1. Tell us a little about yourself and the perspective you bring to NCF.
I'm a Neurodevelopmental Health Research Coordinator at the Children's Hospital of Eastern Ontario Research Institute and a PhD student in Health Professions Education at the University of Ottawa. My work focuses on improving healthcare experiences and outcomes for neurodivergent individuals through research, education, and community engagement. I bring a perspective that combines research expertise with a commitment to advocacy, accessibility, and meaningful change. I'm particularly passionate about translating research and lived experiences into practical improvements that strengthen healthcare providers' capacity, competence and confidence to deliver neuro-affirming care.
2. What drew you to collaborate with NCF and the CareSafer program?
When I met Lara at the 2026 Canadian Autism Leadership Summit, and she described the mission and values of NCF, it was immediately clear to me that NCF was an organization I wanted to collaborate with. NCF's commitment to neurodivergent advocacy, inclusion and collaboration closely aligns with my professional and personal values. CareSafer particularly interested me because it utilizes an evidence-based, rigourous, and accessible pedagogy for healthcare professionals to contribute in improving the quality and quantity of neuro-affirming healthcare in Canada. I appreciate the program's emphasis on translating lived experience and evidence into meaningful changes in healthcare practice, rather than expecting neurodivergent individuals to continually adapt to systems that may not adequately support their needs.
3. From your perspective, why is the CareSafer program important? What is one thing you wish healthcare providers better understood about neurodivergent patients?
CareSafer is important because it addresses the gap between growing awareness of neurodiversity and the practical skills healthcare providers need to deliver accessible, affirming care. By integrating lived experience into provider education, the program has the potential to improve healthcare experiences and outcomes.
One thing I wish providers better understood is that neurodivergent individuals should not have to change how they communicate, behave, or express their needs to receive respectful, high-quality care. Healthcare and healthcare professional education institutions should do their best to adapt to individual needs, recognize different ways of communicating, and prioritize patient autonomy and dignity.
4. What changes are important to see in primary-care provider education and practice? What are some challenges to advancing change?
I believe healthcare education needs to move beyond awareness toward developing practical competencies in neuro-affirming care, including accessible communication, shared decision-making, and individualized accommodations. These approaches should be integrated throughout healthcare training and informed by neurodivergent lived experiences.
However, education alone cannot address systemic barriers. Limited resources, competing clinical demands, and established institutional practices can make sustainable change challenging. Advancing neuro-affirming care requires both educational improvements and organizational commitments to accessibility, inclusion, and meaningful changes in clinical practice.
5. What have you learnt or intend to learn by contributing or learning through this collaboration?
Collaborating with NCF provides an opportunity to learn from neurodivergent individuals and advocates whose lived experiences offer valuable perspectives on healthcare accessibility and equity. I hope to deepen my understanding of the barriers neurodivergent adults encounter in primary care and how educational initiatives can meaningfully address them.
I also hope to contribute my experience in research, education, and evaluation to support CareSafer's ongoing development. Ultimately, this collaboration aligns with my aspiration to help make neuro-affirming care a fundamental component of equitable, high-quality healthcare.
