The job is already hard.
Teaching asks for planning, transitions, emotional regulation, sensory filtering, grading, communication, and a hundred tiny decisions before lunch. We make books and tools for neurodivergent teachers doing that work with a brain that may already be carrying too much.
For neurodivergent teachers, the challenge is often not the teaching itself. It is everything wrapped around the teaching. We make books, tools, and practical guides for that part. For the days when the bell rings and your nervous system has not caught up. For the grading pile you keep moving to another corner of the room. For the systems that work beautifully until suddenly they don’t.
Built by neurodivergent humans who know the difference between “try harder” and an actual usable system.
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How Neurodivergent Teachers Can Recover Between Classes
The students leave. Another group is coming. You have three minutes and your brain is still in the last room.
Small resets for sensory load, transitions, and getting enough of yourself back before the next class begins.
Why Is Grading So Hard for ADHD Teachers?
Because grading manages to combine repetition, sustained attention, delayed reward, task initiation, decision-making, and 147 nearly identical documents into one enormous executive-function problem.
We talk about why the pile happens and what actually makes it smaller.
BOOKS + TOOLS FOR THE REST OF IT
Planning. Grading. Sensory load. Executive function. Recovery. Classroom systems that do not require you to become a different person in order to use them.
EXPLORE TEACHING BOOKS + TOOLS →
Elementary School · Middle School · High School
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ELEMENTARY SCHOOL
One classroom. All day. Almost no off-switch.
Elementary teaching asks you to hold a remarkable amount at once: instruction, transitions, noise, materials, behavior, parent communication, small-group work, emotional regulation, and the needs of a room full of children who rarely need things one at a time.
For a neurodivergent teacher, the challenge is often not knowing how to teach.
It is managing the sensory, executive-function, and relational load around the teaching while remaining available to students all day.
Our Elementary School guide builds systems around that reality.
Teaching Elementary School While Neurodivergent
Planning, transitions, sensory load, classroom systems, communication, recovery, and the invisible work of teaching the same group of students all day.
MIDDLE SCHOOL
Six bells. A hallway full of noise. Forty-seven things happening at once.
Middle school teaching asks you to shift constantly between content, behavior, relationships, communication, planning, and crisis management, often with almost no recovery time between them.
For a neurodivergent teacher, that can turn the school day into one long exercise in sensory and executive-function triage.
This guide is built for the actual work.
Teaching Middle School While Neurodivergent
Classroom systems, sensory load, planning, communication, transitions, recovery, and the parts of middle school teaching that teacher prep rarely prepares you for.
HIGH SCHOOL
The students are older. The job does not get simpler.
High school teaching brings its own version of overload: multiple preps, grading piles, long-term projects, testing pressure, phones, AI, parent communication, accommodations, admissions anxiety, department expectations, and students whose lives are getting more complicated by the week.
For neurodivergent teachers, there is another layer underneath all of that: managing attention, sensory load, task initiation, transitions, documentation, and recovery while remaining available to students all day.
Our High School guide is built for that reality.
Your First Year Teaching High School While Neurodivergent
Planning, grading, classroom systems, sensory load, communication, projects, phones, AI, testing pressure, and the invisible work wrapped around teaching teenagers.
