The Safe House Framework®
for Educators
A Step-by-Step Guide to
Neurodiversity Affirming Classrooms
Starting January 2025
Set your students up for success.
The Safe House Framework is transdisciplinary.
This program for educators is designed specifically for teachers and support staff working with children and young people, from early childhood settings through to the secondary school.
No prior knowledge is required.
The program is designed to meet the needs of educators at all stages of their career, from new graduate to seasoned professional.
It is estimated that it will take participants 14 - 16 hours to work through the core materials.
The time it takes to implement the framework will vary depending on individual circumstances.
The program is on-demand so you can work through it at a pace that suits your learning style, and refer back to materials as needed.
There is a lot of introspection and reflection built into the program. Like most things in life, the more you put into it, the more you will get out of it.
You will have access to materials for 12 months, and access to support via monthly Connect and Learn sessions.
You will have access to all course materials, and Connect and Learn sessions, for 12 months from the date of enrolment.
As often as you like!
The Connect and Learn sessions will be held monthly, and are open to participants at any stage of the program.
These sessions are an excellent resource for anyone wanting to clarify their understanding of the framework.
Self-paced delivery of learning material is the most accessible option, because it caters to the widest variety of individual differences.
It offers the flexibility to choose when, where, and for how long you learn. You have the option to slow down and review material to clarify your understanding. And you can refer back to the material at a later date if you need to.
Also, the program is designed to facilitate a paradigm shift, and that takes time! You will get the most out of the program by working through the material at your own pace, giving yourself time to process and reflect, and joining the Connect and Learn sessions to process and reflect with other participants.
While self-paced delivery of learning material caters to the widest variety of individual differences, it doesn’t suit everyone. If you are someone whose motivation lags without the support of others, I get it! There is an option to connect with other participants and support each other through body doubling.
Q: What is body doubling?
A: Body doubling is working together for better productivity.
Q: Who should work with a body double?
A: Anyone who finds they're struggling to stay on task working alone! A lot of neurodivergent people find it easier to stay focused when someone else is around to keep them company.
Q: What does a body double do?
A: A body double doesn’t need to help or even say anything. It’s really just about being there - the sense accountability that comes with the presence of a body double helps the person focus and get things done.
Q: How does body doubling work for online learning?
A: You can body double on the phone, by just keeping the line open. Or on zoom, by joining a sometimes speaking, but mostly just silently being there.
Q: I think I'll try working with a body double. Where do I find someone to body double with?
A: Go to the discussion section in the Welcome module. You will find a post inviting participants to connect.
And if you would like me to set up a zoom room for people to come together for support, let me know. I would be very happy to work alongside you!
By the end of the program, participants will be able to:
Define autism as a spectrum, with an infinite number of unique presentations
Describe core features of the autistic neurotype using affirming language
Describe the mental and physical health conditions that commonly co-occur with autism, and their relevance within the context of school.
Identify common differences between neurotypical and autistic social styles, with emphasis on presentation in school contexts
Describe trauma and its impacts on learning and behaviour
Recognise and respond to early signs of stress and distress, and identify common stress behaviours in autistic students
Develop evidence-based individualised adjustments in consultation and collaboration with relevant members of the student's team
By the end of the program, participants will be able to:
List common barriers to social inclusion for autistic students
Describe the core features of a neuro-affirming learning environment
Explain the role of relational safety in inclusive communities
Design, deliver, and evaluate an inclusive social skills lesson
By the end of the program, participants will be able to:
Identify common barriers to engagement for autistic students
Explain the role of adjustments as a proactive approach to supporting engagement
Respond to emotional and behavioural dysregulation
Incorporate universal design strategies and individualised adjustments intended to support the engagement of autistic students
Analyse behaviours through a lens of autonomic nervous system functioning, and formulate hypotheses regarding underlying support needs.
By the end of the program, participants will be able to:
List common thinking styles observed in autistic learners, and describe their relevance within the context of school
Describe common barriers to learning for autistic students
Explain how adjustments enable the learning of autistic students
Explain the functional impact of cognitive differences commonly observed in autistic learners
Apply evidence-based instructional adjustments required by learners with a range of common cognitive profiles
Read the book!