Students and educators who are neurodivergent often encounter higher education systems shaped by rigid norms and deficit perspectives. This session centers neurodivergent joy as a pedagogical goal and a form of resistance. Drawing on the presenters’ perspectives as faculty members in early childhood teacher preparation, one bringing lived experience as a neurodivergent educator and the other specializing in trauma-informed and relational approaches to teacher development, the session explores how language access and culturally sustaining practices foster belonging, confidence, and persistence.

Through narrative reflection, applied examples, and interactive dialogue, participants will examine strategies such as predictable course design, multimodal engagement, and trauma-sensitive approaches that support regulation, connection, and authentic participation in learning communities. Attendees will leave with practical strategies and reflective tools to cultivate inclusive and affirming environments in higher education settings.