What do I do if something goes wrong when I’m delivering?

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How do I make sure I'm not accidentally offending anyone?

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What do I do when someone tells me they are neurodivergent?

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How do I manage different neurotypes all at the same time?

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What do I do when someone won't engage — or won't stop?

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What if I can't change the slides — what can I actually do?

What do I do if something goes wrong when I’m delivering? ✳︎ How do I make sure I'm not accidentally offending anyone? ✳︎ What do I do when someone tells me they are neurodivergent? ✳︎ How do I manage different neurotypes all at the same time? ✳︎ What do I do when someone won't engage — or won't stop? ✳︎ What if I can't change the slides — what can I actually do?

What participants on previous courses say

  • Guy Stephens, Trainer and Facilitator. Lego Serious Play Practictioner. Ex IBM

    “I left Sascha’s course with concrete, implementable steps for designing more neuroinclusive learning experiences - not just good intentions. The course changed a lot for me”

  • Hattie Fawcett, Founder, Focussed for Business

    “I knew we needed to improve our content to better serve neurodivergent participants, but we weren't sure where to start. Sascha's course gave us clear focus and provided down-to-earth, practical guidance that not only made it easy to take action but also inspired us to do so."

  • Lisa Reeves, Freelance Leadership Facilitator

    “I’m a freelance facilitator and I knew a lot of traditional L&D training didn’t work for everyone, but I didn’t know how to fix it. Since the programme I have applied what I learnt and the feedback has been universally excellent.”

  • Nadeem Alami, Inner Liberation Coach and Facilitator

    “As a neurodivergent facilitator, I emerged with a renewed commitment to design sessions, coaching spaces, and programs that reflect the reality of neurodiversity, and to keep growing my own facilitation practice along the way.“

  • Dr Aarti Anhal, Founder Before Nine

    “I'm energised by the prospect of reviewing our programmes to strengthen neuroinclusion in all of our learning spaces, and overcome the barriers that have likely made it harder for some learners to focus on the learning itself...”