Creating A Culture Of Openness
What “Open” Really Looks Like
Do you know how and why “they” created school?
It wasn’t because they wanted people to learn and achieve.
It was because they wanted a better worker. And they wanted to do it cheaply and affordably. So, they put people in boring buildings, at small desks, in rows. They taught by rote, meaning that you had to regurgitate information. Just spit it back out at them.
When “they” created school, they didn’t consider differing brains and how they learned.
I often work with my clients on accepting the ideas that are offered in class and not arguing points with their teachers when they are expected to spit the same information back out exactly on exams. It’s frustrating. Not all brains are good at this. Mine certainly isn’t.
Today, we are redesigning how learning looks through assessment and identification of learning differences.
Being open doesn’t mean telling everyone everything. It means not hiding or apologizing for how your brain works. It means choosing honesty over secrecy when it can lead to support, better communication, or positive change.
It could be a parent talking to their child’s teacher about needed accommodations. A student explaining why they take longer on tests. A friend sharing their diagnosis and how it affects their day-to-day life. Every conversation chips away at the stigma.
Breaking the stigma isn’t just about individual courage—it’s about building environments where honesty is safe.
Schools can model this by celebrating different ways of learning, not just academic achievement. Workplaces can do it by promoting neurodiversity and ensuring accessible tools and training. Families can do it by listening without judgment and affirming their child’s worth regardless of school performance.
We all play a part in making it okay to talk about learning disabilities—like we’d talk about asthma, diabetes, or any other condition that benefits from support and understanding.
Next Month Part 4: Change Starts Today
