Neurodivergence (Part 1): Youth and Adolescence
It has been encouraging to observe the increasing discussion and consideration about how brains differ from person to person, particularly over the past twenty odd years when it comes to experiential processing - especially in youth. Based on my own anecdotal evidence, it seems as though IEP’s (Individualized Education Programs) and 504 plans (for those who do not qualify for an IEP) as well as non-education related accommodations are much more commonplace today. Given the appearance of an increasing engagement with neurodivergent concepts, it seems apt to try and understand it all better. The following is meant to both provide background on the relatively new term of “neurodivergence” or “ND” and to help contextualize its impacts on children and adolescents. The hope is that through increasing our knowledge we will be better able to bi-directionally support our loved ones as we all navigate our lives, and the world, to the best of our ability.
What is Neurodivergence?
Neurodiversity - the parent term to neurodivergence - was originally created by an Australian sociologist, Judy Singer, in 1998 in an attempt to describe how different every brain is - like your fingerprint or ways to prepare shrimp. Ultimately, “neurodivergent” is not a medical term but more so a cultural one, currently, because of the implicit understanding that no one brain or group of brains are the “standard” by which all others are judged when it comes to information/experiential processing.
This does not mean, however, that it is not useful within healthcare. It is still useful to acknowledge the differences in experience and in doing so neurodivergence acts as a bridge between culture and health. As we learn more about it through research, we are refining the ways in which we can better understand each other's needs. Currently, when someone is deemed neurodivergent they commonly obtain one or more of the following clinical diagnoses:
- Autism Spectrum Disorder (ASD)
- Attention-deficit Hyperactivity Disorder
- DiGeorge Syndrome
- Down Syndrome
- Dyscalculia
- Dysgraphia
- Dyslexia
- Dyspraxia
- Intellectual Disabilities
- Bipolar Disorder
- Obsessive-Compulsive Disorder
- Prader-Willi Syndrome
- Sensory Processing Disorders
- Social Anxiety Disorder
- Tourette Syndrome
- Williams Syndrome
*It is important to note that not everyone has access or the resources necessary to seek out diagnosis. This does not mean they are not neurodivergent and would not benefit from care and accommodations that would normally come with an official diagnosis. Compassion regardless of resources is key.
Some of these diagnoses relate to sensory processing (i.e. sight, sound, touch, taste, and smell) while others focus on socialization and yet still others deal with personality or physical movement. This diversity of experience shows all the more why intentionality and communication of understanding is imperative for supporting ND individuals as we continue to learn more. What can be said right now though, is that all of these presentations can make living in today’s world more effortful and challenging.
Current Prevalence
According to the National Center of Education Statistics, about 15% of all public school students engage with educational accommodations which aligns with the current estimates of 15-20% of the global population having a diagnosis related to ND. It is important to keep in mind that experts are still working to better understand exactly how these presentations come about and what connects or differentiates them. As definitions change via increased scientific research, the prevalence of diagnosis and adaptations to care will similarly shift. Growing awareness in the research about the limitations of diagnostic criteria particularly includes gender and racial biases. For example, females are much more likely to go undiagnosed due to lack of gender normed research as well as many neurodivergent children being misdiagnosed with Oppositional Defiant Disorder - black youth in particular.
Is life really that different for Neurodivergent Individuals?
Yes and no. As mentioned earlier the differences between diagnoses are only the tip of the iceberg. Each diagnosis can contain a unique mixture of symptoms and severity, adding essentially infinite potential ways that neurodivergence can present in a person. However, there are many common challenges and co-occurring disorders that ND individuals face ranging from debilitating physical pain all the time to relatively minor texture preferences that pop up infrequently. It is this variance in experience that exemplifies how personal and impactful neurodivergence can be.
Co-Occurring Disorders
A consistent theme across all ND presentations is the likelihood for co-occurring disorders. On the physical health side, the most common co-occurring conditions include the following:
- Ehlers-Danlos Sundromes (ED)
- Joint Hypermobility Syndrome (JHS)
- Chronic Pain
- Gastrointestinal (GI) Problems (e.g. constipation, irritable bowel syndrome (IBS), Chron’s disease, Gastroesophageal Reflux Disease (GERD), food sensitivities, feeding disabilities (ARFID))
- Asthma
Physical conditions are not the only side where we see increased risk however. In the realm of mental health ND individuals are more likely to experience the following:
- Anxiety
- Depression
- OCD
- Substance use difficulties
- Eating/feeding disorders
- Suicidality
It is exceedingly difficult to pinpoint exactly why these increased risks are present with our current understanding but many of the primary reasons known go back to the age-old nature versus nurture debate. While genetics likely play a role, so too can the responses to and from one’s environment impact mental and physical health. We know stress/anxiety, for example, can cause GI issues. When a child faces constant bombardment of dysregulating sensory input from school, it is understandable that they would be anxious and stressed to go back day after day.
