31: The Neurodivergent Learner : Helping Kids Succeed at School
When a neurodivergent child is struggling at school, it’s easy to focus on what we can see—the behavior, the unfinished work, the frustration. But what’s making it hard for them to learn in the first place?
In this episode of Unlocking School Success, school psychologist Dr. Emily King, author of The Neurodivergent Learner, joins me to unpack what neurodivergent kids need in order to be available for learning. Emily explains why regulation plays such an important role and how her “window of tolerance” framework can help parents make sense of what they’re seeing.
Sometimes the first clue is sensory. Sometimes it’s sleep, hunger, physical comfort, or anxiety. And sometimes behavior that looks like “defiance” is telling us that a child doesn’t yet have the skills to handle what’s being asked of them. Understanding those clues can give parents a very different starting point—not only for figuring out what their child needs, but for working with teachers to support them at school.
Key Takeaways:
Why “can’t do school” may actually mean “can’t do school under these conditions”—and what regulation has to do with learning
Where to look for clues when school feels hard, from sensory needs and basic comfort to sleep, stress, and anxiety
The different ways kids find regulation—and why connection doesn’t always have to come from another person
Why what teachers see at school can look very different from what parents see at home
How to help teachers better understand what may be behind a child’s behavior and work together when you’re seeing things differently
Resources:
Buy The Neurodivergent Learner on Amazon (affiliate link)
Dr. Emily King on Substack (parent workshops + replay library):
Boys Town Press children’s books (ADHD, autism, executive functioning, social skills)
Connect with Scotti:
Website
Instagram
Threads
LinkedIn
Connect with Dr. Emily King:
Ask a Question:
Got a school question on your mind?
Submit it as a listener question for a future episode
Transcript
31: The Neurodivergent Learner: Helping Kids Succeed at School
Dr. Emily King: [00:00:00] I've seen smart kids not be able to do school. This is not because this kid cannot learn, it's because this kid can't learn under these circumstances.
And so that's the impetus to really all my work and figuring out how to peel back the layers of, okay, how can this kid learn? What are the circumstances? What is the constellation of things that we need to put together to make this happen?
Scotti Weintraub: Welcome to Unlocking School Success, a podcast with the smart strategies and support parents need to help their kids thrive. I'm your host, Scotti Weintraub, parent coach, school navigator, and your go-to guide for turning School Stress and Chaos into clear strategies that work. Let's get started.
Hi, and welcome back to another episode of Unblocking School Success. It is with great pleasure that I welcome the amazing Dr. Emily King, and [00:01:00] she's here to talk to us about a new book, which I know you're gonna wanna hear about. Thank you.
Welcome, Emily.
Dr. Emily King: Thank you so much for having me, Scotti.
Scotti Weintraub: Your new book is so exciting for me because it is chock-full of all sorts of things that I talk to parents about, and I want you to just start out by telling us what it's called and what was the impetus for you to write it?
Dr. Emily King: Yeah. I am trained as a school psychologist originally, and have been in private practice for about 15 years following that, doing lots of different things around psychology, testing, consultation, and therapy. And I'm on my own journey as a parent with neurodivergent kids as well. So over the years, I've pretty much just continued to specialize in working with the anxiety around schooling with neurodivergent learners.
So this book is inspired by all of the kids I worked with, my own kids, and it's called The Neurodivergent Learner: A New [00:02:00] Approach to Your Child's Success in the Classroom and Beyond. The first half of the book focuses on school, and the second half of the book focuses on ways that our kids learn outside of school, because we don't just learn in the four walls of the classroom.
I tried so hard to get the whole K through 12 experience in one book- ... but it just was not to be. So this book is pretty much pre-K-ish, like your rising kinder-garden until early middle school. I stopped short of delving into hormones and puberty. That will hopefully be in a sequel. We'll see. But this book is for parents who are new to the journey of a diagnosis of autism, ADHD, twice exceptionality, so a child who's gifted and may have a learning disability or ADHD or autism as well, and goes through three main sections is how I organized it.
