This paper presented ideas about the values that can be placed on 'slowness' and 'quickness', in relation to processing and communication in performance. In collaborative theatre-making practices the ability to be 'quick' can be implicitly highly valued. The paper reflected on the metaphors of quick and slow in in relation to performance-making, drawing from a range of sources including my experience as both a neurodivergent performance maker and an educator who works specifically with students who identify as dyslexic. This paper offered provocations and starting points for discussion around accessibility and how to create learning and performance spaces that value slowness.