Adolescence can be a particularly complex time for neurodivergent young people. The expectations of school, friendships, social situations and increasing independence can sometimes feel overwhelming, particularly when a young person is also trying to understand their own identity and how they experience the world.

For some neurodivergent teenagers, the traditional therapy environment itself can feel challenging. Sitting still, maintaining concentration, making eye contact or talking continuously for an hour may not be the easiest way for them to engage.

This is one reason I am open to using different ways of working, including Walk and Talk Therapy, creative and mindfulness activities, games and more informal conversation, where appropriate.

I have many years of experience working with neurodivergent children and young people, including those with autism, ADHD and emotional regulation difficulties, as well as supporting their families and schools.

My approach is centred on understanding the individual rather than focusing solely on a diagnosis. For some young people, difficulties with anxiety, confidence, emotional regulation, social relationships, concentration, motivation or school may be closely connected to the way they experience and process the world.

I also pay attention to areas where executive functioning may be creating difficulties, such as planning, organisation, time management, getting started, switching between tasks, remembering information or completing things. These difficulties can sometimes be misunderstood as laziness, lack of motivation or not trying hard enough.

Therapy can provide a space where young people can begin to understand themselves differently, develop greater self-awareness and explore strategies that work with their neurodivergence rather than against it.

I also recognise that parents and caregivers may need support in understanding their teenager's experiences and finding ways to respond that strengthen connection rather than conflict.

My experience in this area continues to develop alongside the wider field of neurodiversity. I remain committed to keeping up with current research and evolving approaches so that my work continues to be informed, respectful and responsive to the individual needs of each young person.

UNDERSTANDING NEURODIVERSITY