Journal of K-12 Educational Research 57 The methodology of the current study was a qualitative case study in which participants from three groups were interviewed. A suggested follow-up study into statistical proof of qualitative success would be a mixed method of qualitative and quantitative data, which lends even greater credibility to the study’s data collection. A replication of the current study in other specialized learning environments might also include a deeper dive into the research of the crossover axial codes the researcher collapsed into the major themes of the current study. Where the current study included a diverse representation of participants, a dedicated study of one group of student participants with interview questions requesting specific examples might produce expanded thematic creation. The researcher also recommends a dedicated study that examines environmental changes that address emotional comorbid diagnoses, such as anxiety and depression. Conclusions Neurodiverse learning-disabled students require an environment that meets not only their academic needs with specialized teachers and experts in the field of neurodiversity, but they also require an environment supportive and relaxing with attention to their emotional and physical needs. The current study examined how their needs can be met when adding the element of Christian culture for learning and acceptance. The researcher could find no other private, Christian schools with a direct focus on neurodiverse students. Inspire Academy meets the learning-disabled students’ needs all within a Christian environment. Schools need to dedicate energy to the emotional needs of the neurodiverse learner, which is assisted by the expected and powerful elements found in a Christian private school. The culture of a Christian school allows for acceptance, not shame, of the learning differences of this population of students. Students should be reminded that they are created by God and their learning differences are not flaws but variances that can be embraced and appreciated for their uniqueness and strength. Educational institutions, including private Christian schools, often meet the academic needs of neurodiverse students through accommodations and modifications, but they cannot fully meet the emotional and physical needs of these students due to rigid school design or curricula not inclusive of the learner who struggles with comorbid issues of anxiety, low self-esteem, and low self-efficacy along with their neurodiversity. Intentional additions of counselors with specialized training and emotional support dogs provide a calming tone, which is needed for student growth and success. Vulnerable students should no longer fear learning or school but should embrace their differences. Christian stakeholders within Christian schools can model the love of God through their intervention and care for these students, allowing them to feel successful and accomplished. All Inspire Academy stakeholders are given autonomy to meet their students where they are while providing support for their growth, not only academically but emotionally, physically, and most powerfully, spiritually. References Arguedas, M., Daradoumis, T., & Shafa, F. (2016). Analyzing how emotion awareness influences student motivation, engagement, self regulation and learning outcome. Journal of Educational Technology & Society, 19(2). 87–500. Association of Christian Schools International. (2023). Spiritual formation. https://www acsi.org/audiences/school-leadership Birsh, J. R., & Carreker, S. (2018). Multisensory teaching of basic language skills. Paul H Brookes Publishing Company. Braley, J. W., Layman, J., & White, R. (2003). Foundations of Christian school education. Purposeful Design Publications. Brooks, R. (2005, June 17). The search for islands of competence: A metaphor of hope and strength. http://www.drrobertbrooks.com/pdf/0506.pdf Brooks, R. B. (2002). The self-esteem teacher: Seeds of self-esteem. Treehaus Communications, Inc. Buckingham, M., & Coffman, C. (2016). First, break all the rules: What the world’s greatest managers do differently. Gallup. Bob Jones Press. (2018, July 5). The Christian philosophy of education. BJU Press. https://www
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