A recent article from Stanford Medicine highlights the growing importance of helping neurodivergent teens understand their strengths, build confidence, and become advocates for themselves and others.

The article focuses on the Stanford Neurodiversity Project’s summer program for high school students, where teens with autism, ADHD, dyslexia, Tourette syndrome, and other neurodivergent experiences learn about neurodiversity, leadership, and self-advocacy. The program encourages students to see their differences not as limitations, but as unique strengths that contribute to the world in meaningful ways.

One student shared that before attending the program, most of what she heard about her diagnosis felt negative. Through connecting with peers who had similar experiences, she realized she was not alone and began to feel more confident in who she was.

Dr. Lawrence Fung explained that the teenage years are an especially important time for identity development. Helping teens better understand neurodiversity can positively shape how they view themselves for years to come.

The program also teaches practical advocacy skills, encouraging students to speak up for accommodations, educate others about neurodiversity, and support more inclusive schools and communities. Stanford’s approach focuses on strengths-based support rather than deficit-based thinking.

At Compleat KiDZ, we believe every child deserves support that recognizes their unique abilities, builds confidence, and helps them thrive both at home and in the community. Stories like these reinforce the importance of creating environments where neurodivergent children and teens feel understood, supported, and empowered.

Read the article
https://med.stanford.edu/news/insights/2025/09/neurodiversity-teens-advocacy-lawrence-fung.html