Mindful Parenting Approaches for Supporting Neurodivergent Children with ADHD and Autism

Parenting is an eventful journey that comes with challenges and no instruction manual. It's beautiful, and scary, and everything all at once. Some unique experiences might pop up when raising neurodivergent children with ADHD or Autism. It's essential to appreciate that each child is different. Recognizing their individual needs is how you create a nurturing space. Mindful parenting can be a powerful method to support emotional, social, and cognitive development. In this post, we'll dive into some of the needs of neurodivergent children, share practical mindfulness techniques for parents, and explore how to cultivate a supportive environment tailored specifically for children with ADHD and Autism. As an AuDHD parent of two children on the spectrum, I'll share methods we found that worked for our neurodivergent family over the years.

Neurodiversity is a spectrum, and it can impact multiple areas of life. Learn more about some of the terms related to neurodiversity you might hear as you explore these conditions with our vocabulary guide.

Understanding the Needs of Neurodivergent Children

Neurodiversity affirming care acknowledges that neurological differences, like ADHD and Autism, are a diverse part of the human experience. Children with these conditions often think, learn, and communicate differently, leading to unique challenges and unique strengths or abilities as well. As a society we are still working to move beyond the outdated deficit based views of the past to help everyone embrace and understand neurodiversity.

Studies show that nearly 6.1 million children in the U.S. are diagnosed with ADHD and struggle with attention, impulse control, and organization. On the other hand, 1 in 44 children receive an Autism diagnosis. Understanding and embracing their differences can enable parents to view their children’s behavior through a lens of patience and empathy.

Awareness of these needs enables caregivers to adopt strategies tailored to their unique characteristics. Some children might show varying degrees of sensory sensitivity or require specific routines that provide them with a sense of security. Recognizing the signs early, being watchful of emotional cues, and creating channels for open communication are vital components of mindful parenting for neurodivergent children. Getting educated about neurodiversity and your child's diagnosis is one of the best ways to help improve their outcomes now and later in life. Neurodiversity is complex and nuanced. It is never exactly the same for anyone on the spectrum, and what works for one may not work for another. Many parents will have to test different things before finding the methods or routines that work best for their families. Remember to have patience with yourself and your children while figuring it out. If you have a picky eater with sensory issues, this guide is for you.

Practical Mindfulness Techniques for Parents

Mindfulness is essential for parents navigating the complexities of raising neurodivergent children. The ups and downs can feel like a rollercoaster when things are off track. But in the midst of the chaos and confusion, what kids need from parents most is a sense of safety, security, and acceptance. Parents have to keep their cool to help de-escalate things when kids are in meltdown mode. We've all been there, when the escalating goes the other way. As parents, when we lose our cool, it often comes with a pile of regret or guilt after. Life can be hard without children, but with them, it is important to remember that even when life is hard, they don't have the context to understand why you are so stressed or worried as an adult.

You are modeling behavior on your good days and your bad days. It is ok to make mistakes, we all do along the way. Again, no instruction manual came with the birth certificate. But we have to model accountability as much as anything else we want to teach them. Clarifying and apologizing for our own misbehavior when we are not proud of how we act, helps them do the same. Also, creating a safe space for them to admit mistakes is important. If they are fearful of the reaction they are going to receive for being honest about messing up, they are more likely to hide it or deny it. Becoming more mindful yourself, will help you create more mindful children. It creates a cycle of balance when everyone can regulate their own moods better. The opposite is also true, if everyone is dysregulated in different ways and struggling to cope on their own it can compound the stress, overwhelm, and cause even more friction. To model the behavior you hope to see in them, here are several practical techniques to consider for more mindful parenting:

