Emergent Neurodivergent

Though all children are different, neurodivergent children or children beginning to show signs of neurodivergence but are not yet diagnosed (emergent neurodivergent), often have some or all of the differences listed below:

Sensory Needs: Emergent Neurodivergent children often have unique sensory profiles. Some might be more sensitive to certain stimuli (like lights, sounds, smells, tastes), while others might seek out sensory experiences (like running about, fidgeting or touching different textures). At its best this can lead to some environments being experienced as incredibly joyful, and lead to great creativity. At worst, it can mean some environments are completely intolerable and exhausting. Sometimes sensory differences can impact how a person moves and co-ordinates their body for different activities. They can also impact a person’s ability to understand and manage their emotions. Recognising and accommodating sensory needs can help create a supportive environment.

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.

Likewise, the ability to understand communication, whether visual, written, spoken, or some other means, varies among neurodivergent people. People who do not speak and do not understand what is said to them may be described as non-verbal. People who do not speak but can understand some, or all speech, are described as non-speaking. It is important to learn how each individual person communicates and to support their right to access effective communication.

Social Interaction & Play Preferences: Neurodivergent children, like those who are autistic, often stand out because they behave differently from others. This can be noticeable in ways such as stimming or avoiding eye contact. The mannerisms and interactions of neurodivergent children may not always make sense to neurotypical people, and vice versa.

Within the context of autism, this mutual misunderstanding is referred to as the “double empathy gap”. Because autistic children are in the minority, they often spend a lot of energy trying to understand and navigate their social environment (which is predominantly neurotypical?). Non-autistic or neurotypical people generally find it easier to pick up on social cues, which can be draining for autistic children and may lead them to mask their true selves and needs in order to fit in.

Along with differences in social interaction, neurodivergent children might also engage in unique play patterns, such as lining up toys, collecting objects, or enjoying repetitive actions or solitary play. These are valid forms of play and should be encouraged.

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.