I did a lot of thinking before I even started writing and researching. And I [00:03:00] wanted to organize it in a way that is organically how we go through this experience as parents, of preparing our kids for school supporting our kids at school, and then eventually empowering them to be learners on their own.
And my personal journey is having to, with one of my kids, really having to teach him how to do school. He ha- was very overwhelmed by school as a young student, and those behaviors, those just following along with things 'cause you look around and see what everyone's doing and you just do it, it's simple to kids who are neurotypically developing, but it is very complex when you have, social nuance differences or sensory sensitivities or, motor differences.
So all of those things rolled up into my experience, both personally and professionally. And I wanted to put those all together in a resource. So it's a [00:04:00] little bit story, a little bit research, and a lot of strategies, and I hope that I just hope it helps people. It's the book that I wish someone, of course, had give- you always wanna write the book you wish that you could've gotten.
Yes. I wish someone had written this 15 years ago, and I just really hope it helps parents who are starting to figure out, or asking them- thesims- or asking themselves that question, what do we do about school?
Scotti Weintraub: Wow. I wish I had this book 15 years ago. It is definitely the book I needed. So I have been just I have been able to see the advance copy, so I know all of the really great stuff that's in there, and I'm so excited for parents to get their hands on it because I do think it will be so impactful for those parents who really could use this information.
And so tell us, when is it coming out?
Dr. Emily King: Yeah. So the book will be available in hardback, on Kindle, and [00:05:00] audiobook. I was intentional about reading the audiobook myself, which was quite the experience, y'all. Wow ... it will all be out at the same day, August
Scotti Weintraub: 25th. It'll be available in all of the, the standard places, and I'm really excited about it.
But for this podcast, I wanted to talk specifically about this framing that you put to the whole book, and you talk about this in the introduction, and I think it just lends itself to the rest of, that follows in the book. It's around connection and relationship. So I believe that this is such a key piece, especially for these neurodiverse kids, that they feel connections to their school and especially to their teachers. But why did you choose that as the framing?
Dr. Emily King: We all have to feel safe in our nervous system to learn. That is the thesis of this book, but also the thesis of all learning.
We can't learn when we're in fight or flight. We [00:06:00] can't learn when someone is stressing us out. If we've ever felt overwhelmed by stress, we just need everyone to stop talking, right? We can't listen. We can't process information. We certainly can't encode it to the point where we're gonna be able to recall it later.
Our mind goes blank when we're anxious, things like this. And this is an experience as humans we all have. It's just that neurodivergent kids, so generally speaking, gifted, ADHD, autistic learners, children, are closer to the edges of their fight or flight. I call it the window of tolerance, which Dan Siegel, Dr.
Dan Siegel coined, and I use his framework in the book to explain we have to be inside our window of tolerance to learn. And one of the ways when we are outside of our window of tolerance or we're pushed to the edges, one of the ways to re-regulate- Or as we all are familiar with, co-regulating, is through relationships.
And so relationships, of course, as a psychologist, has [00:07:00] always been the cornerstone of, building a therapeutic rapport with a child, or establishing trust with a parent, or working with a teacher and collaborating. That relationship is so important to help us all feel like we can trust each other, like we're being heard, or we're listening to each other.
But what's different about neurodivergent kids is that they are quick to go out of their window of tolerance, and relationships aren't the only thing that can regulate them. So they're regulated often, too, by interests, and they're also, many of them can have social weaknesses, whether that's social impulsivity of not staying with a relationship very long, or whether it's social weaknesses in reading nonverbal cues or misunderstanding nuanced language that will make relationships hard.
So it was important to me to frame the whole book around, yes, relationships are important, but they [00:08:00] don't have to just be with people. They can be with animals, they can be with art, they can be honestly with a routine. And so when we can re-regulate ourselves back to, and sometimes it's self-regulation and sometimes it's co-regulation, back to that window of tolerance, that's where the learning happens.