1. Practice Self-Awareness

Becoming self-aware is the first step in mindful parenting. Take a moment to understand your feelings and reactions to your child's behavior. For instance, if they struggle with transitions, you might feel frustrated in the middle of it. Instead of reacting out of frustration, use calming strategies like deep breathing or counting to ten. By being aware of your emotional state, you can respond more effectively to your child’s needs. If we escalate they are more likely to continue to as well. Some children on the spectrum develop types of hypervigilance or notice patterns that might even apply to the behavior of others. They might be tuned into the surroundings, to others, or sense their parents' discomfort or emotional states, without necessarily understanding why. They might have differences in mirror neuron function that can impact how they process or share experiences with others. Some pick up on cues easily, while others struggle to notice social cues. Understanding that you are the primary role model for their emotional and behavioral development is important. Sometimes, as a parent, I found myself triggered with my daughters over the years. Often in those times, when I lost my way in a moment, I would often find a piece of my trauma lurking underneath if I honestly reflected on it. I lost patience with them, in ways, my caregivers or teachers had lost patience with me, and at first, I justified it that way. But over time, some of those ways were simply not effective for my first daughter, who struggled with ASD, a PDA profile, and other mental health challenges from very early childhood. I could not use the same "tough love" approaches that were used on me, with a child who was already struggling in so many other ways. Any use of excess pressure just resulted in further escalation and challenging meltdowns. Remarks about how we were "spoiling her", only stung when we were at our wits' end on how to approach things to get better results, while still maintaining compassion for a child who was in crisis mode very often. We were not trying to spoil her, we were trying to keep her alive and provide all of our family with a measure of sanity to face the next day, which would bring new challenges. We compromised, we made accommodations...we also went to doctors, therapists, physiatrists, and much more...to help her. People often mean well when giving advice, but they don't always understand the shoes you are walking in. She suffered in ways others had no idea about, because mental health or neurological functions are often under the surface. She really struggled with anxiety at school with peers. Her ability to mask in public in some situations when she was much younger, made it hard for others to comprehend the switch in behavior when she melted down or had other challenges she could not navigate emotionally later. I say this to express that the ideas around levels and functioning are somewhat misleading based on our experience, and the stories from other parents. Regression is real and possible. She could "mask & pretend" for small periods of time, but constantly felt lots of anxiety, and easily slipped into meltdowns, dysregulated states, or emotional outbursts. She struggled to pay attention in class and was far more creative than academic over the years. Spikes in hormones as a teen began to impact her symptoms further. When she got embarrassed with peers over and over she withdrew further and further at school, eventually becoming so resistant that she dropped out in 10th grade. It was becoming more of a struggle to force her to go, and it disrupted everything for months until we relented after speaking with the guidance counselor. Her teachers unanimously agreed due to her mental health and continual struggle with peers and engaging in class, that she would benefit from pursuing a GED, or some other alternative learning path later. It was a hard decision, because she had already made it so far. But her mental health was more important than earning a diploma, and she could not continue to maintain both. Within a year she was diagnosed with adolescent schizophrenia due to complications from prescribed psychiatric medications interacting poorly. Now we know, her struggles were greater than we understood at the time, because she was terrified of sharing all she was beginning to experience as the condition progressed. It is very rare, less than 1% of the US population is diagnosed with schizophrenia, and it is even less common when occurring before 18 years old. Some studies explore any potential links between autism and schizophrenia, and have found that youth with ASD are three to six times more likely to develop schizophrenia than their neurotypical counterparts. Even so, it is still very rare among neurodivergent children too. So, I share all of this information as one of the caregivers who had to face many questions about that uncommon condition, in case it helps others. If someone you care for is diagnosed with schizophrenia, we would love to talk to you about your experience. I am collecting stories to host a future podcast episode focused on this topic and we want to offer a variety of perspectives from those who have dealt with it. A child with profound Autism (level three) has significantly more challenges on average day-to-day than a level two or one. But, a level one or two can also have significant needs situationally or on tough days that dysregulate them. I don't say this to detract in anyway from the difference in experiences between levels and caregiving for them. I say this to create a more realistic picture for those facing this as a new diagnosis for their child. A level one can have meltdowns, shutdown modes, stimming, self-harming, avoidant behaviors, sensory issues, coordination challenges, and more. Their symptoms or challenges may not be as pronounced or persistent as a level three, but they still exist, and you still have to help them navigate it all. A child with profound Autism or more severe combined ADHD type, will need much more support than those with milder cases. I am AuDHD (Level 1 ASD + Combined ADHD), one of my daughters is Autistic, and one has the inattentive type of ADHD. We are all hyperlexic and high masking. Verbal and masking ability kept me and my daughters from earlier diagnosis. No one took the rest of the underlying issues seriously as neurodiversity at first, particularly because of the verbal ability. The general trend toward diagnosing women/girls with mood disorders and stopping there is not really helpful. Let me just say, lifelong anxiety is not normal. Why are they so anxious? For me it was 90% the sensory differences that no one seemed to believe or understand, that I learned to internalize and hide. Once I discovered the vocabulary for it, I learned I had Misophonia, which is characterized by strong negative reactions to certain sounds. As in certain noises or repeating sounds could trigger my "fight or flight" response in my nervous system. I now attribute this in part to the car accident I was in so young, because when I wrecked again in my 20s and my nervous system was damaged again...this phenomenon increased10x, and I again felt like when I was very little...like a deer in headlights ready to jump at all times. I was always sensitive to bright lights, scents, and food textures, but after the wreck sound became my biggest trigger again. I also realize, when I was growing up, it was not anyone's fault they did not have the language to describe what I was experiencing either. Neurodiversity and that huge realm of information is not exactly common knowledge, and that is the entire reason we formed this network. We hope to change that. I annoyed others with my picky eating habits then, but still am picky to this day, it was never to be a brat, it was keep myself from gagging involuntarily. I also learned to hide most of my stimming, and adapted by popping my knuckles or doing other less noticeable movements, or only moving more freely while alone. I was constantly told to slow down and stop talking so much. I had zero coordination, lacked balance, and fine motor control, leaving me with mystery bruises and plenty of tumbles along the way. There were plenty of things...things that made me different, but I made good enough grades to consider me fine otherwise. The problem is that I was not really fine, I was wearing a mask all of the time to avoid further critics. That mask, kept me from the truth for years, and become so normalized that I repeated some of the same mistakes with my own daughters until we had the right diagnosis for them. My neurodiversity was not named until after that wreck blew my world apart again and revealed all the things I had been struggling to maintain and hide for years underneath. I cannot stress enough that a neurodivergent diagnosis is not related to IQ directly. Both Autism and ADHD can occur at any level within the IQ scale. It can co-occur with other learning abilities or disabilities that impact information processing or academic performance, including academically gifted or challenged children.

