Speech Dude Chris Wenger joins Emily Kircher-Morris to discuss the importance of shifting from compliance-based educational strategies to more affirming practices for neurodivergent students. They explore the significance of creating safe and regulated environments, the difference between belonging and fitting in, and the need to redefine social goals to foster authentic connections among students. They talk about the value of autonomy, community building, and understanding the unique challenges faced by high school students in the context of neurodiversity.

TAKEAWAYS

• The shift from compliance-based strategies to affirming support is crucial for neurodivergent students.

• Belonging is more important than fitting in for neurodivergent individuals.

• Social goals should focus on authentic connections rather than masking behaviors.

• Autonomy in decision-making enhances both student and teacher experiences.

• Intersectionality plays a significant role in the experiences of neurodivergent individuals.

• After school clubs can foster connections between neurodivergent and neuro-normative students.

• Normalizing neurodivergent behaviors can enhance acceptance in schools.

• The DASL assessment tool focuses on strengths rather than deficits.

• Language used in reports can affect parent-child dynamics.

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Chris Wenger is a neurodivergent high school speech-language pathologist with over 20 years of experience, an international speaker, and the creator of the Dynamic Assessment of Social Emotional Learning, a strengths-based assessment designed for autistic students. He is also the founder of NeuroAffirm, a groundbreaking global directory that connects neurodivergent individuals and their families with affirming providers.

Widely known as Speech Dude, Chris has built a global following of nearly one million on social media, where he shares educational and inspiring content infused with humor. His work focuses on making neuroaffirming practices more accessible while empowering educators, therapists, and families to better support neurodivergent learners.

BACKGROUND READING

Instagram, TikTok, Speech Dude

School refusal and distress are the subject of the day, as Emily Kircher-Morris welcomes child psychologist and former school psychologist, Dr. Emily King. They discuss the importance of understanding the underlying causes of anxiety, the need for neurodiversity-affirming approaches, and the balance between structure and flexibility in educational settings. The also discuss the importance of grace, connection, and individualized strategies when helping children navigate their emotional experiences.

TAKEAWAYS

• School refusal is often a response to anxiety, not an active choice.

• Understanding the difference between school refusal and school distress is crucial.

• Patterns of anxiety can vary based on environmental factors.

• Children may need different levels of support depending on their emotional state.

• Co-regulation is essential for helping children manage anxiety.

• Predictability in routines can help reduce anxiety for neurodivergent children.

• Flexibility within structure is important in educational settings.

• Parents should focus on what is necessary in their routines to reduce stress.

• Exit plans can empower children and reduce feelings of being trapped.

• Every child's experience is unique, and strategies should be individualized.

Register here for a free one-hour continuing education webinar entitled The Cost of Camouflage: Exploring Masking and Burnout in Neurodivergent Clients. It’s a free service of the Neurodiversity University!

Dr. Emily King is a child psychologist and former school psychologist with over 20 years of experience working with neurodivergent children and teens. She began her career specializing in school-based mental health in K-12 public schools in Houston, Texas, before transitioning to private practice in North Carolina, where she now supports the mental health needs of neurodivergent youth, their families, and educators.

Dr. Emily is the creator of The Neurodiverse Classroom, a professional development curriculum for educators, and hosts Learn with Dr. Emily on Substack, where she shares blogs, live workshops, and insights on neurodiversity and education. Her upcoming book, The Neurodivergent Learner, will be available for presale in early 2026. Her expertise has been featured on MSNBC’s Morning Joe, The New York Times, The Washington Post, and Parents.com.

BACKGROUND READING

Facebook, Instagram, Threads, LinkedIn

Today, Emily Kircher-Morris and Meredith Polsky look into the complexities of selective mutism, exploring its definitions, the importance of language in understanding it, and the personal experiences that led Meredith to specialize in this area. They discuss the myths surrounding selective mutism, and its manifestation as an anxiety disorder rather than a choice or a form of shyness. Meredith shares her journey as a parent of children with selective mutism and the challenges she faced in finding appropriate treatment, ultimately leading her to become a clinician herself. They explore the challenges of diagnosis, and provide effective therapeutic techniques. This is a must-listen for adults supporting children with selective mutism.

TAKEAWAYS

• Selective mutism is often misunderstood as a choice.

• Language matters in discussing selective mutism.

• The term 'situational mutism' is gaining popularity.

• Parents play a crucial role in treatment.

• Selective mutism is an anxiety disorder, not shyness.

• Pushing children to speak can increase anxiety.

• There is a lack of awareness among clinicians about selective mutism.

• Selective mutism can complicate the diagnosis of autism.

• Children with selective mutism may not exhibit typical anxiety responses.

• Effective communication strategies are crucial for children with selective mutism.

Register here for a free one-hour continuing education webinar entitled The Cost of Camouflage: Exploring Masking and Burnout in Neurodivergent Clients. It’s a free service of the Neurodiversity University!

Meredith Polsky, LCSW is a licensed clinical social worker specializing in Selective Mutism through her private practice, Counseling Out Loud. With a career dedicated to supporting children with diverse needs, she also serves as the Senior Director of Programs and Partnerships at Matan, Inc., an organization she co-founded in 2000 to promote inclusion in education.

Meredith is the co-author of the award-winning I Have a Question children’s book series (Jessica Kingsley Publishers), which helps children—both with and without disabilities—navigate complex topics. She holds a BA in Psychology from the University of Michigan, an MA in Early Childhood Special Education from Bank Street College, an MA in Clinical Social Work from Columbia University, and a graduate certificate in Early Intervention from Georgetown University.

BACKGROUND READING

Counseling Out Loud, Matan, I Have a Question, LinkedIn, Selective Mutism Association