It's just more delicate with a neurodivergent learner.
Scotti Weintraub: I love this framing, that it's not just about people relationships, 'cause I don't think we often think about it that way.
Dr. Emily King: But think about anyone listening who's parented an autistic child, for instance. Relationships may not come easily to them.
They may connect with animals or connect with objects or music or taking things apart and putting them back together might be regulating for them. So re- regulating ourselves through relationships is pretty universal to the neurotypical population, and there are many neurodivergent people who also regulate through [00:09:00] relationships.
And I would say a lot of autistic people will regulate through close, trusting relationships, but often they have to be predictable relationships, and they really need to know the people well. That's why often they will connect with family. They'll feel safer with family than they do outside of the home.
So when we're talking about going into a school building, kids who start the school year, most of the time, let's say a neurotypical child walking into a new elementary school building- I, for the most part, all the adults are kind, right? They're predictable, they're kind, they're upbeat. When we're ta- if we're talking about kindergarten, it's a special- Right
person who's a kindergarten teacher. Yes. And for the most part, they get the message of, okay, these people show up every day. I feel safe with them 'cause they're kind. There's a routine here. We do the same thing every day. There's usually music and movement. It's, there's fun, right? There's fun stuff going on.
And so that [00:10:00] all takes a week to settle in, and then the child feels like they have a relationship with the space, with their peers, with the teacher, with the routine. They can expect what's gonna happen to happen. Now, if you have a difference in your ability to scan the environment and process the information, or all of your sensory input comes in all at once and you're overwhelmed by the environment, you could be missing parts of this experience, or you're getting all of the experience and you're going into fight or flight more easily.
And so then the people are not able to connect with you as well because you're just overwhelmed by, let's say, the lights or the, if there are bells going off, or if there's music, or something like that. So we have to really first think about the sensory experience for our kids, for our young neurodivergent kids.
And I talk about [00:11:00] that in chapter one, is the experience from a sensory standpoint as well as the schedule and what does that look like for them. And oftentimes we get into these situations where something is overwhelming and we're trying to problem solve, and so I always want families and teachers to start with the sensory because what, how does that room, how does that routine, how does that strategy feel to that child is the first thing we gotta figure out.
And we have to be detectives because kids at that age, especially if they have language differences, they're not necessarily going to be able to explain it directly to us.
Scotti Weintraub: I really appreciate that you start with the sensory because it is such the first thing that kids encounter in a new setting, whether that's entering kindergarten, of course, that everything's new, or even a new school year- which we're about to embark on, right? And they go into a new setting and you've got n- a new person.
And a teacher, mostly a [00:12:00] new teacher. Sometimes maybe they have repeat, but and you're with a new group of kids. There are new noises and new seating situations, and just all of this newness around that, and it feels like such the beginning spot where- Everything starts, in terms of being a learner, being open to learning.
Dr. Emily King: Yeah, and I think because I've seen in one of my own kids- ... and then clients that I've worked with over the years I've seen smart kids not be able to do school. Yes. And that, that gets my wheels turning on, this is not because this kid cannot learn, it's because this kid can't learn under these circumstances.
And so that's the impetus to really all my work and figuring out how to peel back the layers of, okay, h- how can this kid learn? What is, what are the circumstances? What is the constellation of things that we need to put together to make this happen? But I think for kids going [00:13:00] back into a school year and they're familiar with the building, for instance, they're, they may be familiar with the kids, but they get all mixed up every year, right?
Yeah. So new group of kids, probably a new schedule and definitely a new teacher. And then you've gotta get used to everyone is actually older. There's also this layer of social dynamics of maybe this kid bothered them last year, but they're more mature this year. It's all layered on top of just the reason they're there, which is to learn.
