Now more than ever, many of us and our students teach and learn under conditions of substantial stress, isolation and precarity, even as we work in learning environments that are often structured by the assumption that “normal” learners are able-bodied and without mental health challenges. In this single session workshop, we will collectively reflect on how the experience of mental health and (dis)ability affects both our teaching and our students’ learning. We will engage with practical tips, approaches, and pedagogical theories for cultivating classrooms where disabled students and/or those who experience mental health challenges can learn and flourish. We will discuss how our (dis)ability status and experience of mental health shapes our commitments to equitable teaching, develop tools for analyzing the accessibility of our courses, and experiment with redesigning course modules for accessibility and equity. This workshop will have machine-transcribed captioning available. For more information, contact joy.wang@yale.edu and monique.ulysses@yale.edu. This ATW counts toward the Poorvu Center’s Certificate of College Teaching Preparation (CCTP) requirement for a “topic engaging inclusivity or diversity.”