Making Workplaces and Schools More Accessible for People With Misophonia

Making Workplaces and Schools More Accessible for People With Misophonia

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Misophonia at Work and School – GuideDownload

A practical guide for employees, students, families, teachers, school leaders, human resources staff, and employers

Misophonia can affect a person’s ability to concentrate, learn, work, communicate, and remain in a setting where certain sounds or related sensory cues are present. The response is involuntary. A trigger may be quiet, ordinary, and easy for other people to ignore. That does not make the distress less real for the person experiencing it.

Accommodations are one way to make school and work more accessible. They can reduce avoidable barriers, protect a person’s ability to participate, and make it easier to recover when a trigger occurs. The accommodations needed will depend on what the person is triggered by and what environments they use. A useful plan is individual, practical, and reviewed with the person who will use it.

This guide draws on my books Misophonia Matters, CBT for Misophonia, and Full of Sound and Fury, together with published research and official disability-rights sources. It is general education, not legal advice. Disability law differs by country, state, province, territory, school system, and type of employer. The legal references below are starting points for finding the rules that apply where you live.

On this page

What misophonia can look like

The 2022 expert Delphi study offered a consensus definition of misophonia as a disorder of decreased tolerance to specific sounds or associated stimuli. The definition recognizes that people have used different language and methods to describe misophonia, and that the field is still developing shared standards. For many people, particular sounds produce immediate, intense emotional and physiological reactions. Common examples reported in research include chewing, breathing, sniffing, coughing, tapping, clicking, and other repetitive sounds. A person may also experience visual triggers, sometimes discussed as misokinesia.

Misophonia involves more than disliking a sound or preferring a quiet room. A person may feel anger, disgust, panic, anxiety, distress, physical tension, or an urgent need to move away. Some people describe their response as fight, flight, or freeze. A person may struggle to listen, read, complete a task, participate in a discussion, or return to work after a trigger. Their response can vary with the sound, the setting, accumulated stress, fatigue, and other sensory demands.

People do not all share the same triggers. The list of common sounds is not a checklist that a person has to match. A sound can be a serious trigger for one person and neutral for another. A teacher, supervisor, or coworker does not need to feel the same reaction to understand that the other person is experiencing one.

Misophonia is still being studied, and diagnostic systems do not use one universally adopted clinical definition. That uncertainty should be described honestly. It does not establish that someone’s lived experience is imaginary, voluntary, or unworthy of support. In many disability systems, the relevant question is how an impairment affects the person and whether an adjustment can provide access. Whether a particular person meets a legal definition is decided under the applicable law and facts, not by this guide.

Why access matters at work and school

School and work contain repeated sounds that are part of ordinary shared life: people eating, breathing, typing, clicking pens, moving chairs, coughing, or handling materials. For a person with misophonia, a sound in the background can take over attention. A student may miss instructions or be unable to show what they know. An employee may lose focus, need time to recover, or avoid a meeting or shared workspace. The effect is not limited to the moment the sound occurs; anticipatory stress and the effort of staying regulated can also consume attention.

In Misophonia Matters, I wrote that “accommodations for misophonia are necessary since the world is often not a place where persons with misophonia can interact easily.” I also wrote that the settings and supports will vary with the person’s triggers and the environments they need to navigate. That remains the practical starting point: ask what is getting in the way, then consider what change would help the person participate.

I know this from my own experience. In high school, I complained to a teacher about classmates’ distracting noises. When that did not help, I left. Later, I described being anxious about entering a classroom because of whistling, pen clicking, and leg movement. I was not able to explain why those ordinary sounds and movements affected me so intensely. A student should not have to wait until they are overwhelmed before anyone considers a practical change.

“Accommodations are the reason why I am able to function in daily life.”

— Shaylynn Hayes-Raymond, CBT for Misophonia

I have also written that accommodation can become unhelpful when it cuts a person off from people or activities that matter to them. The purpose of an accommodation is to improve quality of life and participation. In a school or workplace, that means looking for ways to lower distress while keeping the person connected to learning, work, and the relationships they choose to maintain.

