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Building Confidence and Self-Advocacy During the Middle School Years
Bridges Middle School was recently featured on the COSMIQ EdTech blog in an article exploring how a learning environment intentionally designed for neurodivergent students can help build confidence, belonging, and self-advocacy.
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Building Independence: When Should AI Step Back?
Technology can remove barriers for neurodivergent students, giving them new ways to read, communicate, organize their thoughts, and demonstrate what they know. But when does helpful support begin doing the very work a student is supposed to be learning to do? Our Executive Director, Beven Byrnes, explores that question in a new article for TechFinitive,…
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Supporting Neurodivergent Kids Across Two Homes
For neurodivergent children, moving between two homes can mean more than changing where they sleep. Different routines, expectations, environments, and parenting styles can make those transitions especially challenging.
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What Happens When a School Is Built for ADHD Brains?
I recently had the honor of joining Tracy Otsuka on ADHD for Smart Ass Women for an episode titled “What Happens When a School Is Built for ADHD Brains.” Tracy’s podcast reaches a global audience and ranks in the top 0.1% worldwide, making this a meaningful opportunity to share the heart of Bridges Middle School…
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What if “Bad Behavior” Is Actually A Cry for Help?
If you’re a fan of the Real Life, Whole Talk podcast, you may have recognized a familiar voice — our Executive Director, Beven Byrnes, who was recently featured on the show.
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From Portland to the World: Why This Moment for Neurodiversity—and Bridges—Matters
Last week, a conversation that began with a single idea—representation matters—traveled farther than we could have imagined. According to our media release report, coverage of Bridges’ response to the autistic Barbie resulted in over 500 media placements across major national outlets, regional newsrooms, and international publications, with a potential reach exceeding 135 million readers worldwide.