And so it's not just about academic learning. I actually don't do a whole lot of talking about academic learning in this book. I talk a- some about homework and testing, but I l- I always have let the teachers be the experts in the academic learning. I'm here to help teachers and parents ready a child to learn, support a child to learn, and then help kids know when they're available and when they're not available to learn, and what they need to do to re-regulate to be [00:14:00] available again, and to advocate and ask for what they need.
Scotti Weintraub: Oh, yes. And so if a parent is listening to you and saying "Yes, I wanna try to help my child in these ways," let's talk about some potential ways that a parent, and I know you get into quite a few really specifics in the book, but what are some ways that a parent listening in could say, "Okay, I can help-" my child, even though, because of course parents are not in the building, right?
We are not there. We send them off and we hope for the best. And what's something ... Where's a place to start, I guess is my question, because it can feel really overwhelming.
Dr. Emily King: Yeah. So the place that I always start is with sleep and with sensory. I know we've already talked about sensory a little bit at school, but even before your child hits that school building, they need to feel comfortable in their clothes, in their [00:15:00] shoes.
They need to feel comfortable from a sensory perspective if your child is sensory sensitive. There are many kids that'll just put on whatever and they're fine. But those are battles we don't need to fight. If your kid ... let your kid wear what they want to wear, if, as long as it's comfortable.
And when their body feels comfortable, they will then be able to attend better. We of course need to make sure our kid is getting nutrition that they need. Now, this is a touchy subject that could be a whole nother podcast because there are lots of kids with sensory sensitivities that struggle with a variety of foods and food intake.
So we don't pick battles on that. We just want our child to be nourished, right? I always go off on the tangent of fed is best when we talk about bottle and breastfeeding. Same deal here. Fed is best. Whatever they will eat. And then we've really gotta think about sleep, and so sometimes we as parents we feel annoyed with sleep.
I know I have. Oh my gosh, will you just sleep through the night? We have all got to get some sleep. But that [00:16:00] is some- if your child is not sleeping consistently or has had some disrupted sleep for whatever reason, anxiety or just lots... I write a lot in the book about how autistic and ADHD brains and nervous systems have a hard time settling down to sleep.
We need to be communicating that with our child's teacher. And it could just be a quick message of, "Ooh, didn't get a good night's sleep. Energy might be lower today," so that the teacher can adjust and not have the same expectations they would on another day when the child is rested. So just from the get-go, letting your teacher know, "These are some of the things that might impact attention or mood in the classroom and I will let you know if I think something's off."
Now, the opposite can also be true, which is, a totally good problem to have, where a child is a hot mess at home, and then they go to school and the teacher's like- ... they're great. They're having a fine day. And listen, I know it drives us bonkers as parents. We're [00:17:00] like, "What am I doing wrong?"
You're not doing- ... anything wrong. It's just that your child has the capacity to understand that somewhere along the way in the messaging, they're understanding that I wanna hold it together in this setting, whether it's because there's, social motivation or because maybe it's structured and they really thrive, or maybe they like it.
They like learning. But then they're done at the end of the day. They left it all on the field, and they just fall apart at home. So if you have a different child at home than at school, also communicate that and- One thing I hope comes out of all the conversations I'm having around this book is for us to try to drop our defenses a little more.
I've been on all sides of the IEP and the 504 table, as a parent, as a school psychologist, as a private psychologist, and it's really easy to say I don't have that problem in my setting, so it's not my problem." But actually, I would say if a child is struggling anywhere, it's [00:18:00] everybody's problem to help solve.
You don't e- necessarily have to solve it for your setting, but if your child is, if a child is successful at school, for instance, and having a hard time at home, I wanna know from the teacher, why are they doing well at school? What's going on that's- ... helping them at school? So we can try to either replicate that or just reframe it and decide, okay, they're doing great at school, I'm gonna lower demands at home and not worry about all this stuff that I'm maybe they're do- we're...