Accommodation addresses a disability-related barrier and supports participation. The person does not need to prove that a sound would bother everyone. Often, a small adjustment can help a student stay in class or an employee remain at work. A seat change, a predictable break, permission to use an agreed sound-management tool, or a quieter place to complete a task may preserve participation without changing what the person is expected to learn or do.

When accommodation is refused without discussion, the person may be left to choose between enduring a trigger and withdrawing from the activity. That can affect attendance, performance, relationships, and a person’s sense that they belong. A workable accommodation plan gives the person and the institution more options than “put up with it” or “leave.”

What research can and cannot tell us

Misophonia research has grown, but the evidence base is still uneven. Studies use different definitions and measures; many rely on self-selected or convenience samples; and there are few trials that test specific accommodations in real schools or workplaces. The evidence supports taking functional impact seriously. It does not establish one accommodation that will work for everyone.

Research on students and classrooms

Porcaro and colleagues surveyed 686 undergraduate instructors at six public universities in Florida. Only 18.4% said they knew the definition of misophonia, and only 2.3% reported that a student had disclosed it to them. Instructors who said they knew about misophonia, had heard a student disclose it, or considered it a serious issue were more willing to accommodate hypothetical student requests. The authors cautioned that the survey asked about hypothetical situations, had a low response rate, and represented undergraduate instructors at state-funded Florida universities. It did not test whether accommodations improved grades or attendance. It does show why education and clear communication matter: unfamiliarity and disbelief can affect whether a request is taken seriously.

Seaborne and Fiorella’s small classroom-learning experiment compared students’ learning in silence with learning while a confederate audibly chewed gum. The study examined sound sensitivity and learning performance under one sound condition. It is a useful example of how a sound can interfere with learning for some people, but it is not a study of every trigger or a test of a complete accommodation plan.

A 2024 qualitative study interviewed 20 young people with misophonia and their parents. Participants described school concentration difficulties, emotional exhaustion, anticipatory anxiety, escape, and the wider effect of misophonia on school and family life. Qualitative work cannot estimate how common each experience is, but it can describe what daily impairment feels like and how it unfolds.

Research on functional impairment

Wu and colleagues studied 483 undergraduates using self-report measures. Nearly one in five participants reported symptoms the study classified as clinically significant. This was a university sample, not a population prevalence estimate. Möllmann and colleagues later examined symptom severity and functional impairment in a large non-random online sample of 1,881 people. Their work reinforces the importance of assessing impairment rather than treating a sound preference as a proxy for the condition. Clinical studies have also described impacts on work, social participation, and everyday functioning.

These findings fit a point I made in my books: a person can look attentive from the outside while spending substantial effort managing a trigger. A student’s silence, a missed answer, or a request to change seats should not be read automatically as defiance, lack of motivation, or an attempt to control other people. Ask the person what is happening and what would help.

What research does not establish

There is no large body of controlled research proving that a particular school or workplace accommodation is effective for every person with misophonia. Porcaro et al. measured instructors’ knowledge and stated willingness, not outcomes after an accommodation was implemented. The youth study was qualitative. Other studies are limited by sample type, self-report, or the early state of measurement. Recommendations in this guide are practical options to discuss and individualize. They should not be presented as a treatment protocol or as a guarantee of a legal outcome.

Principles for useful accommodations

Start with the person’s account

Ask the person to describe the setting, the sounds or visual cues that create a barrier, what happens to their participation, and which changes they have found helpful. Do not assume that a trigger is obvious, that every sound in a category is a trigger, or that two people with misophonia need the same plan. The person’s experience should guide the discussion.

Reduce avoidable triggers and offer a way to recover

In Misophonia Matters, I describe environmental changes as a way to reduce noxious stimuli and provide options for staying calm or regaining composure when triggered. A good plan considers both prevention and recovery. Prevention might mean a different seat or workspace. Recovery might mean a brief, predictable break or access to a quiet area. One change may help; another may not. Review the plan with the person rather than treating it as a fixed formula.

