Research on supporting neurodivergent students has expanded significantly in higher education, yet its implications often stop at the classroom. This session examines how those same insights can reshape how faculty and staff communicate, collaborate, and support one another. Drawing on current research, participants will explore how structures designed to support student learning also illuminate unmet needs within our campus workplaces. This session invites attendees to extend principles of inclusion, compassion, and holistic support beyond students and into daily professional practice, strengthening a campus culture where all members can belong and thrive.

Learning Objectives: 1. Participants will be able to describe how insights from neurodivergent student support reveal unmet needs within faculty and staff experiences. 2. Participants will be able to adapt at least two neurodiversity-informed strategies from student support to enhance communication, structure, or collaboration in their professional roles. 3. Participants will be able to connect neurodiversity-informed practices to institutional values such as inclusion, compassion, and educating the whole person across the campus community.

Presenter: Stephanie Wheeler