Welcome to the TTR Blog

Blog posts are designed to accompany The Neurodivergent Toolkit & Workshop. But everyone can take something from each one and apply it tomorrow.

TTR Blog

🧠 Part 8: Systems, Motivation, and Sticky Learning

🧠 Part 8: Systems, Motivation, and Sticky Learning

Motivation is not a personality trait or characteristic. It’s not a choice. Lack of motivation is called anhedonia-  it’s very real and impacts millions- it’s also called depression.  So motivation...

🧠 Part 8: Systems, Motivation, and Sticky Learning

Motivation is not a personality trait or characteristic. It’s not a choice. Lack of motivation is called anhedonia-  it’s very real and impacts millions- it’s also called depression.  So motivation...

🧠 Part 7: Supporting Brain Systems With The Neurodivergent Toolkit

🧠 Part 7: Supporting Brain Systems With The Neu...

A neuron activating is not the same thing as a student “learning.” Learning happens when: neurons activate together those neurons connect those connections are repeated enough to stabilize and then...

🧠 Part 7: Supporting Brain Systems With The Neu...

A neuron activating is not the same thing as a student “learning.” Learning happens when: neurons activate together those neurons connect those connections are repeated enough to stabilize and then...

🧠 Part 6: How to Build Learning Waves That Grow

🧠 Part 6: How to Build Learning Waves That Grow

Learning isn’t linear. Learning spreads in a pattern that resembles an electrical wave 🌊. If the wave can’t grow, students may look fine but freeze-up when they have to do “it”...

🧠 Part 6: How to Build Learning Waves That Grow

Learning isn’t linear. Learning spreads in a pattern that resembles an electrical wave 🌊. If the wave can’t grow, students may look fine but freeze-up when they have to do “it”...

🧠 Part 5: Stress, The Brain, ADHD and Autism

🧠 Part 5: Stress, The Brain, ADHD and Autism

Chronic stress shifts the brain away from thinking and learning (PFC) toward survival, making it hard for students to access knowledge or follow directions. These behaviors aren’t intentional—they reflect limited...

🧠 Part 5: Stress, The Brain, ADHD and Autism

Chronic stress shifts the brain away from thinking and learning (PFC) toward survival, making it hard for students to access knowledge or follow directions. These behaviors aren’t intentional—they reflect limited...

A picture of a brain with the overlay text Part 4 The Neurobiology of Learning why Some Students/Kids Just never Seem To Learn

🧠 Part 4: Why Some Kids Just “Never Seem To Learn

Glutamate helps neurons turn on and strengthen connections (that’s how learning sticks). When neural pathways don’t get reinforced they become “depressed” and that’s how skills/knowledge fade. Stress can push the...

🧠 Part 4: Why Some Kids Just “Never Seem To Learn

Glutamate helps neurons turn on and strengthen connections (that’s how learning sticks). When neural pathways don’t get reinforced they become “depressed” and that’s how skills/knowledge fade. Stress can push the...

The Neurobiology of Learning Series Part 3: Repetition & The Brain Isn’t a Sponge

The Neurobiology of Learning Series Part 3: Rep...

The brain isn’t a sponge—it doesn’t absorb information automatically. Learning happens when neurons activate, connect, and strengthen through repetition. That process is driven by glutamate, the neurotransmitter that tells neurons...

The Neurobiology of Learning Series Part 3: Rep...

The brain isn’t a sponge—it doesn’t absorb information automatically. Learning happens when neurons activate, connect, and strengthen through repetition. That process is driven by glutamate, the neurotransmitter that tells neurons...