Professor Beth Saggers, Education Services Australia
Tracks
Jacaranda - In-Person Only
Prince - In-Person Only
Monarch - In-Person & OnAIR
Marquis - In-Person Only
| Monday, September 28, 2026 |
| 3:35 PM - 4:00 PM |
Overview
Professor Beth Saggers, Education Services Australia
Speaker
Professor Beth Saggers
Queensland University of Technology
Neurodivergence Wellbeing: Designing Neuro‑Affirming Environments That Promote Thriving
Presentation Overview
Neurodivergence must be understood through a strength‑based lens — one that recognises that not all brains work the same way and values this as a natural and essential part of human diversity. When we design environments that honour this diversity, neurodivergent people are more able to flourish academically, socially, and emotionally.
Wellbeing is central to the success of neurodivergent learners in schools and beyond. It cannot be achieved through individual effort alone; it requires environments intentionally designed to support diverse ways of thinking, learning, and being. When environments fail to do this, the risks rise: stress, burnout, masking, camouflaging, exclusion, and the erosion of positive identity.
For many neurodivergent people, long‑term masking carries a significant emotional, cognitive, and physical toll. It can lead to anxiety, depression, burnout, and identity fragmentation. Neuro‑affirming environments reduce the need for masking by making authenticity safe.
To promote wellbeing, we must prioritise nurturing neurodiverse environments that allow people to be themselves, learn in ways that work for them, and develop strong, positive identities.
Key Takeaways: What Neuro‑Affirming Environments Look Like
-Authenticity is safe — Cultures must allow people to show up as themselves without fear of judgement or penalty.
-Predictable, structured, flexible environments — Clear expectations, safety, and support for transitions reduce cognitive load and increase wellbeing.
-Sensory‑friendly spaces — Environments that consider sensory needs enable focus, comfort, and regulation.
-Strengths‑based approaches — Focus on what learners do well and build from their natural abilities.
-Identity as narrative, not diagnosis — Environments must nurture positive identity development and allow individuals to define their own neurodivergent identity rather than being defined by systems or stereotypes.
-Lived experience as expertise — Neurodivergent voices should guide design, policy, and practice.
-Belonging and connectedness — Community, not isolation, is the foundation of wellbeing.
-Student voice, self‑determination, and advocacy — Empower learners to understand themselves, express their needs, and participate in decisions that affect them.
-Move from awareness to action — Awareness is passive; neuro‑affirming practice is active, measurable, and ongoing.
A Neuroinclusive Future that Priorities Wellbeing is Essential
Wellbeing grows in community environments, not isolation. We need communities — schools, workplaces, families, systems — that expect difference, not merely tolerate it. In this future:
· People do not have to choose between success and authenticity.
· Neurodivergent identities are celebrated, not hidden.
· Wellbeing is built into systems from the start, not added as an afterthought.
· Diversity of minds is seen as a collective strength.
This is the foundation of a truly neuroinclusive society — one where everyone has the opportunity to thrive.
Wellbeing is central to the success of neurodivergent learners in schools and beyond. It cannot be achieved through individual effort alone; it requires environments intentionally designed to support diverse ways of thinking, learning, and being. When environments fail to do this, the risks rise: stress, burnout, masking, camouflaging, exclusion, and the erosion of positive identity.
For many neurodivergent people, long‑term masking carries a significant emotional, cognitive, and physical toll. It can lead to anxiety, depression, burnout, and identity fragmentation. Neuro‑affirming environments reduce the need for masking by making authenticity safe.
To promote wellbeing, we must prioritise nurturing neurodiverse environments that allow people to be themselves, learn in ways that work for them, and develop strong, positive identities.
Key Takeaways: What Neuro‑Affirming Environments Look Like
-Authenticity is safe — Cultures must allow people to show up as themselves without fear of judgement or penalty.
-Predictable, structured, flexible environments — Clear expectations, safety, and support for transitions reduce cognitive load and increase wellbeing.
-Sensory‑friendly spaces — Environments that consider sensory needs enable focus, comfort, and regulation.
-Strengths‑based approaches — Focus on what learners do well and build from their natural abilities.
-Identity as narrative, not diagnosis — Environments must nurture positive identity development and allow individuals to define their own neurodivergent identity rather than being defined by systems or stereotypes.
-Lived experience as expertise — Neurodivergent voices should guide design, policy, and practice.
-Belonging and connectedness — Community, not isolation, is the foundation of wellbeing.
-Student voice, self‑determination, and advocacy — Empower learners to understand themselves, express their needs, and participate in decisions that affect them.
-Move from awareness to action — Awareness is passive; neuro‑affirming practice is active, measurable, and ongoing.
A Neuroinclusive Future that Priorities Wellbeing is Essential
Wellbeing grows in community environments, not isolation. We need communities — schools, workplaces, families, systems — that expect difference, not merely tolerate it. In this future:
· People do not have to choose between success and authenticity.
· Neurodivergent identities are celebrated, not hidden.
· Wellbeing is built into systems from the start, not added as an afterthought.
· Diversity of minds is seen as a collective strength.
This is the foundation of a truly neuroinclusive society — one where everyone has the opportunity to thrive.
Biography
Beth Saggers is a Professor in the School of Education in the Faculty of Creative Industries, Education and Social Justice at Queensland University of Technology, Australia. She has had a career spanning 40 years that bridges practical educational experience, academia and research. The focus of her work has been supporting autistic children, their families and school communities to be successful and ensure autistic learners can flourish. She has worked across special education and inclusive education settings and across all school ages. She has a particular interest in supporting learners with complex needs and their school community. Her position as an academic was born from her strong belief and passion for lifelong learning as well as a hunger for knowledge for the “real world” to inform professional practice and research. Her research has a strong transdisciplinary and translational focus which is end-user driven with end-user outcomes. She has been the research lead for a range of research projects for the world first AutismCRC based in Australia.
