Strategies to support neurocognitive functioning for neurodivergent children

Overview

Neurodiversity means that everyone has a unique way of thinking, feeling and functioning. Neurodivergent people think, feel and function in ways that are considered less common than people who are neurotypical. Neurodivergent brains are different, not better or worse.

Neurocognitive functioning develops and changes throughout childhood and adolescence. Strong neurocognitive functioning supports learning, better mental health and wellbeing.

Neurodivergent children may have different support needs than neurotypical children. It is important to understand these needs to give neurodivergent children a safe and productive space for learning how to flourish in a world that is not designed for them.

This short, accessible resource introduces neurocognitive functioning and its relevance to neurodivergent children. It also describes some strategies that can be used to support neurocognitive development.

This resource was developed for use by community mental health practitioners. It is based on an AIFS publication and webinar, and further consultation with community mental health practitioners who support neurodivergent children.

Reference

Helprin, H. & MacDonald, J.B. (2025). Strategies to support neurocognitive functioning for neurodivergent children (Information sheet). Melbourne: Child Family Community Australia, Australian Institute of Family Studies.