Neurodivergent and Navigating
Neurodivergent and Navigating: Therapy for Identity, Burnout, and Belonging
Understanding Masking, Executive Dysfunction, and Sensory Overload in Young People
More and more young people are entering therapy not just to “cope,” but to understand who they are. For neurodivergent youth—those with ADHD, autism, sensory processing differences, or other cognitive styles—therapy becomes a space to unmask, decompress, and reclaim identity. This isn’t just about diagnosis. It’s about dignity.
What Does Neurodivergent Mean?
Neurodivergent is a term that describes people whose brains process, learn, and respond differently from what’s considered “neurotypical.” This includes ADHD, autism spectrum conditions, dyslexia, dyspraxia, and more. But for many young people, it’s not just a label—it’s a language of self-understanding.
The Pressure to Mask
Masking is the act of hiding or suppressing neurodivergent traits to fit into social norms. It’s often unconscious, and it can be exhausting:
• An autistic teen might force eye contact or mimic social scripts to avoid judgment.
• A young person with ADHD might overcompensate with perfectionism to hide executive dysfunction.
• Someone with sensory sensitivities might endure overwhelming environments to avoid seeming “difficult.”
Masking is a survival strategy—but it comes at a cost. Over time, it can lead to neurodivergent burnout, emotional exhaustion, and identity confusion.
Executive Dysfunction Is Not Laziness
Executive dysfunction refers to difficulties with planning, organizing, initiating tasks, and regulating attention. It’s a core experience for many neurodivergent individuals, especially those with ADHD or autism.
In therapy, we reframe executive dysfunction not as a moral failure, but as a neurological reality. Young people often say:
• “I want to do it—I just can’t start.”
• “I forget things even when they matter.”
• “My brain feels like tabs I can’t close.”
These are not excuses. They are valid descriptions of how the brain struggles under pressure, especially in environments that demand constant performance.
Sensory Overload and Emotional Safety
Sensory overload happens when the nervous system is overwhelmed by stimuli—light, sound, texture, movement. For neurodivergent youth, this can trigger shutdowns, meltdowns, or dissociation.
In therapy, we treat sensory overload as a nervous system event, not a behavioural problem. We ask:
• What environments feel safe?
• What sensory rituals help you regulate?
• How can therapy honour your sensory boundaries?
Therapy as a Space to Unmask
For neurodivergent young people, therapy should be a space where they don’t have to perform. It’s a place to explore identity, name needs, and build self-compassion.
• We validate the exhaustion of masking.
• We honour the grief of missed diagnoses or misunderstood behaviours.
• We support the joy of discovering neurodivergent strengths—hyperfocus, creativity, pattern recognition, emotional depth.
Closing Reflection
Neurodivergent youth are not broken. They are navigating a world that often misunderstands their brilliance. Therapy is not about fixing them—it’s about helping them feel seen, safe, and sovereign.
If you’ve been masking for years, you deserve rest.
If your brain works differently, you deserve support.
If you’re exploring who you are, you deserve space to unfold.