I was considered "a gifted student and so was my youngest daughter"...but we are also both neurodivergent. The term for this now is "twice-exceptional" meaning you have the gift of intelligence, but also the gift of neurodiversity. There were many times in life, I did not feel like I had a gift, and if I did, that gift, made my peers dislike me more it seemed. There is a real struggle between the representation associated with the labels of neurodiversity. The current view that is a spectrum is most accurate. There is not "more" autistic or "less" autistic as if its a straight line. There are levels of severity related to the average amount of challenge day-to-day due to their specific neurotype that encompasses multiple areas of their experience. It is not linear. It is more like a pie chart

Here is an example from Psychology Today, that shows the results of an ASD assessment.

Often neurodivergent kids struggle due more to social anxiety and other factors while at school that impact how they perform or behave there. If learning difficulties are present, it might be more specific such as a dyslexia, auditory processing issues, or other co-occurring conditions. Some kids are incredibly gifted in one or multiple domains. It is unfair to classify ability based on certain test scores alone. Some children are incredible artists, musicians, dancers, or skilled in other ways that are valuable and should be embraced that will never show up on a standardized test. Helping them embrace areas they enjoy and helping them thrive with those, can help bolster their confidence to try other things or learn harder things later. There are many ways we can celebrate what our kids offer outside of how well they perform academically. As a "gifted student" it felt more like a yoke of burden and expectation at the time. I was "supposed to be able to highly perform, and I pushed myself to try to achieve that ideal continually". Strengths in one area does not negate that they may struggle significantly in other areas. Setting expectations evenly across the board is a where parents struggle with neurodivergent kids often. They may seem mature in some aspects, and under-developed in others at the same time. This contrast is one of the challenges you must learn to help them navigate as well. As much as those differences might frustrate us as caregivers, it frustrates them more internally to feel those differences with us or with others. There were so many jokes about how I was so book smart, but was also immature or lacked common sense. It felt like a rubber band. Was I smart or stupid or how in the world was I both at the same time. It was the naivety and me missing social cues. I was Autistic and trusted far more than I should, often missing red flags, by giving people the benefit of doubt. I was taken advantage of by my peers, bosses, co-workers and others over the years because of that naivety and my misunderstanding of the world due to my different experience with it.

