For many families, the unstructured days of summer are something to look forward to. Summer break offers opportunities for rest, play, and flexibility. But if you're parenting a neurodivergent child, you've probably noticed that summer can bring unexpected emotional challenges. You may even find yourself wondering, "I thought they needed a break from school. Why does everyone seem more dysregulated now?" The answer lies in emotional regulation.

If you've ever heard "I'm bored!" within minutes of turning off the TV or arriving home from school, you're certainly not alone. It's easy to assume that children simply need to "learn to entertain themselves." While that may be true to some extent, it's also important to recognize that boredom isn't experienced equally by everyone. For many neurodivergent children, boredom can feel significantly more uncomfortable than it does for their neurotypical peers.

Emerging research published in Sage Journals reveals something nuanced: children with ADHD may process faces differently at a neurological level, which directly impacts how they understand social interactions. Specifically, the study found that children with attention-related differences may struggle to process faces as a whole, instead taking in information piece by piece.

Reading on a screen is convenient. For many neurodivergent people, it is also more accessible. Adjustable fonts, dark mode, text-to-speech, portability, and reduced physical demands can make digital reading dramatically easier. But new neuroscience research suggests there may still be unique cognitive benefits to reading physical books—and understanding those differences can help neurodivergent individuals make more intentional choices about how they learn, regulate, and reta

If there is one parenting topic guaranteed to spark strong opinions, it is screen time. Parents hear conflicting messages everywhere they turn. Some articles warn that screens are harming children's attention spans, sleep, and mental health. Others point out that technology is a part of modern life and can provide valuable opportunities. For parents of neurodivergent children, the conversation is more complicated. Many neurodivergent children use screens differently than neur

Summer often brings a dramatic shift in family rhythms. School routines fade, structure loosens, and long stretches of unstructured time appear. For many parents of neurodiverse children, one concern rises quickly to the surface: “My child is on screens all the time.” for neurodiverse children, increased screen time during summer is not inherently a problem—and it is rarely solved effectively through shame, strict restriction, or power struggles.

Neurodiversity Pride Day is more than a symbolic date on the calendar—it is a meaningful opportunity to shift perspective, celebrate difference, and affirm the value of minds that work in beautifully diverse ways. For parents of neurodiverse children, this day can be both empowering and complex. It invites pride and recognition, while also acknowledging the real challenges many families navigate daily. Neurodiversity Pride Day is about reframing how we understand neurological

Today, many people are familiar with terms such as ADHD, autism, dyslexia, dyscalculia, and other forms of neurodivergence. However, these labels are relatively new. Throughout history, countless scientists and inventors likely lived with neurodivergent traits long before modern diagnostic criteria existed.

As the school year comes to a close, many parents find themselves reflecting on the academic, emotional, and social challenges their child experienced throughout the year. Perhaps report cards revealed ongoing struggles despite effort. Maybe teacher conferences raised concerns about attention, learning, or executive functioning. For many families, these concerns lead to an important question: Should we schedule a psychoeducational evaluation this summer, or wait until the sch

Did you know that there is a Global Day of Parents? We hope this day is filled with messages of gratitude, appreciation, and celebration, as well as children who happily listen the very first time. At a minimum, we tell you about this day because it highlights the universal role parents play in nurturing, guiding, and supporting their children. But for parents of neurodiverse children, this day carries an added layer of meaning—one that is often unseen, under-recognized, and

But a growing body of research, including a recent study published in the Journal of Attention Disorders, is reshaping what we understand about ADHD in women. If you’re a neurodivergent adult woman—or someone who suspects you might be—this research is not just interesting. It’s validating. It helps explain why your symptoms may feel inconsistent, misunderstood, or dismissed altogether.

As parents of neurodiverse children, you’re often navigating more than one challenge at a time. Maybe your child has ADHD and learning differences. Maybe autism and anxiety. Or speech delays and sensory sensitivities. If that sounds familiar, you’re not alone—and importantly, emerging research suggests this overlap matters more than we previously understood. A recent study highlights a critical insight: the number of neurodevelopmental differences a child has impacts their em

For years, attention-deficit/hyperactivity disorder (ADHD) has been defined by three core symptoms: inattention, hyperactivity, and impulsivity. If your child struggles to focus, sits still with difficulty, or acts before thinking, ADHD may come to mind quickly. But what if those aren’t the whole story?

For many parents of neurodiverse children, “big feelings” are a familiar part of daily life. Intense emotions, rapid escalation, difficulty with regulation, and challenges expressing internal states are common across many forms of neurodivergence, including autism, ADHD, learning differences, anxiety, and developmental disabilities. Most of the time, these big feelings show up outwardly. But for some children, those big feelings begin to turn inward and children may talk abou

Many parents of neurodiverse children have heard the same refrain sometimes from teachers, sometimes from family, and sometimes from well-meaning professionals: “They just need to try harder.” It often comes packaged as encouragement. The implication is that motivation is the missing ingredient, that effort alone will close the gap between expectations and performance.

As the school year winds down, many families look forward to warmer weather, relaxed schedules, and a well-earned break. But for neurodiverse children—especially those with ADHD, autism, learning differences, or sensory processing differences—end-of-year transitions can feel less like a celebration and more like a disruption. Routines shift. Expectations change. Familiar teachers and support staff disappear. Predictability fades.

Schedule changes are a part of everyday life—school breaks, holidays, family events, illness, travel, or even small disruptions like a substitute teacher or a canceled activity. For many children, these changes are manageable, even exciting. But for neurodiverse children—those with ADHD, autism, learning differences, or sensory processing challenges—schedule changes can feel overwhelming, disorganizing, and emotionally destabilizing.

As the school year draws to a close, many parents expect a mix of excitement and fatigue. But for neurodiverse children—those with ADHD, autism, learning differences, or sensory processing challenges—the final stretch of the school year can bring something more intense than typical tiredness: burnout. End-of-year burnout isn’t just about being “ready for summer.” It reflects cumulative cognitive, emotional, and sensory strain.

As your teen approaches high school graduation, they may be considering whether a gap year—taking time off between high school and college—is the right choice. This growing trend offers students a chance to gain real-world experience, explore career interests, and develop valuable life skills. However, it's essential to weigh the potential benefits against the possible cons.

For many families of neurodiverse children, testing season does not simply bring academic demands—it brings a noticeable shift in emotional climate. Sleep becomes harder. Meltdowns increase. Stomachaches appear before school. Children who are typically capable and curious suddenly shut down, avoid work, or insist they are “bad at everything.” Testing and performance pressure can be challenging for any child, but for neurodivergent kids the impact is often deeper and more pers