And this is also another conversation about, like, how many therapies is too much therapy or extracurriculars, that type of thing. It's finding a balance with what leads to success for your child, and their energy and their stamina is part of that. So this is a really long-winded way to say when there is an inconsistency between home and school, that's the first place I wanna start, and usually it has to do with what you notice at home, with sleep, nutrition, [00:19:00] and sensory differences that you want your teacher to know.
Scotti Weintraub: Yes, and I think those are just the basics and easy place to start, and I love that you mentioned let the teacher know. Because the more I think we can be upfront about what we encounter as a parent, we're giving them valuable information, and then they can share valuable information back to us.
Yeah. Absolutely. And that can lend itself towards, collaborating and coming up with strategies to reinforce what's happening at home. or what's happening in school. And I mentioned before we started recording that I love in the book that you actually give very specific sample scripts of communication with teachers.
And so talk a little bit about why you think that piece is so important.
Dr. Emily King: Yeah, so I all my career have heard from parents, "I don't wanna be that mom." Oh, yeah. "I don't wanna be the one that is [00:20:00] overstepping or..." And I've seen it on both sides. I've seen parents who are hesitant to say something, and they absolutely should be saying something, and I've seen parents that are speaking up often and with lots of detail over something that I'm pretty sure the teacher can handle.
And so it's finding that balance that I think is hard for lots of parents who are not in this profession. If you are in education, or even if you're in the periphery of education like a, a healthcare provider or a mental health provider, you h- have a sense of this collaborative, especially if you work with kids, of working with parents to then help the child.
But outside of that, I know it's kinda no man's land of "I don't even know how to start this conversation." So I was intentional at the end of every chapter to write out an email script of a pretend email that you might send about a topic that I touched on in the chapter so that a parent can just get an idea, a [00:21:00] framework, of how deep or how general you would go.
And I often think about it in a formula. I can't remember which chapter this is in. It's in one or two. But in talking about, introducing what as a parent, introducing what you are curious about is going on in the classroom, and then saying, you're here to help figure out if that's a problem for them too, how you can work together to solve it.
So it goes back to that, "Here's what I'm hearing at home, but I need to hear it from your perspective at school, from school, and what's your perspective on that?" And then you're just getting the conversation going rather than going straight into, n- absolutely knowing. I think we all know, especially if our child is, verbally recounting something from school, we all know that we usually don't get the whole story, right?
We all know that. But if you have a child with communication weaknesses, you get a free pass. You have, probably have that [00:22:00] teacher's, personal phone number you're texting because- ... you need to be in close contact with that teacher when your child is not communicating anything, for instance.
You are absolutely gonna be the collaborative mom. And I would say- The line in the sand of being, like, quote-unquote, "that mom" is only if you're not being helpful, and I think we're all trying to be helpful, right? So there is a line where, they're g- we go too f- we can go too far in, complaining about things that can't be changed or can't be solved, that type of stuff that the teacher can't do anything about.
That, that's hard, and that usually is something that we need to be talking to an administrator about, right? But generally speaking more information is helpful to teachers, especially if it's stories about what happened this weekend, or this medication is giving him a side effect or, something like that you feel like isn't related to the school day, but it absolutely is gonna affect.
If it affects their energy and affects their attention, it affects their [00:23:00] learning.
Scotti Weintraub: And I think the way that we frame them is so important because our goal is always that collaboration. And so I hear from parents a lot "I don't wanna be that mom, that parent," and I get it. I've had those fears myself.
And yet, I think the way we frame it is so important because just like in any kind of human relationship, whether that's with your coworker or your neighbor or your friend, the way we frame those conversations matters, and so I love that you take a collaborative approach, that it's, "I wanna hear from you.
I wanna honor your expertise that I'm not in the classroom, that you have information to share with me, and I have information to share with you," and instead of, coming in hot, which some-
Dr. Emily King: Yeah ...
Scotti Weintraub: sometimes people can do.
And I think that just shuts down those open lines.
