When Austin transitioned from SelfDesign to public school to complete Grades 10–12, and later applied to university, he began to fully understand how deeply his earlier learning experiences at SelfDesign had impacted him. This different way of learning turned out to be a strong foundation, supporting him through academic pressure, complex ideas, and big questions about his future and who he was becoming.
During his nine years at SelfDesign, Austin developed skills that went far beyond meeting specific curriculum requirements. Reflection, curiosity, critical thinking and peer-based learning became part of how he approached not only school, but life itself. With time and support, learning shifted from something he did to something he actively participated in.
“What helped me most in the SelfDesign model was being encouraged to see myself as a scholarly peer, not just with other students my age, but with instructors and resources as well,” Austin shares. “I wasn’t trying to prove myself or perform for grades. I was learning how to ask questions, engage in conversation, and genuinely explore ideas.”
This sense of belonging as part of learning helped Austin move into more demanding academic environments without burning out. In a world overflowing with information, SelfDesign’s emphasis on reflection offered him tools to slow down, notice his thinking and make sense of what he was engaging with.
“SelfDesign puts such a strong emphasis on reflection that we used to joke about writing reflections on our reflections,” Austin laughs. “The process really teaches you to ask, ‘Why did I come to this conclusion? What led me here? That kind of critical reflection becomes incredibly important when you’re surrounded by information all the time. Being able to stop and ask where an idea came from, whether it actually fits the context, and why you’re engaging with it is essential, especially now, when information is everywhere and not all of it is relevant or accurate.”
Austin also reflects on how the SelfDesign learning environment was especially supportive for learners whose brains work differently. Rather than forcing everyone into the same pace or structure, SelfDesign allowed space for depth, flexibility and self-understanding.
“For neurodivergent learners especially, having the freedom to deeply explore areas of interest is huge,” says Austin. “In many traditional classrooms, there just isn’t time for that. Deep diving into a topic you care about isn’t a distraction; it’s the core of how real learning happens.”
SelfDesign approaches learning in neurodivergent contexts with the understanding that learners may require individualized timelines, structures or accommodations in order to move forward meaningfully.
“Accessing learning accommodations isn’t about getting an advantage over others. It’s about equitable treatment. Having those supports in place allows you to actually show what you’re capable of, instead of spending all your energy trying to fit into a system that wasn’t designed for you.”
After completing high school, Austin earned an undergraduate degree in psychology. His interests naturally led him toward an intersectional lens, focusing on the overlapping experiences of neurodivergent, queer and Indigenous communities.
“I’ve always felt that if you want to understand the human experience, you have to look to the margins,” he says. “The most marginalized perspectives often reveal the most about how systems work, and how they fail. That way of thinking has shaped my academic path and the kind of work I want to do going forward.”
Dialogue and connection were always at the centre of Autin’s learning journey. SelfDesign’s emphasis on learning through conversation helped Austin deepen his understanding and build lasting relationships.
“One of the most valuable parts of my learning experience was having people to talk things through with,” Austin reflects. “You don’t need to be an expert. Sometimes, just explaining an idea to someone who knows nothing about it helps you understand it more clearly than hours of research on your own. Those peer relationships, where we spent time talking, questioning, thinking out loud together, have stayed with me far longer than any specific curriculum.”
With the freedom to explore his interests and continually reflect, Austin was able to look inward and gradually uncover a sense of purpose. SelfDesign’s non-linear approach allowed learning to unfold in its own time, guided by curiosity rather than urgency.
“Learning doesn’t have to follow a straight line to be meaningful, ” Austin concludes. “For me, having a model that was responsive to my needs and interests made all the difference. The public system wasn’t working for me, but SelfDesign gave me space to grow, connect and figure out who I was becoming. Life is about people. Investing in relationships, curiosity, and reflection is what ultimately makes learning last.”
