosters confidence and self-advocacy. Using relatable metaphors can aid in explaining neurodiversity. Labels can serve as anchors for understanding experiences. Children often internalize negative labels if not addressed. Collaborative assessments enhance understanding for both kids and parents. Empowering parents shifts the narrative from deficits to differences. Finding the right practitioner is essential for supportive assessments. Normalizing neurodiversity can change family dynamics for life. Mental health clinicians: Telling a child about a new diagnosis can feel like navigating a minefield, but it doesn't have to. We're hosting a training with Dr. Liz Angoff, called Explaining a Diagnosis to Kids in a Neurodiversity-Affirming Way, on Friday, September 11th from 2:00 to 3:30 Eastern. The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC. You'll learn how to replace pathologizing jargon with empowering, neurodiversity-affirming language that builds self-advocacy and resilience. Register for this course today. We're getting closer to our annual, free Creating Neurodiversity-Affirming Schools Crash Course. Our panel of experts will talk all about how to approach the new school year and set our neurodivergent students up for success. The event is Tuesday, September 22 at 7:30 PM Eastern, and again, it is free to register and attend. Here's a link to register and join us! Dr. Liz Angoff is a Licensed Educational Psychologist and a Diplomate in School Neuropsychology, specializing in assessment and consultation for children and their families in the Bay Area, California. Her work centers on helping neurodivergent children better understand and embrace how their brains work, fostering confidence, self-advocacy, and empowerment. She is the author of the Brain Building Books and Our Brains, a series designed to support children in navigating their learning and identity through affirming, accessible language. Through her practice and writing, Dr. Liz is committed to demystifying the evaluation process and creating tools that help families and educators work together to support thriving learners. BACKGROUND READING Liz Angoff's website, Explaining Brains, Liz's newest book - Our Brains, tools for parents, Instagram The Neurodiversity Podcast is on Facebook, Instagram, BlueSky, and you're invited to join our Facebook Group. For more information go to www
- Sep 2, 202640 min
The Wall of Awful: Why Starting Feels Impossible
When people with ADHD struggle to start, return to, or finish a task, their inaction is frequently mislabeled as laziness, poor motivation, or chronic procrastination. In reality, the obstacle is rarely about logistics or effort. It stems from the emotional pre-work required just to get to the starting line. Brendan Mahan, an ADHD coach, speaker, host of the ADHD Essentials podcast, and author of Overcoming the Wall of Awful, joins Emily to talk about the emotional barriers that turn ordinary demands into overwhelming roadblocks. TAKEAWAYS Task paralysis is driven primarily by emotional labor and accumulated negative memories rather than simple executive dysfunction or laziness. The emotional work required to face an anxiety-provoking task is invisible from the outside, which often cause those around you to mistake genuine freeze states for willful procrastination. Smashing through emotional barriers using eleventh-hour panic and anger damages internal self-esteem and strains personal relationships. Putting a door in an emotional barrier involves shifting short-term states using external scaffolding such as body doubling, high-interest music, or novel environments. Climbing an emotional barrier requires a balance of active cognitive processing and passive mind-wandering to allow the brain's default mode network to metabolize stress. Healthy accountability separates functional impairments from moral worth by treating ADHD symptoms with the same matter-of-fact compassion as an asthma flare-up or chronic physical condition. Mental health clinicians: Telling a child about a new diagnosis can feel like navigating a minefield, but it doesn't have to. We're hosting a training with Dr. Liz Angoff, called Explaining a Diagnosis to Kids in a Neurodiversity-Affirming Way, on Friday, September 11th from 2:00 to 3:30 Eastern. The course is worth 1.5 continuing education hours, and is approved through both the APA and NBCC. You'll learn how to replace pathologizing jargon with empowering, neurodiversity-affirming language that builds self-advocacy and resilience. Register for this course today. We're getting closer to our annual, free Creating Neurodiversity-Affirming Schools Crash Course. Our a panel of experts will talk all about how to approach the new school year and set our neurodivergent students up for success. The event is Tuesday, September 22 at 7:30 PM Eastern, and again, it is free to register and attend. Here's a link to register and join us! Brendan Mahan, M.Ed., M.S. is an ADHD coach, speaker, and educator dedicated to helping neurodivergent individuals better understand and manage the challenges of ADHD. He is the author of Overcoming the Wall of Awful™ and the host of the popular ADHD Essentials Podcast, where he shares practical strategies and insights for navigating life with ADHD. As a neurodivergent professional, Brendan brings both lived experience and professional expertise to his work with individuals, families, schools, and organizations. He serves on the board of the Men's ADHD Support Group, is the Director of Professional Resources for Calmer Con Boston, and previously served on the planning committee for the International Conference on ADHD. His work has been featured in The New York Times, The Washington Post, LinkedIn, Understood, How to ADHD, Verywell Mind, and ADDitude Magazine. BACKGROUND READING Overcoming the Wall of Awful, Facebook, Instagram, LinkedIn, BlueSky, Twitter/X The Neurodiversity Podcast is on Facebook, <a href= "https://www.instagram.com/theneurodiversitypodcast" target= "_
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About Neurodiversity Podcast
The Neurodiversity Podcast talks with leaders in the fields of psychology, education, and beyond, about positively impacting neurodivergent people. Our goal is to reframe differences that were once considered disabilities or disorders, promote awareness of this unique population, and improve the lives of neurodivergent and high-ability people.
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