Supporting neurodivergent children: why strengths-based care matters

A report published by the Centre for Mental Health in March 2026 offers a timely and powerful reminder of something many families and professionals already understand instinctively: difficulties arise not from neurodivergence itself, but from environments that fail to adapt.

The report — Strengths-based support for neurodivergent children and young people: evidence for reform — clearly states:

“Neurodivergent children are more likely to experience mental health difficulties when their needs are not understood or supported. The problem is not neurodivergence itself but the lack of adjustment in schools and services. Many interventions assume a single way of thinking, learning and communicating. This creates barriers and leads to distress. When support is adapted, outcomes improve.”

Drawing on research from the University of York and its partners, the report shows that autistic children and young people, and those with ADHD or developmental language disorder, are significantly more likely to experience anxiety, low mood, sleep difficulties and burnout when their environments are not responsive. These challenges are not a consequence of difference, but because systems are often designed around a single, “neurotypical” way of thinking, learning and communicating.

At Careif, this message resonates deeply. For many neurodivergent young people, traditional approaches are not only ineffective but can be distressing, leading to disengagement, masking and missed opportunities for genuine help.

The report points towards a more compassionate and effective path. Strengths-based, sensory-informed and play-based approaches including LEGO®-based therapy demonstrate promising evidence in improving wellbeing, emotional regulation and peer relationships. These supports can be delivered in familiar settings such as schools reducing barriers and helping children feel safe and understood.

The importance of reasonable adjustments is another clear theme. Support for neurodivergent children should not be seen as a specialist “add-on” or something contingent on diagnosis. This is an equality issue. Adjusting environments and pathways is not about lowering expectations, but about creating the conditions in which children can flourish.

The report also highlights the centrality of co-production listening to neurodivergent children and families and designing support with them. This is where practice becomes humane as well as effective.

On a personal level, I support a child with autism and ADHD, a thoughtful, curious and wonderful boy. I see how his wellbeing depends not on being changed but on being understood. When his strengths are recognised and the world around him adapts, he thrives; when it does not, the toll is evident.

As a charity committed to global mental health and social justice, Careif welcomes this evidence-based call for reform. If we are serious about improving outcomes for neurodivergent children and young people, we must move towards systems that recognise strengths, remove barriers and respond with compassion.

This is not only good practice. It is the right thing to do.

Careif welcomes and supports this report.