THE ARCHITECTURE OF BELONGING
Continued from page 13
2. Approach with Curiosity
Belonging is often thwarted by a communication gap. Kircher-Morris and Morin unpack a useful term,“ the double empathy problem,” to emphasize that misunderstandings between neuro-normative and neurodivergent people are a two-way street.
In a traditional classroom, the burden of empathy usually falls on the student, who is expected to learn how to read the teacher’ s cues and navigate the teacher’ s Umwelt. But the responsibility should be shared. For example, a teacher might characterize a student who fidgets as distracted; in reality, the fidgeting could be a self-regulation strategy that helps the student focus. Conversely, a student might find a teacher’ s directions unclear because this student cannot process information well orally, even when those directions seem perfectly clear to the rest of the class.
Belonging is fostered when we replace judgment with curiosity. By using the phrase“ tell me more,” we invite the student to help us bridge the gap between our two sensory worlds— while accepting our own responsibility to participate in building that bridge.
3. Use Grading as a Bridge, Not a Barrier
Yes: Some neurodivergent students need more time and repetition to reach mastery. But all learners benefit from practice; if it doesn’ t make us perfect it most certainly
“ Let’ s model what theater directors and coaches already do; they schedule far more rehearsals and practices than performances or games.”
makes each of us better. In Hidden Potential, Adam Grant writes that“ to master a new concept in math, science, or a foreign language, it typically takes seven or eight practice sessions... If we judge people only by what they can do on day one, their potential remains hidden.”
Assessment should reflect this research. Let’ s model what theater directors and coaches already do; they schedule far more rehearsals and practices than performances or games. Students need low-stakes opportunities to try, adjust, and grow before anything is graded. Give more formative assessments and fewer final graded assessments. Class discussions, in-class activities, homework, and exit tickets give students space to practice, learn from mistakes, and build confidence without penalty, so that when they assume their role on the world’ s stage, they’ re confident and ready.
Page 14 Summer 2026 CSEE Connections