Students with hidden neurodiversities such as ADHD, reading and writing disorders, and other learning barriers, are in every classroom. Because they often react differently, compared to neurotypical students, they can be labeled as problems. If these students leave education early, the health, economic and social consequences for them are profound.

Burke has spent thousands of hours team teaching. In that time, she has closely observed classroom interactions and talked with students about which activities and methods increase their autonomy and confidence, and noticing which created barriers for neurodiverse students. Based on wide reading of international best practice on inclusive teaching and in collaboration with Japanese colleagues, she has trialed a number of culturally appropriate changes to teaching methods and classroom management practices that promote inclusion.