Student Voices Lead the Way: Celebrating Neurodiversity Across Da Vinci

At Da Vinci Schools, neurodiversity is not just supported—it’s celebrated. Through innovative, affirming practices, the program uplifts students with both visible and hidden disabilities, honoring their unique strengths while supporting their social-emotional needs—including those with ADHD, Dyslexia, Autism, Down syndrome, and others.  By creating inclusive environments where all students can feel a strong sense of belonging, Da Vinci empowers neurodivergent learners to show up as their full, authentic selves.

Across Da Vinci Schools, a key focus is educating all students with accurate, meaningful understanding about disability while intentionally reshaping how it is traditionally discussed. A consistent message shared throughout the year—and a student favorite—is that neurodivergent individuals make valuable contributions to their communities and society. Through engaging presentations, students explore the lives of notable neurodivergent leaders, innovators, and entertainers, helping to challenge assumptions and and debunk common myths about disability.

Just as importantly, this work is driven by students themselves. Neurodivergent students and their allies play a central role in shaping programming through Neurodiversity Student Committees at Da Vinci Communications, Design, and Science. These committees operate both independently and collaboratively, contributing to decision-making and program development across campuses. Their efforts include producing the monthly Inclusive Voices news segment at DVS and DVD to spotlight different disabilities, organizing “Poppin’ for Neurodiversity” fundraisers, and leading the planning and activities for Neurodiversity Celebration Week. Through these initiatives and more, student voice is not only elevated—it actively drives a stronger culture of community, acceptance, and inclusion.

New this year, students in the FUTURES Program at Da Vinci Communications took a hands-on role by hosting a sensory bottle workshop, exemplifying our guiding messages of “assume that I can” and “presume competence.”

Even more exciting, Da Vinci Connect TK–8 joined DV Connect High School in hosting a month-long Neurodiversity Celebration in March. Students engaged with neurodiversity-affirming videos and presentations, while older students stepped into leadership roles—reading neurodiversity-affirming children’s books to younger peers and designing the school’s first sensory wall. Fun, inclusive activities like Crazy Socks Day and Tie-Dye Day celebrated unique learners, and hands-on experiences such as putty-making and a sensory experience room reinforced lessons about sensory differences. Teacher-led discussions further supported reflection and understanding.

Staff also engaged deeply, reading lived-experience summaries written by Da Vinci high school students to better understand neurodivergent perspectives and support younger students who may not yet have identified their differences or learned to express their needs. Meanwhile, TK–8 families received weekly newsletter resources and activities to reinforce acceptance and inclusion at home.

Together, these efforts are fostering stronger understanding, amplifying student voice, and building a deeper sense of belonging across our schools.

What Our High School Students Are Saying

• “I connected with the idea that we should not force neurodivergent people to be neurotypical.”
• “Thank you for including the ADHD section because, as someone with ADHD, I relate to it, and no one really understands those things about me.”
• “I like that the school provides access to quiet rooms, sensory rooms, and a getaway from loud assemblies. (Skybox and livestreams)”
• “I learned that the world needs to change, not neurodivergent people.”
• “I learned that not all disabilities are visible.”
• “I can support neurodiversity by including all people and understanding more about it.”
• “The Neurodiversity Student Committee allows me to connect with other neurodivergent kids.”

What are our TK-8 Connect students sharing?

• "That having ADHD is ok."
• "Don't be afraid to say the word disability."
• "One thing I learned was that Albert Einstein has a disability."
• "I learned that there are thousands, perhaps millions, of neurodiverse people who have or will do amazing things for the world.

What Our Staff Are Saying

• “Our Neurodiversity Student Committee has given many of our students a place of belonging.  I have seen students grow in their comfort using their voice, contributing in places they may have never contributed before, and simply just being themselves.  We are normalizing our differences and empowering students.  I have learned how important it is to provide these spaces for our kids!”
• “Students have been empowered to share about their disabilities in a way that removes shame and embarrassment; a big breakthrough!”
• “Offering things like a sensory room and earplugs during all school-wide events to all students helps normalize Neurodiversity and the importance of making everyone feel welcome and seen.”
• “This work has normalized student understanding and accepting that brains work in different (not better or worse) ways.  The language we use around this topic is very affirming.  I’ve definitely noticed a difference.  Also, neurodivergent students are more confident in owning their differences.”
• “I loved hearing directly from students sharing out their challenges and what works for them.”

These reflections highlight the profound impact of neurodiversity-affirming practices and underscore the importance of community partnerships that make this work possible. A special thank you to the Exceptional Kids Organization (EKO), whose ongoing support and generous grants have sustained this program across Da Vinci Schools. EKO, a South Bay-based non-profit, empowers young people with developmental or physical disabilities by fostering community support and providing social and educational enrichment for individuals with special needs, their families, and educators.

We also extend our appreciation to the Friendship Foundation for its contributions to Da Vinci Connect TK–8 and Connect High School. Their mission is to create socially integrated programs that foster friendship, independence, and inclusion, transforming the lives of neurodiverse children and young adults while promoting a more accepting society.

Finally, we recognize and thank the student members of the Neurodiversity Student Committees and Friendship Clubs, their faculty advisors, school administrators, and the Central Main Office for their leadership, support, and dedication.

Together, let's continue to educate, celebrate, and embrace neurodiversity every day!

This article was written by Lori Barrett, Neurodiversity Program Lead.