Preserve access to the activity

Accommodations should make it easier for the person to take part in the real activity: attending class, learning with peers, completing essential work, meeting with colleagues, or participating in training. A plan that routinely sends a student out of instruction or removes an employee from meaningful duties may reduce the immediate trigger while creating a different access problem. Consider how to preserve instruction, communication, safety, and the person’s role while reducing the barrier.

Offer choice where possible

Noise-reducing earplugs, filtered earplugs, or headphones can help some people in some situations. They can be unsuitable when the person needs to hear speech, alarms, instructions, or safety signals. Let the person explain what works and agree on when an audio aid can be used. Other options include moving seats, changing the location of a task, using captions or written instructions, taking a brief break, or working in a quieter space for a defined activity.

Make plans clear and private

Share information only with people who need it to implement the accommodation. A teacher may need to know the student’s seat and break plan; the whole class usually does not need the student’s diagnosis or personal history. A manager may need to know how to approve a quiet workspace; a coworker does not need access to medical documentation. Follow the privacy rules that apply in your jurisdiction and institution.

Accommodating misophonia at school

School settings differ. A young student may need an adult to help communicate, while a university student may be able to work directly with disability services. For a minor, involve the student in a developmentally appropriate way and coordinate with their parent or guardian and the relevant school team. The student belongs in the conversation about their own access.

Classroom and learning options

  • Seat choice: let the student sit where a particular sound or visual trigger is less prominent. The best location may be near a door, away from a sound source, or near the teacher. Ask the student rather than deciding based on the room map.
  • Permission to move: allow a quiet, discreet seat change when the trigger source changes, without requiring the student to explain themselves in front of the class.
  • Planned short breaks: agree on a signal, destination, approximate duration, and re-entry plan. The student should be able to leave before distress becomes unmanageable, within reasonable supervision and safety requirements.
  • Quiet work or testing space: consider a lower-trigger room for exams, independent reading, writing, or work that requires sustained concentration. Keep the same academic standards and assessment objectives.
  • Sound-management tools: consider earplugs or headphones for independent work when they do not interfere with instruction, communication, fire alarms, supervision, or other safety needs. State clearly when they may be used.
  • Access to written information: provide key instructions, assignments, and changes in writing as well as orally. Written material can help when the student loses part of a lesson while managing a trigger.
  • Flexible participation: allow the student to step out briefly and return, or to complete a comparable activity in a quieter location when that preserves the learning objective.
  • Group-work planning: discuss seating, group size, room choice, and a way to take a short break. Avoid making the student responsible for policing every sound made by peers.
  • Predictable routines: give advance notice of room changes, assemblies, film days, shared meals, or activities likely to involve particular sound patterns. Advance information can support planning; it does not need to become a warning about every ordinary sound.
  • Non-punitive responses: do not treat a student’s need to move, use an agreed tool, or take a brief break as misconduct when it is part of an accommodation plan.

School meals, assemblies, and transitions

Lunchrooms, cafeterias, buses, hallways, assemblies, and unstructured periods can be harder than a quiet classroom because sounds are less predictable and the student may have little control over seating. Ask which parts of the school day create the greatest barrier. Possible supports include a quieter eating area, a different lunch schedule, the option to eat with a small group, a planned place to reset, an alternative location during a high-noise event, or a clear way to rejoin the group. Ask what would make participation possible before planning a separate eating space or time away from peers.

Attendance, grading, and discipline

Review whether an attendance or behavior pattern is connected to an unmet accommodation need. A student may be arriving late to avoid a crowded transition, leaving class after a trigger, or struggling to complete work after losing concentration. The school should consider the access barrier before relying on discipline alone. Accommodations do not automatically remove learning standards or school rules. They can change how the student accesses instruction and how the school responds to a disability-related need.

