Small Ripples, Bigger Possibilities

Attending the 2026 Stanford Neurodiversity Summit left me inspired, but also reminded me of how much work remains to be done.

One keynote that particularly stayed with me was delivered by Tarena Shanaberger of Microsoft, who shared the company’s journey toward building neuroinclusive systems across the employee experience.

What impressed me was not simply the scale of Microsoft’s initiatives, but the shift in thinking behind them.

Inclusion was no longer treated as a standalone hiring program. It was becoming part of a larger system—one that considers how people are recruited, supported, developed, and given opportunities to contribute throughout their working lives.

It made me reflect on what meaningful inclusion should look like, and the role we hope to play at Bridgewell.

Inclusion should not be a side project.

Many organizations begin their inclusion efforts through special initiatives, advocacy programs, or corporate social responsibility activities. These can be valuable starting points.

But lasting inclusion requires more.

It needs to become part of everyday organizational practices—from recruitment and onboarding to employee development, leadership, and workplace culture.

“Inclusion should not be something organizations do occasionally. It should be reflected in how they operate every day.”

Microsoft’s journey showed me that inclusion requires not only good intentions, but sustained commitment, practical support, and systems that can evolve over time.

Different minds bring different possibilities.

Another statement that resonated with me came from Dave Thompson, Director of Strategic Programs at Potential Workforce, who shared this reflection in connection with Microsoft’s Ability Summit:

“Yes, neurodivergent thinkers need innovation. But innovation needs neurodivergent thinking as well.”

It is a powerful reminder that neurodivergent individuals are not simply people who need support. They are also individuals with perspectives, abilities, and ideas that deserve recognition.

We often focus on the challenges associated with learning and thinking differently. While these challenges are real and support remains important, we must be equally intentional about recognizing strengths.

What possibilities are we overlooking when we focus more on people’s difficulties than on what they can contribute?

Not everyone needs to be an innovator to have value. But everyone deserves an opportunity to participate, contribute, and be recognized for who they are.

Preparing learners is only half the journey.

At Bridgewell, we work with adolescents and emerging adults who learn and process information differently.

We see how abilities can sometimes be overlooked when learners are expected to perform, communicate, or progress in conventional ways.

Our work focuses on helping learners understand their strengths, develop executive-function and life skills, build confidence, and move toward greater independence.

But the summit reminded me of something equally important.

“We can help young people become ready for the world. But the world must also become more ready for them.”

If we want meaningful inclusion, education and employment cannot operate in isolation. We need more opportunities for learners to transition into environments where their abilities are recognized and where appropriate support continues beyond the classroom.

Small ripples, bigger possibilities.

Bridgewell is just getting started.

We are a small learning community, and we know there is still much to learn, develop, and improve.

But I hope the work we do can create small ripples.

A learner who begins to recognize their own strengths. A young adult who gains the confidence to advocate for themselves. A family that sees new possibilities for independence. Or an employer who becomes more open to recognizing talent that might otherwise be overlooked.

These may seem like small steps, but they matter.

The larger dream is to see inclusion become part of how our schools, workplaces, and communities naturally function—not simply an initiative that begins and ends.

“Meaningful inclusion begins when we stop seeing differences only as something to accommodate and start recognizing the value they bring.”

We cannot change systems overnight, and no single organization can do it alone.

But educators, families, employers, and neurodivergent individuals themselves all have a role in shaping a more inclusive future.

At Bridgewell, we are only at the beginning of that journey.

The steps may be small for now, but the possibilities extend far beyond us.

Editor’s note: This article reflects the author’s personal perspectives and learnings from her participation in the 2026 Stanford Neurodiversity Summit, alongside reflections on Microsoft’s neuroinclusion initiatives and Dave Thompson’s published statement associated with the Microsoft Ability Summit. These reflections are independent and do not represent the official views or endorsement of Stanford University, Microsoft, or the individuals referenced.

Loida Flojo
Co-Founder, Bridgewell Center for Learning & Development