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It’s 8:15 a.m. on a Monday morning, and Teresa makes her way into her classroom at Brightmont Academy in Phoenix . The school is one of 20 campuses located throughout the country.  Unlike teachers in other school systems, Teresa will only have to manage one student during each hour of her day. Boring? Repetitive? Hardly! A day in the life of Teresa proves her time at Brightmont is just as dynamic and interesting—if not more so—for teachers and students alike… 8:30 a.m. - English 12 with Natalie Teresa’s first class of the morning is English 12 with a high schooler named Natalie. Natalie is a full-time student at Brightmont who has been attending since seventh grade. Large groups and noise trigger Natalie’s anxiety, so Brightmont is the perfect solution to help her demonstrate her full potential. A straight-A student, Natalie is enjoying her current English unit on Frankenstein through which she and Teresa are discussing the characteristics of sympathetic characters and the nuances of what makes a monster. Natalie is so engaged in the curriculum that she is using Frankenstein as inspiration for penning some poetry outside of class.

When I think back to elementary, middle, and high school, one word comes to mind: survival . I was impulsive, unfocused, forgetful. I often missed assignments—not because I didn’t care, but because I literally couldn’t keep track. I struggled socially, too. I had a few close friends, but for some reason, I always felt like I was on the outside looking in—trying to fit in, but never quite belonging. I got bullied between classes, especially in middle school, and many mornings I was too sick with anxiety to move. I had to fake being sick just to stay home.  At the time (this was the 70's and 80's) there wasn’t language like “neurodivergent” to help me make sense of it all. ADHD was the only word people used—and it came with stigma, side-eyes, and medication warnings. I didn’t want to be that kid, so I put on the mask. No one wants to be that kid—the one who's too much, too loud, too forgetful, too weird. It’s a lonely place, and over time, you start to lose your own sense of self—becoming what you think everyone needs instead of who you actually are and end up being a “social chameleon.”

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Understanding Neurodivergence in a New Light

Neurodivergent students often face challenges that can make their potential difficult to recognize. In a world that values quick results and standardized progress, the unique ways these students learn and grow are sometimes misunderstood or overlooked. I want to share a story with you about Chinese Bamboo. A farmer went to the market and purchased some seeds to grow the bamboo. He asked the merchant, “What do I need to do to grow this bamboo?” The merchant replied, “Plant these seeds in the ground, water them, and fertilize them every day. If you do that, your bamboo will grow.”

Mention artificial intelligence (AI) to today’s teachers, and many respond with grimaces and groans. It leads to cheating, they say. Students don’t really think when they use AI, others add. A recent Pew Research Center survey revealed that 25 percent of teachers believe AI “does more harm than good.” According to the same survey, nearly half (47 percent) of all teachers are in a quandary: they don’t know if AI is good for education or not.

In an August 2024 interview with People magazine , Minnesota governor and vice presidential candidate Tim Walz shared how his son, Gus, has a “secret power.” That is how the Walz family has come to describe Gus’s diagnosis with multiple learning challenges, including ADHD. The Walzes are not alone in seeing neurodiversity’s benefits. Many families, along with teaching and mental health professionals, are now commonly referring to these benefits as “superpowers.” In fact, neurodiversity often proves itself not only advantageous to those directly affected but also necessary to the workings of the world.

Walking on Eggshells: Parenting a Child with Anxiety Disorder