Dr. Emily King: Yeah. Yeah, and it's hard because we sometimes [00:24:00] are really worried about our kids, and we are- Yeah
especially if something surprising happens or unexpected happens. So I'm hoping that those scripts in the book just get people started with thinking about how they might wanna reach out to their child's teacher.
Scotti Weintraub: Yeah, because I think it's- Almost always okay to just send the email.
Dr. Emily King: Yeah.
Scotti Weintraub: As long as it's, i- with that collaborative approach, it's okay-
To just let them know. And then the teacher, as you said is a professional. They can filter "Okay, that's useful for me. Okay, I'll keep that in mind." And but we need to be- to give them the information they need to make their jobs easier, too.
Dr. Emily King: Yeah, absolutely. And usually they are so grateful for some sort of detail that really helps them explain what they're seeing in the classroom that day.
Scotti Weintraub: Yeah.
Dr. Emily King: Absolutely. And no news is good news from teachers. They're [00:25:00] busy. So if they're not noticing any differences, they're not reaching out to you. However, if your child runs a risk of being misunderstood with maybe aggression or arguing or lying, there's some negative behaviors that really are rooted more in anxiety with neurodivergent learners, but they can come across as intentional.
So if your child is complicated and complex and could be misunderstood, we definitely need to be communicating and educating- Yeah ... our teachers on kind of the history of if there are any patterns of behavior like that.
Scotti Weintraub: Ooh, I like to, I like that word patterns, because I think that is so useful to be able to look back and reflect- back on what we have seen in the past to help inform, going forward into the new school year and beyond. But if a parent is listening and they think, "That's great, but I've gone to a teacher and said in the scenario you're describing, my child may seem oppositional," [00:26:00] that's rooted in anxiety, for instance, but that the teacher- just said that they were being defiant.
Do you have any tips? We're running short on time, but this is, I think, such an interesting thing- ... that sometimes it's that teachers don't know-
...
Scotti Weintraub: Enough, right? So what can a parent do in that situation?
Dr. Emily King: Yeah. We have to validate that's the teacher's experience, because probably once upon a time as a parent, even if it was just once or twice long ago, or it could have been that you went through a whole season of your life where you thought your kid was defiant before you recognized that- Right
it was neurodivergence of some kind. So I think letting a teacher know, "I hear you. I used to view it that way, too, until I..." Fill in the blank. So it could be a story about getting them evaluated. It could be a story about working with an occupational therapist who helped you understand the sensory overwhelm.
And so starting to help, it's bringing a teacher along [00:27:00] on how much work your child has done, whether it's in therapy or if there's an evaluation that you can help them un- absolutely share evaluations with your child's teacher. They'll be flying blind, right? If you feel like your teacher has all the information and doesn't, quote unquote, "believe" in differences that, of course- Right
is "I do professional development," then we're bringing in a school psychologist or an administrator someone who perhaps has more training. Or it could be the, the school's OT or SLP who is as- understanding things from a language and sensory perspective and how that can impact behavior.
Usually, it's about behavior simply because behavior disrupts learning, e- either that child's learning or the learning of the classroom. And what it usually comes down to is that student needs more support. However, if we- Send a consequence to a student or [00:28:00] surround a child with a consequence or a boundary without teaching them what to do or giving them support for the missing skill, we will just get into a cycle of shame, of you did the negative behavior, you're in trouble, and then you, now that child feels bad about that.
If they don't have the skill to change that for the next time, it'll just become a negative cycle. And I work with so many parents of kids who are like, "Yep, that's what I was like in school because no one understood my ADHD." And so we have to start with validating, telling stories about our kids, helping them understand that we used to see it that way, too, or, maybe we have a family member that saw it that way.
But you're able to help them understand that this is based in sensory or social weaknesses or weaknesses and impulsivity. That's a big one. So helping a ch- a teacher understand your child's skill weaknesses is where to start with that. [00:29:00]
Scotti Weintraub: Great. And I feel like we could have a whole other podcast episode just about that one piece.
