Supporting Yourself as a Neurodivergent Learner

• Neurodivergent adults and young adults
• Students, apprentices and people returning to learning
• People awaiting or exploring a possible diagnosis
• Anyone who finds learning, organisation or task initiation difficult
• People who experience overwhelm, procrastination or inconsistent motivation
• Anyone wanting to better understand and support their own learning needs

• How attention, memory and executive functioning may affect learning
• Why motivation can fluctuate and why this is not simply a lack of effort
• How stress, emotional regulation and cognitive load influence performance
• How sensory needs and learning environments may affect focus
• Practical ways to approach planning, starting and completing tasks
• How to reduce overwhelm without lowering your goals
• How to identify strategies that genuinely fit your needs

Understanding Neurodivergent Learning

Explore how neurodivergence may influence attention, memory, motivation, sensory processing, emotional regulation and executive functioning.

The Neuroscience of Learning and Regulation

Understand how stress, safety, cognitive load and regulation can affect your ability to focus, process information and complete tasks.

Recognising Your Learning Barriers

Identify the situations, environments and demands that make learning harder, without framing those difficulties as personal failure.

The MINDI Method for Yourself

Apply practical, evidence-informed strategies to planning, studying, organisation, routines and everyday responsibilities.

Reflection and Personal Action Planning

Identify realistic next steps that fit your current needs, priorities, strengths and available capacity.

• 90-minute live online workshop
• Supportive reflection activities
• Downloadable neurodivergent learner resource pack
• Practical prompts and strategy ideas
• Personal learning and regulation planning activities
• Opportunity to ask questions
• Follow-up resource email

This workshop draws on education, psychology, neuroscience, mindfulness and inclusive learning design.

It explores how attention, working memory, cognitive load, motivation, emotional regulation, sensory processing and psychological safety may influence learning and everyday functioning.

Neurodivergent people may experience greater demands when planning, switching attention, processing information, regulating emotions or beginning tasks. These experiences are not evidence of laziness, low intelligence or a lack of ambition.

The workshop does not promote one fixed strategy or suggest that neurodivergent learners need to become more neurotypical. Instead, it supports participants to understand their individual needs, reduce unnecessary barriers and experiment with approaches that feel more manageable and sustainable.

Do I need a formal diagnosis?
No. You do not need a diagnosis to attend. The workshop is suitable whether you are diagnosed, awaiting assessment, self-identifying or simply relate to the experiences discussed.

Is this only for students?
No. The workshop is relevant to formal education, workplace learning, professional development, personal projects and everyday tasks.

Will you tell me exactly which strategy to use?
The workshop will introduce a range of approaches, but there is no single strategy that works for every person. You will be encouraged to identify and adapt ideas according to your own needs.

Is this therapy or medical advice?
No. This is an educational workshop and does not replace personalised medical, psychological, therapeutic or diagnostic support.

Will accessibility be considered?
Yes. The session is designed with different ways of processing information and participating in mind. You can share any specific access needs when booking.

Will I receive resources?
Yes. Supporting resources, reflection activities and practical prompts will be shared after the session.

Will the session be recorded?
Unless a recording is specifically stated on the booking page, you should plan to attend live.