Emergent Neurodivergent

Although every child develops in their own way, neurodivergent children, and children who are beginning to present with emerging patterns of neurodivergence (often referred to as emergent neurodivergent), may share some of the developmental differences outlined below:

Sensory Needs: Neurodivergent and emergent neurodivergent children often have distinctive sensory profiles. Some may experience heightened sensitivity to sensory input such as light, sound, smell or texture, while others may actively seek sensory input through movement, touch or exploration. These sensory differences can shape how children experience and interpret their environment. Sensory-rich spaces may be energising,
joyful and regulating for some children, and overwhelming, distracting or physically demanding for others. Sensory processing can influence emotional regulation and motor coordination. When sensory needs are understood and supported, environments become more predictable, accessible and comfortable for children.

Predictability: Many children thrive on routine and predictability. Most neurodivergent children will find changes to their daily routine or unexpected change difficult to manage and highly stressful. They might need clear schedules and consistent routines or use repetitive behaviours to help them feel secure and reduce anxiety.

Attention and Focus: Many neurodivergent children have a focused attention style, called monotropism. The theory of monotropism was defined by non- medical autistic scholars. Monotropism describes intense or focussed attention to one or a few things at a time. People with monotropism might become deeply absorbed in activities of interest, which can be a strength in learning environments. Monotropism can also explain why some children find it hard to start, stop, shift attention or change tasks.

Communication: Communication is the exchanging or imparting of information by speaking, writing, body movement or using some other medium. Some children might be non-speaking or have delayed speech, while others might have advanced vocabulary but struggle with social conversations.

Within the neurodivergent population, some research shows that roughly 25-30% of autistic children are non-speaking, and other research highlights that some autistic people lose the ability to speak when stressed, exhausted, burnt out or very anxious.

Some individuals do not use spoken language as their primary communication method and may also experience differences in how they process spoken language. Others may not use spoken language but
understand some or all spoken communication. These individuals are more accurately described as non-speaking communicators. It is essential to understand each person’s communication style and to uphold their right to access communication that is effective, respectful and supports autonomy

Likewise, the ability to understand communication, whether visual, written, spoken, or some other means, varies among neurodivergent people.

Social Interaction & Play Preferences: Neurodivergent and autistic children connect, communicate and participate in play in ways that are meaningful to them. Their social engagement often reflects their interests, sensory needs and preferred ways of relating.

The double empathy theory describes how communication and social understanding are created in the shared space between people with different neurotypes. Each neurotype brings distinct ways of expressing, relating and interpreting the world, and these differences shape the interaction. Rather than locating social meaning or understanding within one individual, the double empathy concept recognises that communication/interaction, is a mutual process in which all relational styles are valid and equally valued.

Autistic and neurodivergent children may contribute and participate in social experiences in ways that prioritise authenticity, comfort and predictability. This may include selective interaction, varied communication methods or alternative approaches to shared activities.

Neurodivergent play often includes patterns such as collecting, arranging, movement-based play, repetition or solitary play. These forms of play are rich in learning, creativity and exploration. They represent meaningful ways of engaging with the world and should be recognised and supported in educational and care environments

Executive functioning: Neurodivergent children, including those who are autistic, may demonstrate strengths in specific areas like creative problem-solving and flexible thinking related to their interests. However, they often require additional support to develop executive functioning skills across various domains. These skills play a vital role in navigating both academic and daily life challenges.

Challenges with executive functioning can present in neurodivergent children as having difficulties maintaining attention; organising, planning, and prioritising activities; initiating tasks and sustaining focus until completion; understanding different perspectives; regulating emotions; monitoring their own progress and actions; managing time effectively; and remembering tasks and important information.