Learning to have more patience for ourselves is how we cultivate more patience for others. "Gentle parenting" is not an easier road than any other type of parenting, but it is a path that is more likely to generate healthy outcomes later for neurodivergent children. It is ok that your family's routines or daily life differ from others. We're all just trying to find our way and figuring it out as we go. It can be a wild ride, and we're doing the best we can with the resources we have. I understand there are so many factors to consider. Knowing yourself and healing yourself will help you get to know them better and respond to them with more presence and empathy. Throughout my journey raising neurodivergent children, as I learned to tune into my own emotions better, I was able to handle their ups and downs better as well. Before my diagnosis I struggled to maintain and after I was finally able to make sense of the chaos that had surrounded me my whole life.

2. Embrace Active Listening or Alternative Communication

Active listening is more than hearing words; it involves being fully engaged with your child. When they share their thoughts or feelings, turn off distractions. For example, if your child talks about a rough day, show you’re listening by repeating back their concerns. This practice helps them feel understood—a crucial need for children with ADHD or Autism, who may often feel overlooked or misunderstood. Children on the spectrum might process information or sensory signals differently or experience emotions or bodily input differently. They might struggle with focus, attention, executive function, planning, multi-tasking, or more. So many types of differences in the way they experience the world might create challenges for them. Some are non-verbal or experience selective mutism, while others are hyperlexic or have trouble slowing down their speech. This is one example, of why it is important not to generalize the experience of neurodiversity. It is called a spectrum because it can present in a variety of ways, impacting multiple areas of life. Social engagement is another example: Some are socially averse to others (and don't appreciate forced inclusion), Some kids are considered overly friendly (naïve, even runs up to strangers easily), Others struggle with friends (they want to make friends but struggle to keep them). The experience of neurodiversity is as unique as the individual and their preferences might be also. Giving them space to express those differences, their experiences, and their feelings is important to help them develop a healthy sense of security, esteem, identity, boundaries, and more. They often feel forced to mask in some situations in public and need the space to be authentic and unmasked at home to recharge their social battery. For example, our children could behave for teachers or other authority figures, but would act unleashed as soon as they got home. We spent a lot of time frustrated before we understood what was really going on. It was because we did not understand the concept of "masking" in the early years. When we instruct our neurodivergent kids to stop stimming, to sit still, to make eye contact, to engage in physical contact, or xyz...to fit social norms, we are creating a masking behavior. To force that mask on and stop the natural inclination they feel requires energy and effort to maintain. It can feel exhausting and even painful for them to feel the need to mask for acceptance. In classrooms or in other groups they often have to mask to participate. Creating room for them to be how they are, rather than continually pushing them into more molds at home is how you can create a sanctuary for them. They need space to express freely in balance with the public spaces where they have to learn more control for integration. Do they want to dance through in a cape repeating the same song 11 times? Is it tiresome at times...yes...is it important to let them sometimes...also yes. If you have a child who repeats things (it may be how they are teaching themselves to learn or process language, seriously!) Gestalt Language Processing or (GLP) is a theory that explores how some autistic children and individuals with other communication differences may acquire language through memorization and pattern recognition of phrases rather than individual words. If they tend to repeat certain sounds, phrases, songs or other soundbites it might be a sign of GLP.

For those who are non-verbal, consider AAC devices as an alternative means of communicating with the help of a speech therapist to develop skills. These devices are more accessible and affordable than they were in the past and can help open up communication in a new way. There are some wonderful examples of this technology working well for other families. The link above shows a comparison of some of the most popular devices available today. (This is not an endorsement or sponsored, I believe it is a real resource for those looking for options for assistive technology.)