For postsecondary students, the process may go through disability services or an accessibility office. Instructors can still help by following approved adjustments, discussing practical classroom details, and avoiding public disclosure. A student should not have to negotiate their own rights repeatedly with every instructor when the institution has an established accommodation process.

Accommodating misophonia at work

Workplace adjustments should be connected to the person’s duties and working conditions. The employee may be fully capable of doing the job and still need a change to the work environment, routine, or communication process. The conversation should focus on access and essential functions, not on judging whether a trigger is reasonable to other people.

Workspace and task changes

  • Move the workstation: place the employee away from a shared eating area, a high-traffic route, repetitive equipment noise, or a source of visual triggers when the work allows.
  • Offer a quieter work location: provide access to an office, meeting room, library space, or other low-distraction area for tasks requiring concentration. It may be useful for only part of the day.
  • Consider remote or hybrid work: where duties permit, allow some work to be completed from a location the employee can control. Assess the actual role and communication needs rather than using a general assumption about remote work.
  • Allow agreed sound aids: permit earplugs or headphones for tasks where doing so is safe and does not prevent necessary communication. Set out exceptions for alarms, customer interaction, equipment, and meetings.
  • Adjust meeting arrangements: consider a different room, a smaller meeting, a remote option, written materials, or the ability to step out and rejoin. Where a specific sound source is predictable, discuss a practical change before the meeting.
  • Schedule focused work: when possible, put concentration-heavy work at times or in locations with fewer predictable triggers. Agree on communication expectations so the employee remains connected to the team.
  • Use brief reset breaks: allow a short break after a trigger, with a clear return-to-task plan. A defined break can help preserve the rest of the workday.
  • Review shared eating practices: if eating at a workstation creates a barrier, consider a separate meal area or an agreed location for eating. Avoid policies that unnecessarily single out one employee or invite coworkers to monitor them.
  • Change the format of instructions: provide important instructions, task priorities, and meeting decisions in writing when possible. This can help the employee recover information after a period of impaired concentration.
  • Set a discreet signal: agree on a neutral way the employee can request a seat change, brief break, or move to another room without explaining their medical information in front of others.

Working with coworkers

Misophonia can be difficult to discuss with coworkers. In my book I recommend preparing for the conversation, choosing a time when the person is not in the middle of a trigger, and explaining what would help. A coworker may be willing to make a small change once they understand the request. The employee should not have to rely on a coworker’s goodwill as the only route to access. Managers and HR should handle the accommodation process, protect confidentiality, and address any workplace conduct or retaliation concerns through established procedures.

An employee does not need to disclose their condition to the entire team to justify a small change. A manager can communicate the practical expectation without naming the person or sharing private information. For example, the manager can establish a general meeting practice about avoiding gum or eating during a focused training session, where that is workable, without identifying who requested it.

How to request or plan an accommodation

For an employee

A request can be direct and practical. The employee does not always need to begin with a perfect legal phrase. Follow the employer’s formal process if one exists, and keep a copy of the request and any response.

I have misophonia, which can make certain sounds or related sensory cues interfere with my concentration and ability to work in shared spaces. I would like to discuss an adjustment that would help me perform my job. The main barrier is [briefly describe the situation]. I would like to try [specific adjustment] for [period or task]. I am open to discussing another option that addresses the same barrier. Could we review this and agree on a plan?

The employee can describe what is affected and the change being requested without sharing more personal information than the process requires. If documentation is requested, ask what information is needed, why it is needed, who will see it, and how it will be protected. The legal standard for medical documentation varies.

For a student, parent, or caregiver

My child/student experiences significant distress and difficulty concentrating when [briefly identify relevant sound or setting]. This affects access to [class, assessment, lunch, group work, or another school activity]. We would like to meet with the school team to discuss practical supports, such as [examples]. We want to work with the school on an individualized plan that supports participation and lets the student return to learning after a trigger.

