It is for your neurodivergent child, especially if their differences include autism spectrum disorder, to gradually learn how to advocate for themselves. Self-advocacy is not simply speaking up. It is the ability to understand one’s own neurotype, recognize strengths and challenges, identify needs, communicate those needs effectively, and participate in decision-making.

When your child is diagnosed with Autism Spectrum Disorder (ASD), it can feel like you’ve finally received a framework for understanding their strengths and challenges. But for many families, that framework is only part of the picture. Autism rarely exists in isolation.

When a child receives a diagnosis of Autism Spectrum Disorder (ASD), parents often describe the moment as both clarifying and overwhelming. You may feel relief at finally having language for what you’ve been observing. A autism spectrum disorder diagnosis is a clinical description of how your child’s brain processes information, communicates, experiences the world, and navigates social relationships.

World Bipolar Day, observed each year on March 30, is an opportunity to increase understanding of mood disorders—not only in adults, but also in children and adolescents. For parents, conversations about pediatric mood disorders can feel intimidating, confusing, or even frightening. Many caregivers worry about “overreacting,” mislabeling normal childhood emotions, or, conversely, missing signs that their child genuinely needs support. Mood disorders in children are often misu

Raising siblings is complex under the best of circumstances. Each child brings their own temperament, strengths, vulnerabilities, and needs into the family system. When one or more children have neurodiversity, those complexities multiply in ways that are both deeply meaningful and challenging. Parents may find themselves walking a tightrope—trying to meet the needs of a neurodivergent child who requires more support while also ensuring that siblings feel seen, valued, and fa

f your child often seems “elsewhere,” slow to get started, mentally foggy, or quietly overwhelmed rather than disruptive, you may have encountered a set of traits that are still poorly understood and frequently overlooked. Many parents describe their child as bright and thoughtful, yet chronically disengaged, exhausted by school demands, or unable to sustain mental effort in ways that don’t look like classic ADHD. Researchers have begun to use the term Cognitive Disengagement

For many neurodivergent individuals with ADHD, children and adults alike, emotional pain can arrive suddenly, intensely, and without warning. A brief comment from a partner. A delayed text from a friend. Constructive feedback at work. A child’s frustrated tone. What may seem small or manageable to others can feel overwhelming—like a wave of shame, panic, or despair that takes over your entire nervous system. If this experience feels familiar, you may be encountering Rejection

If you or someone you know has ever felt overwhelmed by the feeling of clothes on your skin, hated tags, or felt more bothered by touch than others seem to be, you’re not alone — and recent research supports that this is real and measurable in the brain. A new study published in BMC Psychiatry looked at how adults with Attention-Deficit/Hyperactivity Disorder (ADHD) process touch differently from adults without ADHD.

Romantic relationships are some of the most fulfilling, complex, and emotionally demanding parts of adult life. For neurodivergent adults—especially those with ADHD these dynamics can feel even more intense. A new study published in the Journal of Social and Personal Relationships sheds light on one of the most painful experiences many adults with ADHD report: wanting support from a partner, trying to express that need, and still feeling emotionally shortchanged.

ADHD is one of the most commonly diagnosed neurodevelopmental conditions in children worldwide. Rates of diagnosis have climbed substantially over the past decade. What emerges from the science is nuanced and important: the rise reflects changes in professional practice, societal awareness, educational expectations, diagnostic systems, and access to support — not a simple “epidemic” of disease.

Parents of neurodiverse children often hear concerns framed around what their child struggles with: flexibility, organization, speed, social reasoning, or emotional regulation. Less often do they hear sustained, concrete discussion about how neurodiversity fundamentally shapes the way children think, especially when it comes to problem-solving. Problem-solving is not a single skill. It is a complex process. Neurodivergent children frequently approach problems differently.

March is Developmental Disabilities Awareness Month, a time intended to promote understanding, inclusion, and respect for individuals with developmental disabilities. For parents of neurodivergent children, this month can bring a mix of emotions: pride in their child’s strengths, frustration with persistent barriers, and gratitude for progress made. In recent years, disability advocacy has rightly emphasized strengths, talents, and the value of neurodiversity.

Masking is a common survival strategy among neurodivergent children, and while it can help children navigate environments that are not designed for them, it often comes with significant emotional and psychological costs. Understanding masking allows parents to better support their children’s mental health, self-concept, and long-term well-being.

Emotional literacy—the ability to recognize, understand, express, and respond to emotions—is a foundational life skill. It supports mental health, relationships, learning, and self-advocacy across the lifespan. Yet emotional literacy is often taught implicitly, through modeling, social cues, and trial and error. For many neurodiverse children, this implicit approach is simply not accessible and direct teaching is necessary.

As parents, we intuitively know that school teaches children how to read, write, and solve math problems. But did you know that going to school may also help their brains develop in fundamental ways that go beyond academics? Recent research suggests that the structured environment of formal schooling actually boosts cognitive skills—collectively called executive functions—in ways that go beyond just getting older.

When children struggle with learning, routines, or follow-through, adults are often given a cluster of terms: attention, working memory, processing speed, or an overlap. These terms are frequently used interchangeably, even though they refer to different brain-based functions. For parents, this can feel confusing and overwhelming. If everything looks the same on the surface—unfinished work, missed instructions, slow output—how are you supposed to know what is actually going o

Processing speed is one of the most misunderstood cognitive skills. It is frequently confused with intelligence, motivation, attention, or even working memory. In reality, processing speed is about how efficiently the brain takes in information, makes sense of it, and produces a response.

Winter is a unique season for families. The colder temperatures, shorter days, disrupted routines, and long stretches indoors all shape the rhythms of daily life. For many neurodiverse children—those with ADHD, autism, learning differences, language delays, sensory processing needs, or executive functioning challenges—winter brings both new opportunities and new obstacles. One area where this shift is especially noticeable is working memory.

If you have ever watched your child forget instructions moments after hearing them, lose track of what they were doing mid-task, or struggle to hold information in mind long enough to use it, you may have been told, “It’s a working memory issue.” For many parents, that phrase can feel vague, confusing, or even alarming. What exactly is working memory?

A new study from Aarhus University in Denmark led by Mikkel Wallentin looked at the connection between our inner speech (that silent voice in our head) and a fairly concrete physiological marker: heart rate.