All of our services are neurodiversity informed and affirming.

We celebrate the neurodiversity of all human beings, knowing that each of us grow and learn according to our own unique style and timeframe. Neurodivergent and neuro-conforming children and adults learn from each other and the natural world, sharing different needs, means of communication, styles of collaboration and approaches to conflict resolution. 

​

Our ground-breaking neurodiversity affirming preschool opens in 2027.

This model early childhood program that centers education in belonging, exploration and play. Located at North Creek on four acres of riparian forest, children can spend hours outside connected to the natural world in a learning environment that celebrates the uniqueness of each person and the power of belonging to a community.

​​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

Respect: Treat each other with care, compassion and trust. Honor each person’s boundaries. Value the diversity of ways we exist and learn together. 

Rights: Honor and protect the rights of each child for self-determination.

Responsibility: Education cultivates responsibility to oneself and one's community. 

Emergent Curriculum: Learning happens through play and exploration initiated by the students, supported by the environment and adults.

Placed Based Education: Growth and learning happen within the community, and within relationships with each other. Education is based on reciprocity which extends beyond human relationships to all the plants, sentient beings and elements of the natural world.

​

What is Neurodiversity Affirming Education?

​

​

​

​

​

​

​

​

​

​

​

​

​

​​​

 

How we respect children in their education: 

We value the diversity of each person, their culture, their identity, their way of thinking, communicating and being. We respect the naturally developing identities of children. We trust in their desire to continuously learn, grow and shape a meaningful life. We actively work to make sure we are listening to and seeing each child as their authentic self. We honor the boundaries they set for themselves and remain present to support them when they choose to step beyond their comfort zones. We model respectful behavior in our own actions and continuously refine how we live and learn together. We treat community as something we actively build. Through respectful relationships, openness to change, and mutual care, we grow trust over time — among children, adults and everyone who’s part of this space.

​

Children have the right of self-determination and personal autonomy: 

By this we mean that children make their own decisions and choices about how to spend their time while at school. Adults in our school emphasize that we all learn from each other, regardless of age. We counter the traditional idea that adults should guide children to educational lessons according to standardized developmental milestones, subject matter and timelines. Our staff are not expected to keep children “on-task” or redirect attention to the lesson at hand. Rather they support children’s curiosity, provide help when needed so that children can follow their interests and rhythms to decide how to spend their day. 

The right of self-direction and autonomy is especially important for neurodivergent children who are often taught (directly and indirectly) to override their needs in order to meet expectations and demands of others in their environment. For example they must “learn to” cope with bright lights and loud sounds, sit still, use neurotypical body language, and work at a faster (or slower) speed than is comfortable. When these demands or lessons do not match their developmental course they can experience a sense of failure and decreased self-esteem. When children are provided space to follow their interests, move freely and express themselves authentically they develop confidence, keep curiosity alive and express themselves creatively.  

In practice, our staff share their knowledge and enthusiasm and initiate activities with groups and individuals. However, when activities are offered, children are able to say no or yes and know that we respect their choice. Through supporting autonomy, we teach and model consent. When children learn that they are in charge of themselves and have the right to choose what feels right and what feels wrong to them, they learn to value their needs. They learn that when they say no it will be respected. In turn, they learn to offer the same choices to others and practice respecting when other people say no.

​

Responsibility: 

When developing curriculum, interacting with families, determining policies, interacting with our staff, and planning activities we ask guiding questions to align our actions with our values. 

• Are we leading with love?

• Are we respecting children and protecting and upholding children's rights?

• Are we following children’s emergent play and encouraging their internal sense of responsibility?

• Are we practicing reciprocity in relationships with each other and the natural world?

Each year we will convene community circles to present our framework and develop shared community norms with our changing cohorts of families. We commit to our responsibility to understand how to best support the diversity of our students, families, and community.