Neurodivergence, which includes autism spectrum condition, attention deficit hyperactivity disorder, dyslexia, and dyspraxia, brings unique strengths. It can also bring its own unique difficulties. Unfortunately, neurodivergent adolescents often face barriers in accessing timely support, impacting their mental health, education, and overall well-being. This was the focus of the Parliamentary Office of Science and Technology (POST), 2024 briefing. It is important for neurodivergent young people to access support at this critical period of their development.
Here are the three key findings from the recent publications which highlight impacts of these delays to service engagement.
1. The consequences of delayed diagnosis and support
Early identification and intervention can significantly improve the quality of life for neurodivergent adolescents by equipping them with the skills to engage meaningfully with the world. Delays in diagnosis and access to appropriate services often contribute to challenges with mental health, academic performance, and social relationships (French et al., 2023). Without timely support, neurodivergent individuals may internalise unhelpful self-beliefs (e.g., “I’m broken” or “I can’t succeed”), leading to disengagement from activities that matter to them. Research highlights that undiagnosed ADHD and autism are associated with increased rates of depression, anxiety, and substance use (Wilson et al., 2023). Fostering self-compassion and encouraging meaningful, values-driven actions can support adolescents in navigating these challenges and improving their overall wellbeing (POST, 2024).
2. The role of adverse childhood experiences (ACEs)
Neurodivergent individuals are more likely to experience adverse childhood experiences (ACEs), such as neglect or household dysfunction, which can shape their capacity to engage with the world in a psychologically flexible manner. A study of over 5,000 adults in England found that neurodivergent individuals reported significantly higher exposure to ACEs, increasing risks of poor mental and physical health (Wilson et al., 2024). Through an ACT lens, trauma-informed approaches should encourage acceptance and self-awareness, helping neurodivergent individuals recognise the impact of ACEs while committing to actions aligned with their values.
3. Educational barriers and the need for early support
Traditional educational environments often do not align with the needs of neurodivergent adolescents, reinforcing rigid rules that may limit their ability to thrive. Without early intervention, students may struggle with school-related anxiety, leading to disengagement (National Health Service, 2024). ACT-based interventions can enhance psychological flexibility in school settings by integrating mindfulness, self-compassion, and values-based goal-setting. Implementing individualised education plans (IEPs) and sensory-friendly learning environments can foster an inclusive system that nurtures student strengths (French et al., 2023).
Early support and access to services are critical in helping neurodivergent adolescents develop psychological flexibility and live values-based lives. Without appropriate interventions, they face heightened risks of mental health challenges, academic struggles, and justice system involvement. Using ACT principles; fostering acceptance, mindfulness, and committed action, can create a foundation for adolescents to navigate their experiences with greater resilience. By prioritising early diagnosis, increasing service accessibility, and cultivating inclusive environments, professionals and policymakers can empower neurodivergent individuals to thrive.
References
French, B., Daley, D., Groom, M., & Cassidy, S. (2023). Risks Associated With Undiagnosed ADHD and/or Autism: A Mixed-Method Systematic Review. Journal of attention disorders, 27(12), 1393–1410. https://doi.org/10.1177/10870547231176862
NHS. (2024). Support services for neurodivergent adolescents: Addressing gaps in education and healthcare. National Health Service Report.
Parliamentary Office of Science and Technology [POST]. (2024). Neurodivergence in children and young people: Challenges and policy recommendations. UK Parliament Research Briefing. https://researchbriefings.files.parliament.uk/documents/POST-PN-0733/POST-PN-0733.pdf
Wilson, C., Butler, N., Quigg, Z. et al. Relationships between neurodivergence status and adverse childhood experiences, and impacts on health, wellbeing, and criminal justice outcomes: findings from a regional household survey study in England. BMC Med 22, 592 (2024). https://doi.org/10.1186/s12916-024-03821-1