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

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

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.

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

When a child struggles in school, parents often hear educators discuss accommodations and modifications. These terms frequently appear in meetings, evaluations, and educational plans, including an Individualized Education Program (IEP) or a Section 504 plan. Although the words are sometimes used interchangeably in everyday conversation, they actually refer to two very different types of educational supports. Understanding the difference can help parents advocate for their stu

Following a psychoeducational evaluation, parents often ask, “How do I share these results with my child?”. Below are conversation scripts parents can use to explain common neurodevelopmental differences to children. These are not meant to be memorized word-for-word. Instead, they provide language that is supportive, accurate, and strengths-based, while helping children understand their brains without shame.

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

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.

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