Send us Fan Mail What if the problem is not that someone is unwilling to learn, communicate, or participate, but that the way we are asking them to do it does not work for their brain? In this episode of Beyond My Diagnosis, Michele Weston welcomes neurodivergent success partner and advocate Lisa Richer for a wide-ranging conversation about ADHD, autism, learning differences, late diagnosis, executive functioning, dysregulation, and what it really means to meet people where they are. Lisa was diagnosed with ADHD in her late 40s after spending decades wondering why certain expectations in school and the workplace felt so much harder for her than they seemed to be for everyone else. Her understanding of neurodivergence began even earlier as a parent. Both of her sons entered early-intervention services as toddlers, and their different learning and developmental needs eventually helped Lisa understand her own brain more clearly. Together, Michele and Lisa explore why taking notes, using captions, needing visual examples, avoiding eye contact, fidgeting, asking “why,” or requiring practical application are not signs that someone is lazy, disrespectful, or less intelligent. They may simply reflect a different way of processing information. Lisa also explains dysregulation and why behaviors such as shutting down, fidgeting, pacing, hand movements, or becoming overwhelmed can be signals that a nervous system needs support, not judgment. She shares a powerful story about realizing that requiring her autistic son to make eye contact actually made it harder for him to listen. The conversation moves from classrooms to workplaces, relationships, parenting, coaching, and leadership. Lisa challenges parents, educators, managers, and colleagues to replace assumptions with better questions: What do you need to be successful? What did you hear me say? What would help this make sense? This episode is ultimately about patience, with ourselves and with one another. Different brains learn differently. Different people communicate differently. And inclusion is not a once-a-year training or a checklist. It is the ongoing practice of creating environments where people can understand, contribute, and belong. If you have ever wondered why something that seems “easy” for one person feels impossible for another, this conversation may change the way you think about learning, communication, and success. Key TakeawaysDifferent does not mean less capable. A person can be highly intelligent and still need information presented in a different way. Memorizing something is not the same as understanding it, and understanding often improves when information is connected to practical application. Late diagnosis can reframe decades of experience. Lisa describes receiving an ADHD diagnosis in her late 40s and recognizing that many past workplace and learning struggles were not character flaws or a lack of intelligence. Learning preferences matter. Notes, captions, visual examples, hands-on practice, repetition, or extra processing time can help information become usable rather than simply heard. Eye contact is not a universal measure of listening or respect. Lisa shares that her autistic son found it harder to listen when he was required to make eye contact. The larger lesson is to avoid assuming one communication behavior works for everyone. Dysregulation can look many different ways. It may show up as fidgeting, shutting down, repetitive movements, visible anxiety, pacing, or escalating behavior. What helps one person regulate may not help another. Better questions reduce judgment. Instead of “Why don’t you get it?” Lisa encourages language such as “Tell me more,” “What did you hear me say?” or “What would help this make sense?” True inclusion is an ongoing practice. Lisa argues that inclusion cannot be reduced to a yearly training or checklist. It requires reflection, implementation, practice, evaluation, and a willingness to change systems and communication. Sometimes the best support is knowing when to hand off. Michele and Lisa discuss recognizing when a student, client, or employee needs a different kind of expertise rather than forcing one method to keep working. About Lisa RicherLisa Richer is a Neurodivergent Success Partner and Advocate who helps students, athletes, parents, professionals, schools, and organizations move from stuck to success. She is the creator of the Clarity | Confidence | Courage Journey Map™, which helps people identify internal, relational, and systemic roadblocks and build practical paths forward. Lisa combines professional experience in business, HR, career development, training, and neurodiversity consulting with more than two decades of lived experience parenting neurodivergent children and navigating her own late ADHD diagnosis. Her work centers on helping people better understand how they learn, process, communicate, and thrive. Connect with Lisa RicherJourney2Bloom Resources: https://journey2bloom.com/resources/ Instagram: https://www.instagram.com/journey2bloom/ LinkedIn: http://linkedin.com/in/lisa-richer-6040b74/ YouTube: https://www.youtube.com/@Journey2bloom Listener ResourcesCDC: ADHD in Adults Current information about how ADHD can present in adulthood, including organization, attention, restlessness, relationships, and workplace accommodations. https://www.cdc.gov/adhd/about/adhd-in-adults.html CDC: Autism Spectrum Disorder An overview of autism as a developmental disability involving differences in the brain, with wide variation in communication, learning, and support needs. https://www.cdc.gov/autism/about/index.html CDC: Autism Signs and Symptoms Includes information about differences in social communication, eye contact, movement, learning, and attention. https://www.cdc.gov/autism/signs-symptoms/index.html Job Accommodation Network (JAN) A practical U.S. resource for workplace accommodations and disability inclusion. https://askjan.org/ CHADD Education, advocacy, and support for people affected by ADHD. https://chadd.org/ Journey2Bloom Helpful Resources Lisa’s resource collection for parents, learners, educators, and professionals navigating neurodiversity and learning differences. https://journey2bloom.com/resources/ Know a parent, teacher, manager, coach, or colleague who keeps saying, “Why don’t they just get it?” Share this episode with them. Then visit Journey2Bloom to learn more about Lisa Richer’s work supporting neurodivergent students, families, professionals, and organizations.