Journal of K-12 Educational Research 55 One of the major findings of the current study was that relaxation is an important dimension of Inspire Academy. Birsh and Carreker (2018) note that neurodiverse learners need a relaxed atmosphere to excel. The theme of relaxation in the current study is supported by research literature. Another major finding of the current study was that fairness in grading and acceptance felt by the neurodiverse students allows for an environment safe for learning. Brooks (2005) and Shaywitz & Shaywitz (2020) recognize neurodiverse learners benefit from professionals who recognize their strengths and see weaknesses as opportunities. The theme of fairness is supported by research literature. Additionally, the theme of stress relief in the Inspire Academy environment emerged. The current study reviewed much research literature reflecting on the importance of stress relief for neurodiverse student learning. Arguedas et al. (2016) pointed to a reduction in stress for neurodiverse students when their teachers and classmates are aware of their learning differences and embrace their diversity. The inclusion of emotional support dogs and counselors provides a safe and comfortable setting, reducing the stress level of students (Daltry & Mehr, 2015; Van Fleet Rise, 2008). The students of Inspire Academy noticed this relaxed environment. The theme of stress relaxation is fully supported by research literature. Research reflects the best educational environment for neurodiverse learners includes small class instruction and individualized differentiation in learning (Denson et al., 2015; Stefanakis, 2002; Sullo, 2009). Inspire Academy creates a niche, unique environment where students commented they felt safe to learn. The theme of a safe, educational environment is supported by research (Sullo, 2009). The theme of community and effective communication is also supported by related research. The research literature connects the ability of all stakeholders, parents, students, and teachers, to communicate effectively with one another, and peer connection provides a positive tone for the neurodiverse learner (Denson et al., 2015; Ellerbock & Kiefer, 2014). The theme of food is present in the current study. Neurodiverse students at Inspire Academy are allotted daily snack time along with a catered lunch, allowing them to feel comfortable and cared for during their time at school. Raudys (2018) suggests the need for neurodiverse students to feel cared about and cared for by their teachers and staff. Neurodiverse learners require a supportive environment for academic and emotional support, which was noted by participants from Inspire Academy. A sense of vulnerability is often present in these students, who require positive feedback and assistance in strength discovery (Shaywitz & Shaywitz, 2020; Sullo, 2009). The theme of academic performance was presented in the current study. Academic performance includes the perceptions of students and parents who appreciate teacher and staff awareness of the unique learning styles and individual needs met by stakeholders within the environment (Birsh & Carreker, 2018). The final theme discovered in the current study was the power a Christian environment plays in building the tone and culture of an environment for neurodiverse learners. This theme permeated all the current study’s other themes and was supported by research literature (Bob Jones Press, 2018; Braley et al., 2003; DeBoer et al., 2023). The researcher took great care to limit any discrepancies and provided an environment conducive to truthful responses to interview questions. The sample size was small, so the researcher balanced participants from multiple ages, grades, and experiences. All effort was made to bracket the researcher’s opinions and passion for the subject of the current study.
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