How to Build a Neuro-Affirming Ecosystem: Beyond “Sensory Friendly”

When we talk about inclusion in public spaces like zoos, aquariums, or classrooms, we often look for a checklist. We want the “formula”—the specific certification or the designated “quiet hour” that solves the problem. But according to Grayson Ponti, founder of ZANE (Zoos and Aquariums for a Neurodiverse Ecosystem), true inclusion isn’t about a stamp of approval; it’s about a fundamental shift in attitude.

Advocating for a neuro-affirming future: Grayson presents on the mission of ZANE (Zoos and Aquariums for a Neurodiverse Ecosystem) at Utah’s Hogle Zoo. His work focuses on moving institutions from simple awareness to active affirmation of neurodivergent staff and guests.

In this episode, Grayson shares how his personal journey as a neurodivergent conservation educator led him to challenge the industry standard. He discusses moving beyond “sensory friendly” accommodations toward a “neuro-affirming” culture that views neurodivergence not as a deficit, but as a biodiversity of the human mind that strengthens our collective ecosystem.

A passion takes root: Grayson at age 12, visiting the Central Florida Zoo. With over 150 zoo and aquarium visits under his belt since childhood, Grayson credits these early immersive experiences with shaping his career in conservation education.

3 Key Takeaways

Here are three key insights from Grayson on fostering belonging in nature and the classroom:

Affirming vs. Friendly: There is a distinct difference between being “neurodivergent friendly” and “neurodivergent affirming.” While sensory certifications are a good start, they often result in special programs for special people. An affirming approach integrates accessibility into the daily fabric of the institution—like the Woodland Park Zoo, which adjusted lighting to make every evening sensory-inclusive, rather than restricting the experience to one night a month.
The “Golden Rule” Conundrum: Grayson argues that the old adage “treat others how you want to be treated” is insufficient because everyone experiences the world differently. Instead, leaders and educators should ask, “How do you want to be treated?” With 1 in 5 people being neurodivergent, the goal is to create spaces where sensory-seeking and sensory-avoidant individuals can both thrive by choice, not by force.
The Power of “Not Taking Away”: For educators working with students who have intense passions (often called “special interests”), Grayson’s advice is profound: “Just as important as what you give as a teacher is what you don’t take away.” Nurturing a student’s “quirks”—whether it’s a fascination with bugs or a specific way of working—can be the catalyst for their future career.

Hidden Gem

Listen for the story of the 5th-grade assignment that started it all. Grayson shares how a teacher’s open-ended “inquiry” prompt didn’t just result in a grade, but emboldened a ten-year-old to write letters to zoo professionals. It is a perfect example of how project-based learning—even at a young age—can be the spark that launches a career.

“Safe but uncomfortable”: Grayson navigates the Kinabatangan River during his Earth Expedition to Borneo. The program challenges students to adapt to nature’s schedule—rain or shine—while studying community-based conservation.

Listen to the episode on Apple Podcasts, Spotify, YouTube, or on your favorite podcast platform.

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