One of the most powerful ways children learn is through stories. Long before children can analyze research or take in complex lessons, they connect with characters. They see themselves in protagonists who stumble, fail, try again, and ultimately grow. This is the heart of growth mindset: the belief that abilities can improve through effort, strategies, and support.

As parents, one of the hardest things to hear from our children is: “I can’t do it.” For neurodiverse kids—whether they have ADHD, autism, dyslexia, dysgraphia, or other learning differences—those words often come after repeated experiences of frustration. This is where the power of “yet” comes in.

Thanksgiving is often described as a time for gratitude, reflection, and connection. Families gather around the table to share meals, traditions, and expressions of thankfulness. But for parents raising neurodivergent children—whether they have ADHD, autism, dyslexia, anxiety, or other differences—the holiday season can sometimes feel complicated.

As autumn fades into winter, the days grow shorter, the weather colder, and the calendar busier. For many families, this seasonal shift is accompanied by changes in energy, mood, and motivation—especially for children. While it may feel easier to let routines slide when the holidays approach, maintaining structure is actually one of the best ways to support your child’s learning, mental health, and overall well-being during the fall-to-winter transition.

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?

When a child learns differently—whether because of ADHD, autism, dyslexia, anxiety, or another neurodivergent profile—the relationship between home and school becomes even more important. Success is not just about what happens in the classroom, or only about what happens at home. It’s about both environments working together in partnership. For parents of neurodivergent learners, that partnership often hinges on one key skill: strong communication strategies.

Most parents know the scene: your child walks in the door after school, backpack slung over one shoulder, and within minutes they melt down. They might snap at a sibling, burst into tears, refuse to do homework, or collapse into silence. You wonder: What happened? Did something go wrong at school? Did I miss something? Behind this reaction lies a very real experience for kids: the strain of holding it together all day and finally taking off their mask at home.

If you’re the parent or caregiver of a neurodivergent child, you already know that navigating school life can feel like walking through a maze—sometimes with helpful guides, and sometimes with unexpected twists. Teachers, too, are navigating this maze. The truth is, most teachers want to partner with parents in a way that truly supports neurodiversity—but there are practical realities, communication gaps, and misconceptions that can get in the way.

In every classroom, there’s a diverse range of minds at work. Some students learn in conventional ways, while others process information, communicate, and interact with the world differently. These students may be described as neurodivergent. As a teacher, your role isn’t to “normalize” neurodivergent students, but to create an environment where their learning styles, strengths, and challenges are respected and supported.

I have been hearing more and more about parents creating a one page “information” or About Me sheet that can be shared with a student’s new teacher in the fall. This sheet is used to introduce the student, their strengths, areas of difficulty, and how to best support them. I haven’t created something like this before but am going to give it a try this year for my early elementary aged student.

Family road trips can be full of laughter, scenic views, and the occasional fast-food stop for fries and milkshakes. But if you're a parent of a neurodivergent child, you also know that those same road trips can bring a unique set of challenges—especially when it comes to managing sensory sensitivities, changes in routine, or unexpected meltdowns.

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