Stumbling Through Space and Time: A Conversation on Dyspraxia

Author Bio

This blog was adapted from a video interview between Courtney Avery and Rosemary Richings. Rosemary is an Author, Editor and Public Speaker specialising in neurodiversity, chronic illness and inclusive communications. Her book Stumbling Through Space and Time is available here. Her second book Studying with Dyspraxia has just been released, more details here.

We were delighted recently to have the opportunity for our Marketing Manager Courtney to connect with Rosemary Richings and talk in depth about her life and recent work. Dyspraxia is too often misunderstood, overlooked, or reduced to stereotypes. In this conversation Rosemary Richings shares her lived experience, from early diagnosis to writing her books, and what she wishes the world better understood.

Rosemary said “I was diagnosed unusually young, at four. But I did not fully understand what it meant, or that other people saw it as a marker of difference, until I was about 10 or 11. That was when I began noticing conversations about my support needs at school and how my peers understood that something was different about me.

I was lucky in some ways. I think I was naturally drawn to other people who were neurodivergent, disabled, LGBTQ+ or from immigrant backgrounds. That helped ground me. But it was also lonely, because I grew up in Canada, where there were very few dyspraxia resources and little public understanding.”

“A big misconception is that dyspraxia is only clumsiness: dropping things, bumping into things or struggling with directions. That is the surface-level stereotype. The deeper issue is how the brain translates instructions, space, time and movement into action.

People would sometimes assume that if I had sensory issues, it must simply be autism, or that if I struggled with directions I was not listening or trying hard enough. That misunderstanding can make people question whether someone really needs support.”

“For me, the clearest explanation is that dyspraxia affects the active translation between communicated information and physical action. If someone says “turn left down that street” or “move your arm this way,” my brain has to work harder to map that instruction into movement. It is about planning, sequencing and carrying out actions that other people may do automatically.”

“The two that come to mind immediately are empathy towards difference and creative problem-solving. Growing up dyspraxic helped me build patience, openness and resilience. I am also used to finding alternative routes when something does not work, whether that is getting to an unfamiliar place, learning a new skill or explaining an idea simply.”

“Because so many people around me did not understand dyspraxia, I learned that storytelling was the most effective way to explain it. That is what drew me to writing. Over time, I collected stories and journal entries about how my mind worked from childhood into young adulthood. Eventually, that became Stumbling Through Space and Time.

The response has been mixed, as it is for most authors. The most meaningful reactions came from dyspraxic readers, parents and support professionals. Some people told me it felt as if I was telling their story. Others said they finally understood their child’s brain a little better.”

“I was approached by someone at Bloomsbury who had read my chapter on university and wanted to publish something on how dyspraxic students can navigate that experience. I said yes because many women in my peer group were diagnosed at university and felt lost and under-resourced and I wanted to create something useful for them.

The book is due to be published on 9 July 2026 and should be available through major booksellers. I always remind readers that they have power: if a local bookshop does not stock a book, ask for it.”

“The biggest improvement is normalising more than one way to communicate. Do not rely only on verbal instructions. Send calendar invites, write down meeting actions, share directions in writing and be specific about what you need. People can feel shame about asking for this, so it helps when clear, written communication is standard rather than something offered only after disclosure.”

“Start by researching and finding dyspraxic voices. As you read, you may recognise patterns from school, work or everyday life. That language is essential for self-advocacy.

Then think practically: what support would make the biggest difference with the least complexity? The goal is not to make yourself fit a system that was not built for you. It is to understand what helps you thrive and learn how to communicate that clearly.”

“I want dyspraxia to be normalised as part of the wider neurodiversity conversation. It is often forgotten, even in neurodiversity spaces. I would like to see it recognised alongside autism, dyslexia and ADHD as a meaningful and beautiful part of that broader tapestry.”

Thank you so much to Rosemary for taking the time to speak with us and share her insights!

You can watch the original video interview here.

To learn more about Dyspraxia click here.

For more lived experience based stories you can click here.