Neurodiversity is an umbrella term that refers to the diversity in brain functioning associated with a range of developmental conditions and experiences. Evidence suggests that conventional counselling approaches may not be as effective for neurodiverse children, since these individuals may need additional support to learn. This practice paper provides an overview of principles and strategies that can help practitioners to support children with neurodiversity to engage in counselling and reflective learning.

Key messages:

• A psychological assessment is needed to confirm a child's neurocognitive status, and it can be helpful to support a family to pursue an assessment if this is deemed appropriate.
• Children who experience neurodiversity may need additional supports to help them engage with and benefit from counselling, develop new skills, participate in learning environments, and develop self-regulation.
• Children with neurodiversity can become more engaged with learning in the context of an environment that is characterised by structure and predictability, and that is scaffolded by visual supports and simplified adult-child interactions.
• Children with neurodiversity cannot control their sensory sensitivities and how they respond to the sensory world. They can be supported to understand how the sensory world affects them and be taught to use behavioural strategies to manage this impact.