For a university student, the request may go through the institution’s disability or accessibility office. For a younger student, contact the teacher, school counselor, special education coordinator, principal, or equivalent team under local procedures. A clinician’s letter may help explain functional needs where appropriate, but the school’s process and required evidence depend on the jurisdiction.

Describe the barrier and test a practical change

It can help to record when the barrier appears, what activity is affected, what the person tried, and what changed the situation. A simple record can make a meeting more specific. It should not become a demand that the person prove every trigger or keep a distress diary at school or work. Use the least intrusive information that is enough to identify and review a support.

Agree on who will implement the plan, how it will work on ordinary days, what happens when the first option is unavailable, and when the plan will be reviewed. A brief trial can show whether a change helps. If it does not, discuss the next option. Reviewing an accommodation is a normal part of making it usable.

What teachers, school leaders, HR, and employers can do

Misophonia is often unfamiliar to the people responsible for school and workplace decisions. You do not need to be a misophonia specialist to respond respectfully. You do need to listen, follow the accommodation process, and avoid treating a person’s response as a character flaw.

For teachers and school staff

  • Learn the student’s agreed plan and apply it consistently across classes, tests, field trips, and substitute-teacher days.
  • Offer choices privately. A student should not need to announce their diagnosis or justify a seat change in front of classmates.
  • Never use a trigger as a classroom management strategy or ask classmates to make a sound to test the student’s response.
  • Do not frame the accommodation as special treatment or a reward for leaving class. A student who steps out may be using a support that helps them return.
  • Keep the student’s learning goal visible. A different seat or quiet test room can preserve the objective of a lesson while reducing an access barrier.
  • Ask the student and family what helps, then coordinate with disability or student-support staff. Avoid promising that a single change will fix every difficulty.
  • Make staff training and substitute instructions specific enough to protect the plan, while limiting private details.

For HR professionals and managers

  • Make the request route easy to find. Managers should know whom to contact and what information they may need to implement an adjustment.
  • Discuss the employee’s functional needs and possible adjustments promptly. Do not dismiss the request because misophonia is unfamiliar or invisible.
  • Keep medical information confidential and separate from ordinary performance discussions, subject to applicable law and policy.
  • Assess the actual work duties, safety requirements, and communication needs. Avoid assuming that a person who uses headphones cannot perform their job.
  • Consider more than one option. The employee’s first request may not be the only workable way to address the barrier.
  • Do not make the employee responsible for educating every coworker. Offer general team information only with appropriate attention to privacy and consent.
  • Document what was agreed, who is responsible, the review date, and what happens if a resource is unavailable.
  • Address mockery, harassment, or retaliation under the workplace’s policies and the law that applies.

For coworkers and classmates

People with misophonia are not necessarily reacting to you as a person. A trigger response can happen even when the sound is not intentional and the relationship is good. If someone tells you that a sound is affecting them, listen and let the person who handles accommodations help work out a fair plan. Avoid teasing, testing, or deliberately repeating a trigger. The person experiencing misophonia should not be blamed for having a reaction, and coworkers or classmates should not be made responsible for diagnosing or treating them.

Disability law: what applies where you live

Disability law can protect access to employment and education, but the wording, coverage, eligibility rules, employer size thresholds, documentation requirements, complaint routes, and limits differ. Laws usually do not need to name every condition individually. A person may be covered when they meet the law’s definition of disability and the condition has the required impact. That does not mean every person with misophonia automatically qualifies, or that every requested change must be granted. The decision depends on the law, evidence, setting, and proposed adjustment.

United States: ADA, Section 504, and IDEA

Employment: Title I of the Americans with Disabilities Act (ADA) protects qualified individuals with disabilities in employment and requires covered employers to provide reasonable accommodation for known limitations unless doing so would create undue hardship. The ADA generally covers private employers with 15 or more employees, as well as state and local government employers. An accommodation can be a change in how work is usually done, the work environment, or the application process. The EEOC describes an interactive process for clarifying needs and identifying an effective accommodation. State and local laws may cover more employers or provide additional protections.