Developmental Considerations
In line with how co-occurring disorders can manifest as a result of environmental stressors, we also must consider the nuance of the developmental feedback loop in ND children. Socialization is a major contributor to feelings of safety and confidence throughout childhood. If a child is labeled, separated, and/or ostracized by teachers, peers, and family it is easy to imagine just how negatively such experiences during a pivotal period in life would impact their development and self-concept.
An interesting conceptual example of this is the double empathy problem postulated by Damian Milton. This theory was studied by having three differing groups of people play the telephone game. One group was all non-autistic, one was all autistic, and the third was a mix of the neurotypes. Interestingly, the two homogeneous groups achieved similar results while the heterogenous group did markedly worse. This, and similar research, calls into question the notion that ND is itself a deficit and encourages curiosity into how a child's social environment can harm or heal their self-confidence.
Some of the common differences seen in certain ND presentations include empathy expression, communication styles, and executive functioning. With such important aspects of engaging with the world around them being different from peers it is no wonder that they are also at risk for more challenges in social settings. Recent research showed that 94 percent of autistic children and between 43 and 65 percent of ADHD children experienced bullying within the last year. Not only are peers a potential stressor, so too can a ND individual’s own body be. As mentioned before, the co-occurring disorders play a role in comfort but ND adolescence going through puberty, increased social interaction complexity, and increasing autonomy expectations can find coping mechanisms less helpful and experience a subsequent increase in discomfort and anxiety.
Neuro-affirming Care
Remember that the most important aspect of support is individualized care and curiosity for one’s experiences. Central to neuro-affirming care is exploration of the child’s specific symptoms/presentation and developing a personalized approach for them.
Assessment
Utilizing the appropriate assessment tools with the right professionals is imperative because having the whole picture is the only way a child can obtain support from each tenet of a holistic approach. We discussed how ND can influence and be influenced by a variety of biological, psychological, and social factors and it exemplifies the importance of having a diverse team of professionals that can include a pediatrician, nutritionist, therapist, etc., all depending on the individualized needs of the child.
Adaptation
Any management plan should rely on the child’s strengths and interests. In doing so they will be more likely to engage with the interventions as well as build the confidence to achieve goals through their own means. The value of doing so not only achieves short term outcomes but is also an investment into their future abilities to obtain goals and live in balance between their neurotype and the world around them.
Advocacy
Neurodivergent children are especially susceptible to unnecessary limitations and negatively impactful interactions due to the aforementioned communication differences. As such, being able to support them through advocacy can prevent many of the negative outcomes that are all too common for this community. It can be as simple as sitting down at home and creating specific action plans for communicating needs to decrease the chance of missed social cues. It can also look like speaking to school directors or teachers about ways certain sensory tools can help them stay focused and feel less overwhelmed in the classroom.
Supporting Neurodivergent Children
While there was quite a bit of information left out of this post for the sake of brevity it speaks to just how complex neurodiversity is. Though this can be taken as a reason to feel overwhelmed and unsure it could also be viewed as a reason for hope. Neurodivergent individuals face many challenges and risks throughout childhood, yes, but it is simply a matter of being curious about their experiences and being intentional about meeting them where they are at that will make all the difference. Our world may not be particularly well suited to support differences in neurotype at the moment but we will continue to learn more and find new ways to accommodate all styles of information/experiential processing.
At RAFT Counseling inclusivity and supportive care for everyone is paramount. We would love to provide support to you or a loved one in understanding personal neurodivergent experiences better and gaining the resources to confidently navigate the world regardless of neurotype. Simply visit our website or contact us to get connected with a counselor who can support you on your journey.
Sources (Outside of Violet Training):
- COE - Students with Disabilities. (n.d.). https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities
- Professional, C. C. M. (2025, March 19). Neurodivergent. Cleveland Clinic. https://my.clevelandclinic.org/health/symptoms/23154-neurodivergent
- Doyle N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults. British medical bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa02
- https://pmc.ncbi.nlm.nih.gov/articles/PMC7732033/
Further Resources Suggested by Violet
Podcasts:
Books
- Awesome Guides for Amazing Autistic Kids (4 Book Series) by Yenn Purkis and Tanya Masterman
- The Awesome Autistic Go-To Guide: A Practical Handbook for Autistic Teens and Tweens
- The Awesome Autistic Guide to Feelings and Emotions
- The Awesome Autistic Guide to Other Humans
- The Awesome Autistic Guide to Being Proud
- Self-Care For Autistic People by Dr. Megan Anna Neff
- Self-Care For People with ADHD by Sasha Hamdani
- How to ADHD: A Toolkit for Thriving with ADHD by Jessica McCabe
- Unmasking Autism: Discovering the New Faces of Neurodiversity by Devon Price
- The Asperkid’s (Secret) Book of Social Rules by Jennifer Cook