Identifying strengths in children with neurodiversity can help to safeguard them from harm and abuse

We know that children who experience neurodiversity are more at risk than neurotypical children as they have an over trusting nature and need a little extra help to safeguard them from harm. Understanding how a neurodiverse child perceives the world and what they need to keep them safe from harm is an essential blueprint to effective safeguarding.

How to reduce risk

• Inclusivity reduces stigma and promotes acceptance many children and adults with neurodiversity have low self-esteem which can lead to people pleasing behaviour, sometimes risk taking behaviour might look like 'fitting in' to a child, be that from a positive or negative environment.
• Access to tailored resources access to sensory-friendly spaces gives a child a chance to calm the mind when in overwhelm, visual aids help to process, and flexible routines help accommodate diverse needs
• Unique cognitive abilities many excel in creativity, pattern recognition, empathy, long term memory and a unique perspective (which can make them excellent problem solvers) as well as hyper focus on areas of interest
• Self-awareness understanding their own strengths and abilities will empower them to know how to communicate their needs, worries and fears without fear of rejection (see rejection sensitivity dysphoria which is common for most people with ADHD). Knowing that there isn't something 'wrong' with them prevents mental ill health.
• Coping strategies Techniques like mindfulness, structured routines, and sensory regulation can help to reduce anxiety and burnout. Allowing a child to recognise their own patterns establishes good techniques for the future
• Early identification and intervention can prevent isolation, misunderstandings and escalations of low self-esteem as well as academic struggle

We know that many challenges neurodiverse children face often comes from inaccessible environments and rigid expectations and not from the child themselves. Be mindful to not to expect a neurodivergent child to fit into a neurotypical world.

...and how does it affect a neurodivergent child?

Executive functioning controls the mental skills that help us manage time, stay organised, regulate emotions, and complete tasks. These skills are crucial for navigating everyday life and they often show up differently in neurodivergent individuals.

Executive dysfunction isn’t about laziness or lack of motivation. It’s often rooted in neurological differences, developmental factors, or trauma. Misunderstanding these challenges can lead to stigma or misdiagnosis, especially when someone appears “high functioning” in other areas.

It is extremely difficult for a child with neurodiversity to do many things that a neuro typical person would take for granted and can range from any, many or all of the following:

• short term memory - can be difficult when retrieving information for exams for example or remembering appointments and recall of expectations, tasks and pertinent points from lessons or conversations. Many will have too many thoughts, ideas, feelings to process at once; sometimes described as feeling like a 'computer virus in the head' which is taking up too much space
• difficulty staying focussed - listening for a long time without being distracted by noise, textures, smells, intrusive thoughts or ideas (they may need to communicate these straight away before they lose track of thoughts). Switching between tasks or adapting to change can be harder, especially for those with autism or ADHD
• emotional dysregulation - it may be hard for a child to push overwhelming feelings or ideas to one side without them becoming intrusive, catastrophising events, or overreacting to perceived threats such as criticism or being ignored. Frustrations can become all-consuming if they aren’t recognised and dealt with
• hypervigilance or hyperactivity (internal or external) - a child who does not have a stable home and who feels unsafe may be in a constant state of hypervigilance / hyperactivity
• regulation of sleep - poor sleep through an overactive mind, nutrition and anxiety can be a catalyst to overwhelm and burnout, which can perpetuate the a cycle of negativity that many unsupported children find it impossible to get out of
• managing actions - may look like restlessness, difficulty in changing pace - either speeding up or slowing down, risk taking, keeping quiet and time management

Remember executive dysfunction is not a choice. A neurodiverse child will likely be battling with many issues quietly, without your awareness and sometimes their own. Transitional changes, sudden changes such as loss and grief, divorce and abuse will have a huge impact on the neurological functioning of a neurodiverse child. If a child is undiagnosed these problems can be greatly exacerbated, particularly by hormonal fluctuations.