Helping young people find the words: Exploring the impact of psychoeducational materials for neurodivergent young people

Neurodivergent individuals often struggle with self-understanding due to a lack of accessible, affirming psychoeducational materials. Grounded in the neurodiversity approach – which views neurodivergence as difference, not deficit – this study explored the impact of co-produced resources for ADHD and/or autistic young people. Drawing on lived experience, surveys with neurodivergent adults (n = 71) revealed that 95.7% believed these resources would have been beneficial in childhood. Content analysis and reflexive thematic analysis identified key benefits, including increased self-acceptance, improved communication, and greater confidence in self-advocacy. Parent/carer surveys (n = 8) and interviews further indicated support for emotional well-being, independence, and communication skills. Findings highlight the importance of neurodivergent-led development, with careful attention to language and accessibility. This study reinforces the role of affirming psychoeducation in reducing confusion, stigma, and emotional distress. Future research should examine long-term outcomes and adapt materials across developmental stages. By supporting recognition of both strengths and challenges, these resources can mitigate stigma and foster more inclusive environments – ultimately contributing to improved outcomes for neurodivergent young people.