I research neurodiversity as a natural variation that shapes how people collaborate, how ideas circulate, and how work gets done.

My research examines why much neurodiversity training fails to change practice. It often relies on unexamined assumptions about competence, communication, and value. This produces a paradox: neurodistinct talent is named as an asset, yet marginalised by the very systems that seek to benefit from it. The problem, then, is not inclusion alone.

My work focuses on the mechanics of access: the informal rules, expectations, and participation norms that shape who can take part. I am interested in how organisations move from values that are stated to behaviours that are sustained.

My editorial work uses neurodiversity as a lens for understanding how demographic, social, and human capital are positioned within teams and organisations.

In the context of augmented writing and AI-supported tools, I examine how language technologies can reproduce or interrupt inherited hierarchies of value, including those shaped by colonial and patriarchal norms. Editorial decisions matter here. They shape whose knowledge is amplified, whose labour is made visible, and whose contributions are treated as intelligible or dismissed.

As a teacher and learning designer, I approach education as a site of cultural change.

My teaching and workshop practice focuses on how learning environments are designed, experienced, and sustained, particularly in hybrid, digital, and public-facing contexts. I support the development of courses and workshops that make learning accessible in practice, not only in principle.

A core strand of this work involves teaching the history and evolution of neurodiversity. I trace its movement from the social model of disability, through early identity-based framings, to its later mobilisation within human capital discourse and the business case. My interest lies in the current moment: neurodiversity as a framework for understanding how interaction and collaboration are shaped by emotional, sensory, and cognitive ranges.

This perspective shifts learning away from individual adjustment and towards shared practice. It asks how environments, expectations, and technologies shape who can participate, and how knowledge circulates.

Alongside teaching, I provide feedback and mentoring on essays, articles, and learning content, supporting work that influences how organisations think, speak, and act. I have a particular interest in immersive and augmented learning formats, including XR, VR, and gamified approaches, as tools for redesigning attention, participation, and engagement rather than accelerating content delivery.