Check out our resources page for a list of other adaptive or assistive technology solutions that can be useful for you to consider. In our experience as a neurodivergent family, each of us has a lot of difference in our needs and preferences. Some of us are sensory sensitive (and avoidant of some sounds, certain textures, types of wetness, foods, certain scents, and bright lights). Simple things like making lunch or chores become harder when you have sensory issues to consider. At the same time we struggled with traditional routines in the past. It seemed like a constant battle with ADHD and Autism; half fighting for the need for routine and the other half fighting to keep a routine of any kind. I had to intentionally create a new lifestyle that was not based around a 9-5 schedule to fit my family and balance my own needs. I worked remotely for most of my career for this reason. I could handle things more situationally as they came up for the kids during the day, and pick up on any remaining tasks from work at night when it was quiet. We create "cozy life" at home. We intentionally create space for comfort, rest, and provide accommodations as much as as possible for one another. We respect the differences in our communication styles and preferences as much as we can. We don't have to mask here and have control of the environment to reduce other triggers. It's not about total avoidance and there are always going to be compromises, but there is no reason to create extra discomfort at home if it can easily be avoided with simple accommodations. Nervous system regulation is the goal and that creates more peace for everyone. Check out this guide from Cardiff for Sensory Rooms for great advice on building a space for accommodations and support. We wanted to help them become as independent and self-reliant as possible. That meant letting them make some mistakes and giving them room to try to solve their own problems as they got older. The teen years and young adult years look much different than the supportive talks you'll have when they are little. But if you don't establish open communication when they are small, they might not come to you later when you really wish they would open up about harder things they face with peers or other circumstances as they get older. Active listening without over reacting helps build trust. We worked very hard to cultivate open communication with our daughters...but kids still hide things sometimes. How we handle the truth when they eventually share it matters most. Approaching them with patience and curiosity rather than judgement can help keep that door open. It can be hard to face shame or embarrassment for mistakes. If you want the whole story, don't react too soon.

3. Use Mindful Transitions for Task Switching & Timing

Transitions can be particularly daunting for neurodivergent children or adults. Mindful transitions prepare your child for changes in routine. Consider using visual schedules or timers to make shifting from one activity to another smoother. Research finds that using visual aids can reduce anxiety significantly for children with Autism and ADHD, providing them with structure and predictability. Here is an example of a visual chore chart we found on Etsy, there are plenty of options out there on Etsy or Pinterest if you do a quick search for "printable chore charts for kids" or "Daily Routine Cards". There are also pre-made options for sale at large retailers like Amazon or Walmart available if you want a larger scale or don't want to bother with DIY.

Task switching can be a challenge for children with Autism or ADHD for several reasons: Anxiety (related to: unexpected change, to ability to complete tasks successfully, to how to handle any unknown details, or how to navigate in groups or certain environments), Executive functioning challenges: (refers to a set of cognitive processes that manages some thoughts, actions, and behaviors. It can impact skills that are crucial for daily tasks like planning, problem-solving, and adapting to new situations), Monotropic interests (which causes them to focus on a particular topic/activity), Hyper-focus (which is like tunnel vision, where they could further miss internal signals like hunger, thirst, and more), or Attention issues (struggles to maintain focus for long periods of time). Creating novelty for demanding tasks can help ease the resistance, for example, music while cleaning can motivate and make the activity more fun rather than just demanding. Multi-tasking can feel productive in the moment, but often leads to many tasks being half done rather than any finished. Especially for ADHD kids with the inattentive type, they can easily lose focus on one task and move onto another before completing it and then forget to come back to the original task. You might find half opened cabinets, or other signs they were there and got distracted. Helping them focus on single-tasks, with clear instructions, is often the best way to help them stay on track. Sometimes written instructions or charts really do help compared to just verbally telling them. They can use the environment for cues rather than you or having to try to remember it all, which can sometimes be harder for them. Again, on timing, events, or task demands, if a change must occur, give them as much notice as possible to help them initiate without as much anxiety.

4. Create Mindful Moments

Carve out special time each day for “mindful moments.” Activities that promote mindfulness, like yoga, guided meditation, or walking in nature, can help. Encourage your child to focus on their senses during these activities. For example, identify five things they can see, four they can touch, and so on. Engaging in these exercises cultivates calmness and helps develop awareness. When there are disruptions between mind and body signaling and processing, Interoception, the body's ability to sense and interpret internal states, like hunger, thirst, and pain, may be impacted. Alternatively, Proprioception, or the body's ability to sense it's position and movement in space, may also be effected. It's a crucial sensory system that allows us to move without constantly relying on visual input, and to maintain balance and coordination. Either of these systems might function differently when diagnosed on the spectrum. In those cases, vestibular input, occupational therapy, or other physical therapies may be beneficial for developing mind and body integration.

