I was given a late diagnosis of autism last year at the age of 40.  This diagnosis has given me an deep understanding not only of myself but also of other people who may have similar challenges, both in terms of sensory overwhelm and hyper-sensitivity to touch.  Touch is such a big part of our Alexander teaching, in both giving and receiving, and also in terms of difficulties with communicating clearly what they are feeling or what their needs might be in any given moment. In this workshop I would love to be able to support other teachers to gain an understanding of the experiences autistic and otherwise neurodivergent people can have with this work, especially in terms of the hands-on aspect. As a teacher, I am hyper vigilant of the possible effect my touch can have on others, due in a large part to my own personal experience of finding touch difficult to receive, and this in turn has given me a way of working which includes a sense of safety and trust as my priority. Having gone through my Alexander teacher training without this knowledge of my neurodivergence, it meant I had to work through so many challenges without knowing why others didn’t seem to struggle like I did, which in turn meant that I would have to try even harder to keep up with my colleagues. Now, 13 years after my graduation, I can say that I have gained so much more insight since my diagnosis – a new gentleness with myself, a sense of self-forgiveness, and a deep knowing that I can help others.