Supporting Neurodiversity at Home and in School
This week at Let’s All Talk Mental Health, we welcomed Dr Liz Dawes, founder of Every Mind Child Psychology and a Clinical Psychologist specialising in neurodiversity. Dr Dawes shared practical insights on how parents, carers, and educators can better support neurodivergent teenagers, particularly those with autism and ADHD, both at home and in school.
The Challenge of Transitions
Transitions - such as returning to school after a holiday - can be particularly difficult for neurodivergent teens. Moving from the familiarity of home into a structured school environment often brings heightened sensory demands, changes in routine, and complex social expectations. These factors can lead to increased stress, anxiety, and emotional dysregulation.
Dr Dawes encouraged parents and educators to look out for signs of struggle, such as:
Increased desire for solitude
Changes in interests
More frequent physical complaints (headaches, stomach aches)
Emotional outbursts or withdrawal
Recognising these early can make all the difference in providing timely support.
Strategies for Support
At Home:
Downtime and Decompression: Give teens space after school to rest and recharge before engaging in conversations or tasks.
Energy Management: Introduce the idea of an ‘energy account’, helping teens recognise what drains them and what helps them replenish.
Co-regulation: Spend time together in calming ways - watching a film, listening to music, or simply being nearby - without pressure to talk.
At School:
Communication - Parents and Educators: Keep open lines of communication between home and school so teachers understand a teen’s unique needs and can adapt support accordingly.
Safe Spaces: Ensure access to designated quiet areas at school where a teen can retreat if overwhelmed.
Flexible Routines: Work with schools to allow for movement breaks, adjusted timetables, or other accommodations to reduce stress.
Technology and Social Interaction
Technology can be a powerful tool for connection, regulation, and exploring interests, but balance is key. Dr Dawes suggested co-creating screen time boundaries with teens to ensure digital activities don’t become their only form of rest or self-regulation.
Building Independence
Supporting independence means recognising that each teen’s path will look different. Independence doesn’t mean doing everything alone - it’s about developing confidence in decision-making, emotional regulation, and self-care at a pace that feels safe. Breaking tasks into smaller steps and tailoring expectations to each child’s strengths is crucial.
Balancing Understanding and Boundaries
Setting boundaries should be collaborative. Co-creating routines and limits with teens - and explaining the reasons behind them - can help reduce resistance and build trust. Flexibility and listening to their perspective ensures that boundaries feel supportive rather than punitive.
Final Thoughts
Dr Dawes reminded us that parents and carers are the experts on their own children. Trusting instincts, maintaining open communication with schools, and drawing on support networks can help families navigate the challenges of raising neurodivergent teens.
Supporting young people requires patience, creativity, and above all, a willingness to adapt strategies to fit their unique needs. When home and school environments work together, neurodivergent teens can not only manage challenges but truly thrive.
For further resources, visit Every Mind or connect with community groups and professional networks. And remember - seeking support for yourself as a parent when needed is just as important as supporting your child.