A child with dyslexia may be curious, hardworking, and knowledgeable. They may have an impressive vocabulary, excellent verbal reasoning skills, and a strong understanding of complex ideas. They may genuinely want to read. They may spend hours practicing. And yet, reading can still require significant effort. This is not a contradiction. Reading is a complex skill that requires the brain to coordinate multiple processes quickly and efficiently.

Dyslexia is a language-based learning difference that can affect several interconnected components of literacy. While difficulties with reading are often the most noticeable sign, dyslexia can also influence spelling, writing, phonological processing, reading fluency, and the ability to efficiently retrieve and manipulate language information.

Many parents of neurodivergent children have experienced a confusing and frustrating pattern: their child spends the school day appearing calm, cooperative, and successful, only to come home and completely fall apart. The answer may lie in a phenomenon commonly known as restraint collapse.

If you are parenting a neurodivergent child—especially one with ADHD—you have likely tried a wide range of supports: routines, visual schedules, behavioral strategies, therapy, school accommodations, and perhaps medication. All of these can be important pieces of the puzzle. But what if one of the most effective, evidence-based supports for attention, emotional regulation, and overall well-being is also one of the simplest? Green Time: Time outside.

If you are parenting a child with ADHD, chances are you’ve had this thought—maybe more than once: “Why won’t they just do it?”. You’ve reminded. You’ve explained. You’ve taken things away. You’ve tried rewards, consequences, and probably a mix of both. And still, the same struggles show up—unfinished homework, ignored directions, resistance to everyday tasks. This is not a willpower problems, it's motivation.

Autism has long been described as a multidimensional “spectrum”—but what does that actually mean at the brain level? A new study published by Translational Psychiatry offers one of the clearest answers yet. Using cutting-edge lab-grown brain models (often called “mini-brains”), researchers discovered something that many individuals with autism have long known: Different types of autism show distinct patterns of electrical activity in the brain.

As children move through school, academic expectations naturally increase. Homework becomes more complex, teachers expect greater independence, schedules become busier, and social situations become more nuanced. For neurodivergent children, however, increasing school demands can sometimes feel overwhelming. Parents often notice changes as demands increase.

emerging research is shedding light on something equally important—and often more concerning: children with ADHD are significantly more likely to experience depression. An article first published in 2025 highlighted a striking statistic: children with ADHD may be up to six times more likely to develop depression compared to their neurotypical peers.

Every fall, many parents experience a mixture of hope and relief when school begins. The first few weeks may seem surprisingly positive. Teachers report that their child is adjusting well, making friends, following directions, and participating in class. Then, sometime between a few weeks and a few months into the school year, things begin to change and the impact of differences can begin. This is commonly called the honeymoon phase.

Co-regulation is a process where two people regulate their emotions through their relationship with each other. For children, their parents and caregivers are often the default relationships where this process happens. For children with ADHD, who already struggle with flexibility, impulse control, and emotional regulation, this parent co-regulation relationship is an incredibly important part of learning emotional regulation.

If you’ve ever watched your child become completely absorbed in a table top game—creating characters, building worlds, and collaborating with others—you may have wondered: Is this just play, or is something deeper happening? According to research, tabletop role-playing games may function as a kind of “drama therapy in the wild,” helping players develop a stronger sense of identity, self-esteem, and belonging.

Fresh starts are often framed as positive, motivating moments. A new school year. A new classroom. A new teacher. A new routine. A new week, month, or season. Adults tend to see fresh starts as opportunities—clean slates, second chances, a chance to “do better this time.” We may even feel relief or hope when a reset is coming. But for many neurodivergent children, fresh starts do not feel fresh at all. They feel destabilizing. They feel threatening. They feel exhaust

For many generations, parenting advice emphasized one primary goal: children should obey adults quickly and without question. This approach—often referred to as compliance-based parenting—prioritizes obedience, rule following, and behavioral control. Neurodivergent children have different needs. In recent years, psychologists, therapists, and neurodiversity advocates have increasingly encouraged families to move toward relationship-based, collaborative, and regulation-focused

If you are parenting a child with ADHD, you have likely noticed something important: your child’s need for movement, stimulation, or sensory input is not random. It follows patterns. Some days they seem to bounce off the walls. Other days they appear sluggish, unfocused, or irritable. A well-designed sensory diet can help.

"I know they can do it. So why do they still need so much help?" It's a question many neurodivergent parents ask themselves. These moments can be confusing, especially when your child's abilities seem so uneven. One day they insist, "I can do it myself!" and the next day they melt down over something they've done dozens of times before. If this sounds familiar, you're not alone. For neurodivergent children, independence often develops differently than it does for their neurot

Sleep and mornings are connected in ways that many families don't realize. A difficult bedtime often leads to a challenging morning, while stressful mornings can increase anxiety that makes it harder to fall asleep the following night. For parents of neurodivergent children, this cycle can feel especially overwhelming.

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