The Safe House Framework®
for Educators
Support autistic students with a framework grounded in psychological safety and relational care.
For educators who want to lead with compassion, clarity, and real inclusion.
"This program is fantastic. All teachers should do it."
--Head of Inclusive Practice
You’re not just teaching curriculum
You’re building the conditions for learning.
You care deeply about your students — not just how they behave or perform, but who they are.
And yet, you’ve probably felt the quiet tension between what you know they need… and what the system expects you to deliver.
You’ve made it work the best you could. But some strategies just weren’t made for these kids, this context, or your classroom.
If you’ve ever sensed there must be another way…
You’re right. And you’re not alone.
The Safe House Framework® for Educators is a year-long professional learning experience that helps you create a classroom culture of psychological safety — for your students, and for yourself.
This is about quietly transforming the way we teach and support — in rhythm with how real change actually happens:
From the inside out.
One relationship at a time.
With more care, not more control.
What Makes This Different
This isn’t a set of strategies.
It’s a shift in how we understand safety and support.
Grounded in trauma-informed best practice and lived experience, the Safe House Framework® is designed to help you build a rhythm of care — one that feels safer for your students and more sustainable for you.
You’ll walk away with:
A renewed sense of purpose
A holistic approach that reduces reactivity and builds engagement and trust.
Practical tools that help you foster a culture of respect, reflection, and psychological safety in your classroom
Confidence in your ability to support a diverse range of students
This isn’t about doing more. It’s about doing it differently.
Teach Differently
Create a classroom culture built on safety, trust, and respectful connection.
FAQ
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Who is the program for?
The Safe House Framework is transdisciplinary.
This program for educators is designed specifically for school administrators, teachers, aides, and support staff working with students between 4 - 19 years of age. -
Do I need prior knowledge or experience working with neurodivergent learners?
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. -
What is the time commitment?
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 the program materials for life, and access to support via monthly Connect and Learn sessions for 12 months. -
How long do I have access?
You will have access to all course materials for life, and Connect and Learn sessions, for 12 months from the date of enrolment.
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How often can I attend Connect and Learn?
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. -
Why is the program self-paced?
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 a comfortable pace, giving yourself time to process and reflect, and joining the Connect and Learn sessions to process and reflect with other participants. -
What if I need more structure to stay on track?
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.
Understanding
By the end of the program, participants will be able to:
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Define autism as a spectrum, with an infinite number of unique presentations
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Describe core features of the autistic neurotype using affirming language
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Describe the mental and physical health conditions that commonly co-occur with autism, and their relevance within the context of school.
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Identify common differences between neurotypical and autistic social styles, with emphasis on presentation in school contexts
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Describe trauma and its impacts on learning and behaviour
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Recognise and respond to early signs of stress and distress, and identify common stress behaviours in autistic students
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Develop evidence-based individualised adjustments in consultation and collaboration with relevant members of the student's team
Belonging
By the end of the program, participants will be able to:
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List common barriers to social inclusion for autistic students
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Describe the core features of a neuro-affirming learning environment
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Explain the role of relational safety in inclusive communities
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Design, deliver, and evaluate an inclusive social skills lesson
Engagement
By the end of the program, participants will be able to:
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Identify common barriers to engagement for autistic students
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Explain the role of adjustments as a proactive approach to supporting engagement
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Respond to emotional and behavioural dysregulation
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Incorporate universal design strategies and individualised adjustments intended to support the engagement of autistic students
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Analyse behaviours through a lens of autonomic nervous system functioning, and formulate hypotheses regarding underlying support needs.
Learning
By the end of the program, participants will be able to:
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List common thinking styles observed in autistic learners, and describe their relevance within the context of school
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Describe common barriers to learning for autistic students
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Explain how adjustments enable the learning of autistic students
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Explain the functional impact of cognitive differences commonly observed in autistic learners
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Apply evidence-based instructional adjustments required by learners with a range of common cognitive profiles
Are you a school leader?
The Safe House Schools Program is currently in its pilot phase.
This whole-school professional development pathway includes the Leadership Roadmap and everything your team needs to begin transforming your school into a Safe House for autistic students.
It’s not a one-off training.
It’s a layered, collaborative, culture-shifting process designed to help you embed neurodiversity-affirming practice at every level of your school.
Our first pilot school is already moving through the process.
We’re now taking expressions of interest for schools to join Phase Two of the pilot program, beginning in Term 4, 2025.
Lead the way.
Start building a school culture where safety isn’t just spoken — it’s felt.