Helping them learn to tune into their body while focusing their minds through mindful moments or guiding them through intentional movement with play is a great way to help them build esteem and self-regulation skills. Consider joining one of our online group classes focused on meditation or mindfulness techniques if you want a space to practice and learn together.

5. Model Mindfulness

Children learn by imitating adults. When you practice mindfulness, your child is more likely to pick up similar habits. Share your practices, discuss your feelings, and explain how you're handling daily challenges.

For instance, if you're stressed from work, express how you plan to unwind, perhaps you like to read before bed. This builds a connection and encourages them to seek constructive strategies for addressing their emotions. Modeling self-regulation and self-care is a good way to set a healthy example for them to follow. The converse is also true; if you partake in unhealthy coping mechanisms in front of them, don't model healthy emotional regulation, or neglect self-care, it can leave an influence as well. Children often do "what they see us do", rather than "what we say to do". In the past, I often put myself and my care at the end of the list after family, work, and all other responsibilities, which never seemed to end. The result was a mom in burnout who was more moody with everyone than I wanted to be. It took years for me to accept that getting support was a good thing. Back then, I struggled in silence, from shame, from fear, and a host of other reasons that I made up in my mind to keep me from asking for help or admitting I felt so overwhelmed. I felt like I was "supposed to have it all together" and that admitting I needed help was a sign I failed. That simply was not true. Now, here I am offering support to others as a neurodiversity coach, because I know how wrong I was then, and because I have been in those shoes. There are so many ways I built up resistance in my own mind. I laugh now thinking of how stubborn I was, of how hyper-independent I was, and of how tired I always felt. My busyness and dark circles were a badge of honor. My productivity, and my racing mind, were always on trying to keep up...until I crashed into burnout. A vicious cycle I repeated over and over until I really hit a wall. I was a a proud workaholic and chronic people pleaser for years. I was trying to be everything to everyone at all times...everything except what I wanted, which came after. I feel sorry for that version me, and for the other neurodivergent people trapped in those kinds of patterns. I wish I had this awareness and the understanding then, but alas, life experience has it's purpose. If I had known what I know now, I would not have taken the steps I took then that led me here. I masked so much of my own authentic personality and hid so much of my struggle to "fit in" with neurotypical society because I was late diagnosed, and that profoundly impacted my identity and my journey as a parent. I share what I learned along the way, because I wish I had some of this information sooner rather than in hindsight. If I can save anyone else from some heartache or headaches, I am happy to :) We won't shy away from the hard stuff here because that is the kind of transparency we need to create around neurodiversity to understand it. We have images of seemingly perfect lives filling our feeds with an idealized reality. A fantasy in most cases, of carefully curated posts without the messy parts on display. In the age of social media, comparison can become a thief of joy and gratitude. The grass is not really greener on the other side of the fence. The grass seems that way, because it is actually Astroturf. Don't compare your day-to-day experiences to the staged ones of others. Water your own lawn and it will grow. The more we focus on our families rather than comparing our lives to those of others the more fulfilled and grateful we can be for our unique journey, our unique kids, and our experience raising them. The truth is, parenting is a tough job. Working parents often feel pressure to keep up the race, or that they are not able to show up enough in other areas. Parents at home often feel trapped by repeating the same type of day over and over while struggling to juggle it all in more isolation. Parenting is hard work, no matter how you approach it. Raising a little human is no small feat after all. The fact that you are reading something like this means you care and are trying to do your best.

Creating a Supportive Environment for Children with ADHD and Autism

Building a nurturing environment is vital for the growth and development of neurodivergent children. Here are strategies to help you create that supportive space:

1. Help Organize Their Space

Craft a structured and organized environment tailored to your child's needs. Reduce distractions by outlining areas for certain items, designating a place for toys, and minimizing clutter. According to research, children benefit significantly from organized spaces, improving focus levels. Help them create a cleaning routine with a chart and a possible reward system if they struggle to follow through.

