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For many years, I taught piano to neurotypical children. But I always felt drawn to teaching neurodivergent students—not because of their learning style, but because it felt natural to me. I knew there are many neurodivergent students out there, yet I rarely heard of teachers welcoming them. I often asked myself: Why aren’t more teachers working with these kids? Why isn’t music education more accessible to them?

I wanted to be that teacher—the one neurodivergent students and their parents could reach out to, just like any family contacting a local music school. Last year, I decided to focus fully on this work. With that decision came a dream I had held for a long time: creating a recital just for neurodivergent students.
For many families, starting piano lessons is simple and familiar. But for parents of neurodivergent children, it can be much harder. Finding a teacher who understands their child’s needs is not easy. Many parents hesitate to start lessons at all, unsure if their child’s unique traits—like ADHD, Autism Spectrum Disorder (ASD) or other forms of neurodivergence—will be supported. For them, seeing their child perform on stage, like neurotypical students often do, can feel far from “normal.”
I wanted to change that. I wanted to give these students and their parents a chance to experience a recital that is supportive, joyful, and built just for them. What feels ordinary to many can be extraordinary for neurodivergent students—and I wanted them to have that moment.

I named the first piano recital I hosted for my neurodivergent students “Beyond the Notes.” This recital wasn’t about playing perfectly or meeting traditional expectations. It was about celebrating each child’s growth through music in their own way. There are students who performed full pieces, students who played half of a song, and students who simply found the courage to be on stage. Every effort was meaningful and worth honoring. My hope was that this music-filled day would become a memorable step in each child’s unique journey—both in music and in life.
Neurodivergent children are incredibly sensitive to so many things-new places, unfamiliar environments, changes in routine, crowded spaces... almost anything outside their usual rhythm. To help them feel prepared and comfortable for the recital, here’s what my team and I focused on in the weeks leading up to the event.


1. Prepare a Visual Guide for Recital Day
We create a visual guide that shows exactly what will happen on recital day. This helps students feel prepared and reduces uncertainty about the new environment and process. (Example visuals are shown below)

2. Unannounced Recital Piece
Unlike a typical recital, students in Beyond the Notes don’t know their recital piece ahead of time. This approach helps the day feel more normal for them, keeps them calm, and prevents anxiety.

3. How Students Learn Their Recital Piece
Students find out what they will play only after taking a bow and sitting on the bench. I write the song name in their notebook and check with them before their performance, ensuring they feel ready and supported.
(Checking the recital piece together)
4. When to Start Practice with the Visual Guide
We begin practicing the full recital process with the visual guide 1–2 weeks before Beyond the Notes. This includes actions like taking a bow and sitting on the chair. During this practice period, students can play any songs, since they won’t know their recital piece until the day of the event. Starting this process too early can increase anxiety, so timing is important.

5. Recognize and Celebrate Their Courage
At Beyond the Notes, every student receives a medal and a certificate, regardless of how they perform. This celebrates their courage and ensures they leave with a positive, memorable experience.

(With a certificate and a medal)
I’ve never felt so warm after a recital. Watching every child give their best, and seeing parents’ faces light up with excitement and relief, was unforgettable. Unlike a typical recital, where children walk onto the stage alone, Beyond the Notes invited everyone to be part of the experience. Some students went on stage by themselves, some came with a parent, and some needed a little help taking a bow. Every moment was full of courage, laughter, and little victories. Seeing the students’ faces as they completed their performances—and knowing how much this day meant to them and their families—was a reminder of why creating spaces like this is so important.