Public education: Section 504 of the Rehabilitation Act applies to programs and schools receiving federal financial assistance and protects qualified students with disabilities from disability discrimination. Public elementary and secondary schools have Section 504 responsibilities that may include evaluation, accommodations, aids, and services so a qualified student can receive an appropriate education. The Individuals with Disabilities Education Act (IDEA) covers eligible children who need special education and related services. A student may qualify for Section 504 protections without qualifying for IDEA services. The ADA also applies to public schools under Title II, subject to the law’s requirements.

Postsecondary education: Colleges and universities have obligations under Section 504 when they receive federal financial assistance, and public institutions are also covered by ADA Title II. Private colleges may be covered by ADA Title III and other laws. Students generally work with the institution’s disability services office and provide documentation under the institution’s process.

Official sources: ADA statute, U.S. disability rights overview, EEOC accommodation guidance, U.S. Department of Education Section 504, and IDEA overview.

Canada: federal and provincial or territorial human-rights law

Canada does not have one single employment-accommodation law for every workplace and school. The Canadian Human Rights Act applies to federally regulated employers and service providers, such as federal government operations, banks, broadcasting and telecommunications, and interprovincial transportation. Provincial and territorial human-rights codes generally apply to most other workplaces and services in their jurisdictions. The duty to accommodate is assessed individually and can require changes to rules, policies, practices, or physical environments, up to the applicable legal limit of undue hardship.

In New Brunswick, the Human Rights Act protects against discrimination based on physical and mental disability in employment and in services, which include schools. Federally regulated activities are handled under federal law rather than the provincial Act. New Brunswick’s Human Rights Commission explains the Act’s jurisdiction and provides a practical guide to requesting workplace accommodations. Other provinces and territories have their own codes, commissions, procedures, and terminology.

Official sources: Canadian Human Rights Commission: duty to accommodate, New Brunswick Human Rights Act explained, and New Brunswick workplace accommodation guide. Find the human-rights commission or tribunal for your province or territory for the rules that apply to your setting.

United Kingdom: Equality Act 2010 and Northern Ireland

In England, Wales, and Scotland, the Equality Act 2010 protects disabled people in employment, education, and other covered areas. The Act includes a duty to make reasonable adjustments in specified circumstances. Whether an individual meets the statutory disability definition and what adjustment is reasonable depend on the facts and applicable provisions. Northern Ireland has separate disability discrimination legislation, including the Disability Discrimination Act 1995, and separate enforcement arrangements. People in Northern Ireland should check the local rules rather than assuming that every Equality Act provision applies.

Official sources: Equality Act 2010, section 20, Schedule 13 on education adjustments, and the Equality Commission for Northern Ireland.

European Union

EU Council Directive 2000/78/EC establishes a general framework for equal treatment in employment and occupation, including disability, and requires reasonable accommodation subject to the directive’s provisions. Member States implement and enforce these protections through national law. Education and school accommodation rules may arise under national law, other EU law, and international obligations, so the directive is not a complete guide to a student’s rights. Check the national legislation and the relevant equality body.

Official source: Council Directive 2000/78/EC on EUR-Lex.

Australia

Australia’s Disability Discrimination Act 1992 addresses disability discrimination in employment and education, among other areas. The Disability Standards for Education 2005 explain education-provider responsibilities concerning enrolment, participation, curriculum, support services, and reasonable adjustments. These provisions apply across schools, vocational education, and higher education within their scope. The law includes limits such as unjustifiable hardship, and the details depend on the circumstances.

Official sources: current Disability Discrimination Act 1992 compilation, Australian Government: Disability Standards for Education, and the Australian Human Rights Commission workplace guide.

International framework: Convention on the Rights of Persons with Disabilities

The United Nations Convention on the Rights of Persons with Disabilities (CRPD) sets out international commitments concerning equality, inclusive education, and work and employment. Article 24 addresses education, and Article 27 addresses work and employment. The Convention is binding on States Parties that have ratified or acceded to it, but how its commitments operate in an individual school or workplace depends on national and local law. The CRPD is an important framework; it does not replace the need to check domestic protections and procedures.

