July 9, 2026
Creating a more inclusive future starts with helping young people understand and appreciate differences.
That was the focus of a recent series of classroom presentations delivered by Brendan Boehr, Coordinator of Education and Training and Allyson Locke, Coordinator – Ed & Training, Autism Program with the support of Carly Thiessen, Senior Clinical Manager with St.Amant Autism Programs. Together, they spoke with students from Kindergarten through Grade 8 about autism, neurodiversity, acceptance, and inclusion.
The opportunity came after schools reached out looking for support and education around autism and neurodiversity. While St.Amant Autism Programs has long provided education to parents, professionals, and community organizations, presenting directly to students was a new experience.
“We’ve received requests like this before,” says Carly. “In recent years, we’ve worked hard to deepen our understanding of affirming care and the social model of disability. We felt ready to take part in these conversations and help students better understand neurodiversity.”
For the team, the chance to engage with children at a young age was especially meaningful.
“If you want to create change in society, starting with children makes a lot of sense,” says Carly. “When young people learn that differences are simply differences, not something to fear or judge, they carry that understanding forward into their friendships, schools, and communities.”
Learning That Everyone Experiences the World Differently
Rather than focusing on a traditional presentation format, Brendan and Allyson encouraged students to participate in hands-on activities and discussions.
One activity invited student volunteers to feel a variety of hidden sensory items, including slime, kinetic sand, a microfiber cloth, and a stuffed toy. As students reacted to the different textures, classmates quickly noticed that everyone had different preferences.
Some loved the feel of the slime, while others immediately pulled their hands away. The same item could produce completely different reactions.
“The goal was to show that our responses to experiences happen naturally,” says Brendan. “We don’t choose what feels comfortable or uncomfortable to us. What we can choose is how we respond to and support the people around us.”
The activity became a starting point for conversations about sensory experiences, personal preferences, and the many different ways people interact with the world.
Students were asked questions about everyday experiences, such as whether they like to jump straight into a swimming pool or ease in slowly, or whether they prefer their food mixed together or kept separate. These examples helped demonstrate that everyone experiences things differently.
“Sometimes inclusion means inviting someone to participate in a way that works for them.”
Throughout the presentations, the focus extended beyond simply understanding autism. The goal was to help students think about acceptance and inclusion in practical ways.
The discussions explored how autistic individuals may communicate, play, learn, or regulate their emotions differently. Students were encouraged to consider how they can create welcoming environments for classmates who may have different needs or preferences.
“We talked about how people calm themselves down in different ways,” Brendan explains. “Some people like quiet spaces. Some like movement. Others may rock, spin, or engage in repetitive behaviours. Those differences are okay.”
Students also discussed the importance of respecting different styles of play and communication.
“If someone doesn’t want to play the same way you do, it doesn’t mean they don’t want to be around you,” Brendan says. “Sometimes inclusion means inviting someone to participate in a way that works for them.”
Another important lesson focused on offering support respectfully.
“We talked about asking before helping,” Brendan says. “Help that isn’t wanted isn’t always helpful.”
One of the most memorable aspects of the presentations was the level of engagement from students.
Many eagerly shared their own experiences and strategies for managing stress or feeling calm. Some talked about reading books in quiet spaces, while others described spending time outdoors or with animals.
“When differences are not viewed as something negative, children feel comfortable talking about them openly and respectfully.”
One student explained that spending time with cows helped them feel relaxed and understood.
Those personal examples reinforced one of the central messages of the presentation: what works for one person may not work for another.
In one classroom, students demonstrated a particularly strong understanding of neurodiversity and inclusion. Brendan recalled being asked whether he had ADHD or Tourette syndrome.
“What stood out was how natural the conversation felt,” he says. “There was no judgment attached to the question. The student simply recognized a difference and was curious about it.”
For Carly, moments like that demonstrate what acceptance can look like in practice.
“When differences are not viewed as something negative, children feel comfortable talking about them openly and respectfully,” she says.
“A great community values people for who they are and provides the support they need to succeed.”
Ultimately, Brendan and Carly hope students left the presentations with a simple but powerful understanding: people experience the world differently, and those differences deserve respect.
“We don’t get to choose how we naturally react to different experiences,” Brendan says. “What we can choose is how we respond to other people’s needs and experiences.”
Carly believes that message extends beyond the classroom.
“A great community values people for who they are and provides the support they need to succeed,” she says.
By encouraging conversations about autism, neurodiversity, and inclusion at an early age, St.Amant Autism Programs hopes to help build school communities where every student feels welcomed, respected, and understood.
Because acceptance starts with understanding, and understanding often begins with a conversation.