2. Incorporate Sensory Tools or Toys

Many neurodivergent children thrive with sensory tools. Designate a sensory-friendly corner in your home with items such as fidget toys, weighted blankets, and noise-canceling headphones. A survey found that over 70% of parents who use sensory tools report a decrease in anxiety for their children during stressful situations.

3. Help Establish Routines

Children with ADHD or Autism often perform best within predictable routines. Create a daily schedule that offers stability and helps them anticipate what comes next. Visual aids, like charts or picture schedules, can reinforce this structure. According to a study by the University of California, consistent routines help reduce anxiety and support better behavior. Establishing a clear routine helps ease some types of anxiety that those on the spectrum face. Some might also have strong preferences for repetition, such as favorite foods, shows, or other things that help them regulate their mood. Try to work with them and their natural tendencies as much as possible and guide them towards preferred routines or methods by using "choice" when presenting options, foods, events, or demands.

4. Foster Open Communication

Encourage deep discussions about emotions, thoughts, and experiences. Allow your child to share without fear of judgment. Providing this safe space for expression strengthens their emotional well-being, fostering trust between you and your child. Children who feel heard are more likely to express their feelings and seek help when needed. Children with ADHD or Autism may have differences and go through a wide range of emotional experiences. Some may experience impulsivity and reactive emotions with ADHD or struggle with Interoception and emotional expression with Autism. Either neurotype may impact emotional regulation, emotional sensitivity, or emotion processing. ADHD children are sometimes labeled "overly sensitive" or "rejection sensitive," and ASD children are sometimes labeled as "lacking empathy". These types of labels often land as criticisms that these kids hear in various ways across other interactions as well. Notions like this can reinforce a negative self-image or impact self-esteem if they begin to believe their feelings are not normal or unwelcome. If they continue to get those kind of negative pressures externally, it leads to more internalizing and deeper suppression which can make them more anxious and/or even depressed. They may experience feelings differently, but they deserve space to be processed. These kids are not lacking empathy as much as they are lacking in awareness and/or depth of context/understanding. Neurodivergent children can show empathy for their peers and families, but they may miss some social cues or struggle to maintain some forms of communication that helps maintain relationships due to how they process information and experience the world. It is not that they intend to ignore others or their interests, it is often that they get wrapped up in their own experiences. The theory of the double-empathy problem attempts to explain the gap between neurodivergent experiences and neurotypical ways of communicating.

5. Engage with Community Resources for More Support

Finally, consider community resources designed for Autism or ADHD. Support groups, workshops, and local organizations can provide valuable insights and experiences that enhance your understanding of neurodiversity. Connecting with other caregivers fosters a sense of community, further building your support system. Learning what has worked for other caregivers can give you a place to start.

Nurturing Neurodiversity

Mindful parenting provides an empathetic approach for understanding and raising neurodivergent children with ADHD and Autism. By adopting strategies centered on emotional connections, mindfulness, and open communication, parents can establish an environment encouraging growth and resilience.

Embracing your child's uniqueness leads to a journey filled with more authentic joy and well-being for you both. With patience, love, and understanding, caregivers can empower their neurodivergent children to lead rich and fulfilling lives.

Creating a calming sensory space: Some children seek soothing fabrics for comfort or enjoy weighted blankets. Other options include noise-cancelling headphones, fidget toys, or controlled lighting.

Being more mindful doesn’t happen overnight. It is a continual journey that requires patience and dedication. As you weave these techniques into your daily life, remember to also prioritize self-care and look after your own needs. Nurturing a child is a fulfilling yet demanding task that calls for strength and understanding. Remember to tune into yourself and help your child recognize their own needs to maintain better regulation and more balance at home. Supporting neurodivergent children with ADHD or Autism starts with understanding those conditions. The more you know, the better support you can provide. We hope this article helped provide some new insight. Explore more articles, courses, or resources to continue learning about neurodiversity. We'd love to know your thoughts or hear about your experiences parenting on the spectrum! Leave us a comment or consider sharing the article, if you found it helpful :)