Supporting Neurodivergent Children

Neurodivergent is a broad term commonly used to describe people whose brains process, learn, communicate or experience the world in ways that differ from what is considered typical.

The term can include people with autism, ADHD, dyslexia, dyspraxia and other neurological or developmental differences.

Neurodivergent children are not all alike. Two children with the same diagnosis may have very different strengths, preferences, communication styles and support needs.

Effective support begins with understanding the child rather than making assumptions based on a diagnosis or label.

Notice what helps the child feel comfortable, what they enjoy, how they communicate, situations they find difficult and what environments allow them to participate most successfully.

A child's interests and strengths can be valuable tools for connection, learning and building confidence.

Communication does not look the same for every child.

Some children communicate primarily through speech, while others may use gestures, signs, pictures, written language, communication devices or a combination of methods.

Supporting a child's preferred and effective communication methods can help reduce frustration and give them greater opportunity to express choices, needs, feelings and ideas.

A speech pathologist can provide individual advice when there are concerns about a child's communication.

Children can respond differently to sensory information such as sound, light, touch, movement, smell, taste and the sensations occurring inside their body.

A busy environment that feels manageable to one child may feel overwhelming to another. Some children may also seek additional movement, pressure or other sensory experiences.

Rather than assuming a child's reaction is simply behavioural, it can be useful to consider whether the environment or sensory demands are contributing to their distress.

Predictability can help some children understand what is happening and what will happen next.

Depending on the child, useful strategies might include visual schedules, warnings before transitions, consistent routines, simple instructions or allowing additional time to process changes.

Strategies should always be adapted to the individual child rather than applied as a one-size-fits-all approach.

When a child is distressed, overwhelmed or unable to communicate what they need, this may be expressed through behaviour.

Looking at what happened before, during and after a difficult situation can sometimes help adults identify triggers, unmet needs or environmental factors.

Safety is important, but understanding the reason behind a behaviour can also help families and professionals develop more supportive responses.

Children are often supported by several important people across home, kindergarten, school, therapy and community environments.

When appropriate and with relevant consent, communication between families, educators and health professionals can help everyone better understand what works for the child.

Parents and carers bring essential knowledge about their child and should be included in decisions about support.

Families may consider seeking professional advice when a child's communication, sensory needs, emotions, movement, learning or everyday activities are creating difficulties for the child or limiting their participation.

The appropriate professional will depend on the area of concern. This may include a GP, paediatrician, occupational therapist, speech pathologist, psychologist or another appropriately qualified professional.

Spriggle Kids aims to provide welcoming and inclusive support that recognises each child's individual strengths, needs, communication and way of experiencing the world.

Our approach focuses on participation, development, connection and helping children and families work towards goals that are meaningful in everyday life.