Presenter:
Session Description:
UC staff shape the environments where students, early-career professionals, and colleagues discover their potential. Yet many neurodivergent individuals, especially at transition points, face executive-function challenges such as prioritising, planning, and follow-through. These same pressures increasingly affect staff performance and career sustainability.
This interactive workshop introduces practical, coaching-informed micro-skills that support neurodivergent students and colleagues while strengthening your own leadership, communication, and career-development capacity. Drawing on international disability-policy experience and inclusive higher-education and workplace coaching pilots, the session demonstrates how brief, strengths-based conversations, paired with simple tools like the Executive Function Wheel and identity-safe coaching questions, can build clarity, agency, and momentum in everyday advising, supervision, and career development work.
Participants will practice immediately transferable techniques and conclude with a guided body-doubling experience, modelling how small environmental shifts can reduce friction and support task initiation for neurodivergent individuals and for themselves.
Learning Outcomes:
- Apply an executive-function lens to identify points of overload or friction in yourself and others.
- Use simple coaching tools to improve prioritisation, task initiation, and follow-through in everyday work.
- Integrate at least one coaching-based strategy into your own workflow or leadership approach to support sustainable performance and career growth.