Keynote Speakers

Reimagining Schools for Neurodivergent Learners

Schools are often designed with a narrow definition of what it means to learn, behave, and succeed. For neurodivergent students – those whose ways of thinking, processing, and engaging differ from dominant norms – this can result in environments that misunderstand, marginalize, or even unintentionally harm. In this keynote, Dr. Paul Harris invites school counselors to reimagine what is possible when schools shift from deficit-based models to strengths-centered, inclusive systems that affirm neurodiversity.

Grounded in an antiracist, strengths-based framework, this session will begin by defining neurodiversity and exploring common forms of neurodivergence, while critically examining how traditional school structures often create barriers rather than supports. Participants will consider how behaviors frequently labeled as “challenging” may instead reflect adaptive responses to environments that are not designed with neurodivergent learners in mind.

Dr. Harris will also explore the concept of masking – the often invisible labor neurodivergent students engage in to conform to expectations – and the emotional, cognitive, and identity-related costs associated with it. Through an intersectional lens, the keynote will highlight how race, culture, and other identities shape the experiences of neurodivergent students, with particular attention to the unique challenges faced by Black neurodivergent youth.

Moving from awareness to action, this session will introduce strengths-based approaches that help educators identify, affirm, and build upon the assets of neurodivergent students, rather than focusing solely on perceived deficits. Participants will also be introduced to principles of Universal Design for Learning (UDL) as a proactive, systemic approach to creating flexible learning environments that benefit all students.

Finally, the keynote will emphasize the importance of authentic partnership with families, recognizing that neurodivergence often exists across generations and that caregivers bring critical insight, expertise, and strengths to the educational process.

Attendees will leave with a renewed perspective on neurodiversity, a deeper understanding of how school systems can evolve, and practical strategies for creating learning environments where neurodivergent students – and their families – are not only supported, but fully seen, valued, and empowered.

Dr. Paul C. Harris is an Associate Professor in the Counseling and Special Education Department in the School of Education at Virginia Commonwealth University. His work is shaped by his experience as a high school counselor, teacher, and administrator, and centers on student-athlete wellness—particularly among Black males—as well as the mental health of K–12 students, with an emphasis on underserved and neurodivergent populations. He also focuses on the preparation and development of school counselors, both in training and in practice.

Dr. Harris has served as president of the Virginia School Counselor Association and as a member of the Board of Directors for the American School Counselor Association.

He earned his bachelor’s and master’s degrees from the University of Virginia, his Ph.D. in Counselor Education from the University of Maryland, and a Master of Divinity from Virginia Union University.