Executive functioning is often described as the brain’s “air traffic control system.” Just as air traffic controllers coordinate planes so they don’t collide, executive functions coordinate mental processes so we can focus, make decisions, and reach goals. The below checklist can help you identify areas of challenge for your child and help start a conversation about options for support.

When parents hear the term executive functioning, it can sound intimidating—like something out of a corporate boardroom. But in reality, executive functioning describes a set of mental skills we all use every day to get things done. These skills help us plan, organize, remember, and control our behavior. For kids with ADHD, executive functioning challenges are often at the heart of their struggles with schoolwork, routines, and daily life.

When we think about disability, many of us imagine something visible: a child using a wheelchair, a hearing aid, or a mobility support. But the reality is that many disabilities are invisible. They don’t show up at a glance, yet they impact children’s daily lives in profound ways. For parents raising children with invisible disabilities—or navigating them in their own lives—this invisibility can be both a blessing and a challenge.

Parent-teacher conferences are soon approaching. Conferences can feel intimidating, even for the most seasoned parents. Add in the complexities of supporting a neurodivergent child—whether they have ADHD, a learning disability, autism, anxiety, or another unique profile—and those short meetings can feel high-stakes. How do you use the information from psychoeducational testing in a way that truly benefits your child’s school experience?

Neurodivergence is a spectrum of experiences, and not every child presents in the ways we expect. In fact, many children with neurodivergent brains exhibit signs that are subtle, misinterpreted, or even mistaken for personality quirks.

Parenting a neurodivergent child — whether they’re autistic, have ADHD, a learning difference, or sensory processing challenges — can be a deeply rewarding and complex journey. One of the most common (and emotionally charged) challenges that parents face is knowing how to talk to other parents about their child’s differences.

Summer can be a welcome break from the academic rigors of the school year, but for many parents of neurodivergent children, it’s also a time when routines unravel, attention spans shift, and boredom sets in quickly. While some children might revel in the freedom of long summer days, others—especially those with ADHD, autism, or other neurodevelopmental differences—may struggle with the lack of structure and stimulation.

Summer is a time for sunshine, camps, splashy playdates, and making memories. But for some kids—especially those with ADHD or executive functioning differences—social situations can be more stressful than fun. If your child is struggling to connect with others during camp or playdates, you might be wondering: Is this normal? Or is it time to seek more help?

For many families, summer break brings a welcome shift—less homework, no early morning school rush, and more time to relax and reconnect. But for children with neurodivergent needs, such as ADHD, autism spectrum disorder (ASD), learning disorders, or executive functioning differences, the lack of structure that comes with summer can be confusing, overwhelming, and even dysregulating. Creating a neurodiverse-friendly summer routine can help provide predictability.

Raising a child with a developmental disability, brings a unique set of challenges, not just for parents, but also for siblings.

It's also important to remember that children with differences have incredible strengths, talents, and abilities.

When children with disabilities see characters who share their experiences, they feel validated, valued, and less alone.

Raising a child with a disability presents unique challenges, but parents do not have to go through it alone. Here’s a list of resources

There are many myths and misconceptions about neurodevelopmental disabilities like ADHD, ASD, and learning disorders.

March is Developmental Disability Awareness Month, a time to celebrate the achievements of individuals with disabilities.

While ADHD and disordered eating may seem like separate issues, however, there is a growing body of evidence that suggests a link.

Adults with ADHD may face challenges related to attention, impulse control, and emotional regulation, all of which can impact eating habits.

For students with Attention Deficit Hyperactivity Disorder (ADHD), however, mealtimes can sometimes present additional challenges.

Neurodiversity refers to the idea that there are many different ways that the brain can function, process information, and develop.

For children with learning differences, holiday breaks can provide a time of restoration, connection, and play.