Inclusive language
As our awareness of mental health and neurodiversity evolves, so does the way we talk about it. Neurodiversity is an inclusive term that acknowledges everyone experiences things differently — but even the word 'neurodivergent' can imply there is a 'normal' to diverge from, or aspire to. This way of thinking can be othering for children, even as they learn to embrace their differences.
Sometimes what's not said can be just as important, especially if children feel that something is wrong with them or that their experiences aren't valid. When language is imperfect or incomplete, it can be helpful to encourage children to find their own words to describe their identity — ones that feel right to them.
Early intervention can stop mental health conditions becoming entrenched, but this also applies to the core beliefs children develop about their own identities, and the long-term impact these can have on self-worth. If we can nurture a sense of agency, self-respect and possibility in young people, we can grow their worlds instead of shrinking them.
Diagnosis and labels
For some children, a mental health or neurodevelopmental diagnosis can be a stepping stone to getting the support they need, and may become an important part of how they understand themselves. For others, it might feel limiting — like being put in a box — and they may prefer not to use labels as they get older. It is important to explore how a diagnosis makes a young person feel about themselves, and what preconceptions they may have.
In 2022, almost a fifth of children aged 7 to 16 had a probable mental disorder. If a child is experiencing mental distress for the first time, they may not understand what a diagnosis means, or even have the words to ask for help. Without knowing how many others have been through similar experiences, they may feel they have to struggle alone.
Having a diagnosis can help young people access communities who share similar challenges, and give them insight into their own struggles. It can also give them permission to behave in ways that come naturally, rather than trying to fit into situations that don't work for them. For others around them, a diagnosis can provide a framework for understanding and responding to challenging behaviour and offering the most appropriate support.
A diagnosis may make it easier — or even be necessary — to access support in school and eventually in the workplace. However, offering support solely on the basis of diagnostic criteria has its own pitfalls. We know, for example, that autism is often undiagnosed or misdiagnosed in girls because diagnostic criteria have historically been based on the experiences of boys, making early intervention less likely. Whether a child has a diagnosis or not, the aim should be to meet them where they are, with their own individual strengths and challenges.
Mental health awareness
Discrimination is rarely as obvious as name-calling. Without adequate understanding and support, some people will always feel shut out of schools, workplaces and many other environments. Both mental health and neurodivergent conditions have a significant impact on school attendance, and it's important that children don't blame themselves when the world doesn't always make space for them.
Young people are highly sensitive to the messages they receive — from parents, teachers, friends, and characters in books or on television. This is why it matters that children encounter a range of role models they can relate to, who talk openly about mental health and neurodivergent conditions. This can be a powerful way to demonstrate what they are capable of and to challenge limiting beliefs.
Ensuring adequate understanding and support is not always straightforward, particularly when schools may only have enough funding for even basic mental health training. But even with limited resources, there are creative ways to make life easier for a child who is struggling.
Although mental health is increasingly discussed in the open, there is still work to do to lift the stigma in many environments and communities. By talking to children about mental health and neurodiversity, we can help them understand and accept themselves for who they are — and give them the tools to ask for help when they need it.
If you are concerned about a child, please see our Where to Get Help page.