So maybe we'll need to do that in the future, 'cause I think it's just such an important one. Unfortunately, we have to wrap up, but Emily, tell folks where they can find your book, where they can find you, and more about what you're up to.
Dr. Emily King: Yeah, so you can go to learnwithdremily.com/book to pre-order the book if this is before the end of September.
There's some bonuses there if you pre-order before the end of September. And then if it's after that there will also be links there to buy the book. It'll, again, be available on Kindle, hardback, and Audible. And then you can also find me over on Substack. So I host parent workshops over on Substack.
There's a whole library of over 20 workshop replays over there as well as my blog. And then I also do professional development for teachers, which is usually in person. This is professional development season, back to school time, but I do it [00:30:00] throughout the year as well. So if you are a parent who feels like your administrator would be open to having someone like me come and talk to staff about neurodivergent learners, I'd love to hear from you, and all that information is on my website.
Scotti Weintraub: I so appreciate that you do professional development because I feel like sometimes it is a missing piece that despite great intentions and heart, that there isn't, this information just isn't out there in the way- ... that it needs to be. And so thank you for doing that, 'cause I think it'll benefit all of our kids so much in the long term.
Dr. Emily King: Yeah. You're welcome.
Scotti Weintraub: I'd like to finish off these conversations just by asking for, aside from your new book, which of course is gonna be an amazing resource for parents, and I think even though it's framed for parents, I think schools will, and teachers can learn a lot from it-
...
Scotti Weintraub: As well. But what's another resource, whether that's a book or a podcast, that is inspiring to you or that you've learned something from in your journey getting to writing this book?[00:31:00]
Dr. Emily King: Yeah. I, of course, love Tilt Parenting. I think we all love- Always, yes ... Debbie Reber and Tilt Parenting. The other question I get a lot is, how do I talk to my kids about neurodivergent? What are the resources? There are a lot of great kids books about ADHD and autism. Boys Town Press is probably my favorite publisher of kids books.
And they have a lot of kids books on executive functioning as well as social interactions. You could just browse their whole catalog if you just look at Boys Town Press on their website. But I use a lot of those children's books in therapy. They're a good jumping off point for if a child can't talk about themselves and what they are feeling vulnera- vulnerable about, they can hear a story about a character who's experiencing that.
And it's also a time for us to say, "See? You're not the only one who feels this way." Yeah. "Someone wrote a book about it. That's, that means that there are lots of [00:32:00] people who feel this way." I'm a big fan of helping kids just explore and accept and understand their identity as neurodivergent learners and those are some of my favorite children's books.
Scotti Weintraub: I love it, and I will of course put links to that in the show notes so folks can find those resources, 'cause I agree that kids books are just such a way to normalize things, and hearing other stories about things that resonate with them. Thank you, Emily. It has been such a pleasure to have you, and I hope that all the parents listening who are interested in your book go and find a copy. I'm sure, I'm hoping that it'll also get into libraries, 'cause I think that would be really useful for a lot of parents, too.
Thanks again, and I look forward to getting my hands on my own copy.
Dr. Emily King: Thanks for having me.
Scotti Weintraub: And thanks for listening to another episode of Unlocking School Success. If you liked my conversation with Dr. Emily, I hope you will follow or even consider leaving a review. [00:33:00] It helps me get this podcast out to other parents who could really benefit from this information and these great conversations.
Thanks for tuning in to Unlocking School Success. If you're finding these episodes helpful, please hit follow, leave a review, or send it to another parent who's also navigating the school maze because no one should have to figure this out alone. You'll find full show notes@reframeparenting.com slash podcast and you can come say hi on Instagram at Reframe Parenting.
Thanks again for listening. See you next time.
In this episode of Unlocking School Success, Scotti Weintraub talks with school psychologist Dr. Emily King about her book, The Neurodivergent Learner, and why many neurodivergent kids struggle not because they can’t learn, but because they can’t learn under certain circumstances.