This session explores how intentionally designing a neuro-affirming learning container—grounded in a bio-psycho-social model of the whole person—can shift professional education away from exceptionality and toward belonging. Learning environments are not neutral; they reflect implicit norms about how knowledge is processed, expressed, and valued, often privileging neuro-normative performance even when inclusion is stated as a goal. This virtual panel brings together program leaders from Coaching Neurodiversity at Work and alumni from the course which is delivered through the University of British Columbia’s Extended Learning, to examine how Universal Design, Universal Design for Learning, and a model of courageous conversations foster neurodivergent joy in learning that creates ripple effects in coaching practice and workplace systems.