When a group of Vancouver Catholic students and teachers travelled to Disneyland in California last month, it was far from a typical international school trip.
The 16 students from Notre Dame Regional Secondary have conditions such as autism, ADHD, and dyslexia, learning differences that the school’s Student Resource Department sees not as problems to be fixed but as “unique ways each brain brings something to the world.”
Those differences in experiencing, thinking, and learning can be strengths for the “neurodivergent,” said resource department head Josipa Esposito.
The students learned to advocate for themselves, work as a team, manage responsibilities, and “dream boldly in spaces where neurodiverse learners have historically been left out,” said Esposito.
Some had never been on a plane. Others had never experienced the kind of social or sensory environment Disneyland offers — which, with the right planning and support, can become “a space of wonder, independence, and confidence-building.”
The students navigated airports, managed money, and explored the theme park independently. More than a vacation, “it was a milestone,” said Esposito.
In fact, the students even planned the trip themselves, meeting B.C. curriculum learning goals by managing budgeting, coordinating logistics, and leading fundraising efforts bake sales, coffee carts, pizza lunches. They also created a website ndrsdisney.com where they shared updates and collected donations.
“To our knowledge, this is the first time a school in the CISVA has organized something like this,” said Esposito.
Below, Notre Dame art teacher and Student Resource Case Manager Jadranka Erlic reflects on the risks taken, the lessons learned, and the growth witnessed along the way.
By Jadranka Erlic
The trip began at the YVR departure gate with a prayer. Sixteen neurodiverse Notre Dame students from Grades 9–12 stood alongside four teachers who believed deeply in possibility.
Together we prayed, asking God to watch over our journey and St. Christopher to guide our travels.
There was excitement but also vulnerability. We knew this trip carried risk, but we also knew it held extraordinary potential. It was a leap of faith rooted in trust, courage, and the belief that our students were capable of far more than the limits often placed upon them.
The Notre Dame group poses with Mickey Mouse at the entrance to Disneyland in California.
Joining me were teachers Josipa Esposito, Roberta Marghetti, Sandra Reis, and Angela Mason, who all shared a conviction that neurodiverse students deserve opportunity, trust, and high expectations. The purpose was simple and bold: to challenge assumptions and entrust students with independence.
Over three days, courage took root and confidence followed.
From the beginning, students stepped into responsibility with maturity and determination. They navigated busy terminals, managed boarding passes and passports, and spoke for themselves when going through customs. For many, what appeared routine carried quiet pressure. Still, they handled each moment with calm confidence.
That growth did not come without challenge. There were quiet moments of hesitation, whether it was a deep breath before boarding the plane or a pause at the entrance to an intimidating ride. In those moments, students encouraged one another and hesitation gave way to courage. Confidence grew in steady, intentional steps.
When we offered independent time in the park, it required trust from all of us. Students navigated crowds in small groups, made decisions together, and returned to designated meeting places. Every time we gathered they were there, smiling and accountable, exactly where they said they would be.
In those moments, it was not simply pride we felt. It was affirmation. Limits were unnecessary. Opportunity and trust were what mattered.
Growth was evident in the responsibilities they carried each day, managing their allowance thoughtfully, prioritizing meals before souvenirs, waiting patiently in long lines, and communicating respectfully when guidance was needed.
Thankfulness marked the trip. One student shared, “I’m grateful for the opportunity to participate in this trip.” Another smiled and said, “I don’t want to go home.”
Parents followed the journey through daily updates and photos, replying with messages that reflected trust and appreciation, showing the experience mattered not only to the students, but also to the families who believed in what was possible.
As Catholic educators, we believe every child is intentionally created in the image and likeness of God. Each young person carries unique gifts along with challenges that shape who they are becoming. Those challenges are invitations to resilience and growth. When we see students through the lens of dignity and hold expectations rooted in love rather than limitation, something beautiful unfolds. Young people begin to recognize within themselves what God has seen all along.
This experience was not simply a trip to Disneyland. It was a declaration — that capability does not belong to a particular category. It belongs to every young person created intentionally by God.
Your voice matters! Join the conversation by submitting a Letter to the Editor here.