Official source: United Nations Convention on the Rights of Persons with Disabilities.

Other countries and local rules

Many countries have disability, equality, education, employment, or human-rights laws that may apply to misophonia-related barriers. The name of the condition may not appear in the legislation. Check how the local law defines disability, which employers and schools it covers, whether it provides a duty to adjust or accommodate, what counts as an effective or reasonable change, what limits apply, and how to challenge a refusal. A national disability-rights organization, education ombuds office, union, legal clinic, human-rights commission, or disability services office may help identify the correct process.

Additional examples from other regions

These examples show why a worldwide guide must point readers toward local law. They do not create one international accommodation procedure.

  • New Zealand: the Human Rights Act 1993 lists disability among prohibited grounds and contains provisions concerning employment and access to educational establishments. The Act also has disability-related exceptions, so coverage depends on the facts. See the official Act and New Zealand Ministry of Justice overview of the Human Rights Act.
  • India: the Rights of Persons with Disabilities Act, 2016 includes protections and provisions concerning equality, education, and employment, and defines reasonable accommodation. The Act’s protections and remedies have specific eligibility rules and application. See the official India Code text.
  • Brazil: the Brazilian Inclusion Law (Law No. 13,146/2015) addresses participation and accessibility for people with disabilities, including education and work. The official text is in Portuguese. See the Brazilian Government publication.
  • South Africa: the Promotion of Equality and Prevention of Unfair Discrimination Act 4 of 2000 forms part of the country’s equality and anti-discrimination framework. Its application, remedies, and interaction with employment and education law are matters for local advice. See the South African Government Act page.

Research limits and respectful language

The scientific literature does not yet settle every question about misophonia. Shared definitions and assessment methods are still developing. The existence of uncertainty is a reason to describe evidence carefully; it is not a reason to dismiss the people who report functional impairment. A teacher or manager can respond to the barrier in front of them without claiming to resolve debates about diagnosis, cause, or treatment.

Use the person’s preferred language. “Person with misophonia” and “misophonic person” are both used; the individual’s preference matters. Avoid saying that the person is overreacting, being dramatic, choosing anger, or trying to control other people. Do not call an accommodation a cure. Do not use exposure to a trigger as a test of whether the person is “really” affected. The purpose of a school or workplace accommodation is to support access in that setting.

In my writing, I have argued that accommodations can be part of advocacy: they can change an environment before a trigger, help someone navigate a difficult moment, and make it easier to return afterward. I do not expect an employer, teacher, or coworker to eliminate every sound. I do expect a request to be considered on its actual circumstances, with the person’s account taken seriously and practical options discussed.

Training for HR professionals and educators

Misophonia International offers two classes for people responsible for workplace and school environments. These courses provide a more focused introduction to the impact of misophonia, communication, and practical accommodations.

For HR professionals and business owners

The Misophonia Course for HR Professionals and Business Owners covers misophonia’s possible effects on employees and workplace functioning, communication, and accommodations. It includes text-based learning and downloadable resources, including a presentation that can be used for staff education.

For teachers and educators

The Misophonia Course for Teachers and Educators is designed for teachers, school staff, and educators. It covers the impact misophonia can have on students, classroom functioning, emotional regulation, concentration, and participation, with practical tools for supporting students in educational settings.

Share these links with the person who handles staff development, disability support, student services, or workplace accommodation. Staff still need an individualized plan and, when needed, local legal advice. A course can give them shared language and a clearer starting point for responding to a request.

Research and legal references

Misophonia research

Disability-rights and accommodation sources

Last reviewed: October 2026. Laws and course details can change. Confirm current requirements and class information at the linked official or course pages.

If you are looking for misophonia coping skills, you can go here to see coaching (worldwide) and here to see therapy (Canada) options with Shaylynn Hayes-Raymond. Shaylynn also offers both live and on-demand webinars for misophonia.

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