Neurodivergent Teens
Adolescence is a uniquely challenging journey for neurodivergent teens and it’s not surprising that they often struggle to feel comfortable at school. While their experiences are highly individual and many have remarkable strengths, significant hurdles can make academic life difficult. Mainstream education tends to be designed for neurotypical students and many neurodivergent teens feel out of place and as if they don’t fit or belong.
Common challenges can include:
Sensory Overload: School can be overwhelming due to bright fluorescent lights, unpredictable noises (chair scraping, fire alarms, loud announcements, etc), and crowded spaces. For some students the crowds, noises, smells and activities in areas such as a Dining Room can be overwhelming and distracting. Some students will find these distractions physically unbearable or painful, whereas others may seem to be coping when under the surface they’re finding the experience exhausting and draining.
Executive Functioning: Many neurodivergent individuals struggle with executive functioning like planning, organisation, time management, and task initiation. The rigid structure of school, with multiple subjects, assignments, and deadlines, can feel overwhelming.
Impact of being “told off”: Neurodivergent students are frequently reprimanded for things like late assignments or forgotten materials - actions that are often symptoms of executive functioning challenges, rather than a lack of effort or defiance. Being reprimanded, especially in front of peers, reinforces a feeling of failure, shame, and misunderstanding. Invariably this leads to increased anxiety and reduced self-esteem. In some cases it will lead to complete shutdown or avoidance of school entirely. Moreover, it adds to a sense of being misunderstood in an environment where the majority “get it” or understand each other. For neurodivergent individuals this further deepens their sense that they don’t “fit” or “belong”.
Lack of Flexibility and Understanding: Traditional, one-size-fits-all teaching methods and a lack of training for educators can mean neurodivergent students don't receive appropriate accommodations. Teachers and school staff might misinterpret their struggles (such as fidgeting or difficulty making eye contact) as defiance or lack of motivation. A lack of facial expression, often referred to as a "flat affect" or "poker face," can be easily misinterpreted leading teachers and other school staff to believe that the student is not listening or that they’re deliberately conveying rudeness or boredom.
Transitions and Routine Changes: Sudden changes to the usual timetable, classroom changes between lessons, or the general unpredictability of a school day can be a major source of anxiety and distress.
"Masking" and Burnout: To fit in and avoid negative attention, many students engage in "masking" — suppressing their natural behaviours and conforming to neurotypical expectations. This is exhausting and can lead to anxiety, burnout, and mental health issues.
Social and Communication Difficulties: As neurodivergent students transition from primary school to secondary school and adolescence, the social landscape changes dramatically, making interactions much more demanding and harder to understand. Relationships evolve and social rules become more complex and abstract, making it difficult to decode motivations and understand nuanced behaviours.
The Pressure to Mask Intensifies: The desire to fit in and avoid standing out increases significantly during the teenage years. The effort required to "mask" or imitate neurotypical social behaviours becomes mentally exhausting and can lead to increased anxiety or withdrawal. This can lead to burnout.
Our Approach
At BeingBest we provide a safe, affirming and non-judgemental space for neurodivergent teens to explore their identity and challenges without the pressure to conform or “mask”. We are not trying to “fix” differences but rather to explore difficulties, develop coping strategies, reduce self-blame or a feeling of shame, and encourage positive identity.
We encourage our students to understand and communicate their needs to others, to set healthy boundaries and to advocate for reasonable adjustments or accommodations in educational or work settings. We work with our students as partners, valuing their lived experience and prioritising their personal goals and autonomy throughout.
Focusing on Mental Health
BeingBest can provide support through coaching, mentoring, counselling and academic teaching. We also work with parents to identify useful next steps for their neurodivergent teens.
