The Academy of Financial Services (AFS) is excited to be collaborating with FPA to provide an "integrated conference experience" for AFS members this year. The AFS research conference will run for the full 2.5 days of the FPA Conference as part of a dedicated research track bringing the best of AFS and the Journal of Financial Planning (JFP) to you.
- A dedicated Research Room for presentations designed to bring the most relevant research impacting professional financial planners. This includes research sessions sponsored by the JFP and peer-reviewed research papers presented by AFS members. These sessions are CE credit approved.
- The winner of the JFP's Montgomery-Warschauer Award for best research from the prior year will present their research.
- In the Research Room AFS will coordinate other research content such as a panel discussion with the editors of the 4 major FP research journals explaining to planners and academics the type of research content to be found, how to best consume/digest research and apply it to a FP practice and more.
- A new FP Research Shark Tank. Based on the format of the popular TV series a select number of researchers will do 5 minute "pitches" on research that they believe would be significantly impactful for practitioners. Planners and researchers will then vote on the most exciting research proposal.
- AFS are co-ordinating 2 additional mini-breakout research rooms where researchers will present additional peer-reviewed, unpublished research selected from the many submissions we received. A timetable of these sessions can be found below.
- AFS will manage the research rooms for fully-hybrid attendance with face-to-face or virtual attendance. Although the content will be exceptional, we hope to see many of you in person as the networking, exhibit hall, FPA keynote speakers and other sessions outside of the research cannot be experienced any other way.
Fostering Neuroinclusive Classrooms and Workplaces for Financial Planning Students
Short Description
The purpose of this paper is to create awareness of the hurdles faced by high-functioning neurodiverse students when trying to enter and survive in classrooms and workplaces designed for neurotypicals (Anderson et al., 2021; Doyle, 2020; Nicholas & Klag, 2020). We will discuss how autism and ADHD, specifically, might impact students as it pertains to building social capital, job acquisition and retention, and address some challenges they face as they seek to become and remain financially independent in unsupportive environments.
Additionally, we will explore the role of advocacy that educators, friends, family, and practitioners can assume to help neurodiverse individuals navigate their professional careers and reinforce their career self-efficacy. We will discuss what support systems and tools currently exist for neurodiverse individuals. Finally, we'll discuss ideas for gradual change to help progress the shift toward a more inclusive professional workforce, ultimately creating an environment that will benefit all.
Upload a BLIND copy in Word Document format. Ensure all authors names are removed from the submission. Use the Paper Name + BLIND as the name of the file.
Lead & Corresponding Author
Kimberly Watkins, Ph.D., University of Georgia
Email Address
Names of authors in order
Naomi Hill, Kimberly Watkins, Kenneth White,