Embracing the Tapestry
- Amelia Loveland
- Sep 19, 2025
- 25 min read
Updated: Dec 16, 2025
A Comprehensive Guide to Understanding and Supporting Girls with AuDHD
1. Introduction: A New Paradigm for Understanding Your Child's Brain
The conventional approach to neurological differences, often referred to as the medical model, has long viewed conditions such as autism and Attention-Deficit/Hyperactivity Disorder (ADHD) as disorders to be corrected or cured. This perspective frames an individual's neurotype as a deficit or pathology, focusing primarily on what is "wrong" and how to remediate it.
This report is predicated on an alternative, evidence-based framework known as the neurodiversity paradigm. This paradigm does not deny that neurodivergence can present significant challenges; instead, it reframes these differences as a natural and valuable form of human variation, similar to other forms of human diversity, such as ethnicity or culture (Craine, 2020). From this vantage point, the goal shifts from making a person "normal" or "indistinguishable from their peers" to creating an environment where they can thrive as their authentic self.
The neurodiversity paradigm is a framework and a sociopolitical movement that originated from the disability rights movement (Singer, 1998). Its core tenet is that neurological differences are not inherently pathological. Instead, it posits that disability often arises from a mismatch between an individual's neurotype and their environment (Tewes, 2024). This is often referred to as the social model of disability, which directly contrasts with the medical model by arguing that societal barriers, not an individual's neurobiology, are the primary cause of a person's challenges (Singer, 2017). For instance, a child's struggles may not stem from their neurobiology but rather from a social and educational system built exclusively for neurotypical people.
Embracing this perspective means acknowledging that all brains are unique and that the neurodivergent community—which includes those with autism, ADHD, dyslexia, and Tourette's, among others—is a legitimate and valuable minority group (Walker, 2021). The mindset behind the language used is crucial; this approach encourages professionals and families to be mindful of neurodiversity-affirming language and to prioritise approaches that honour an individual's identity, rather than trying to "fix" them (Bottema-Beutel et al., 2021). The term "neuronormativity" is often used to describe the societal bias that assumes a single "normal" way of thinking and functioning, which is a primary driver of the pressure to conform and mask natural behaviours (Goodman, 2023).
Another crucial element of this paradigm is understanding the "Double Empathy Problem," a theory coined by autistic researcher Damian Milton that challenges the long-held belief that autistic individuals lack empathy. Instead, the theory posits that communication difficulties are a two-way street, a "disjuncture in reciprocity" that occurs between people with different neurotypes (D. E. M. Milton, 2012). The breakdown in communication is not a deficit in the autistic person but a mutual misunderstanding stemming from differing cognitive and communication styles (Ekdahl, 2024). For example, autistic people may use a more direct and literal communication style, while non-autistic people rely on social nuances, metaphors, and body language.
This reciprocal gap in understanding means that non-autistic individuals often struggle to interpret autistic communication, and vice versa (Ekdahl, 2024). Research suggests that when autistic people communicate with other autistic people, they do so as effectively as neurotypical people do (D. Milton et al., 2022). This reframing of the problem is fundamental to neuro-affirming support, as it shifts the responsibility from "fixing" the neurodivergent individual to bridging a shared gap (Tewes, 2024).
The term AuDHD refers to the co-occurrence of both autism and ADHD, a combination previously disallowed under the Diagnostic and Statistical Manual of Mental Disorders (DSM) but now formally recognised in the DSM-5. This co-occurrence is increasingly recognised as common, with recent large-scale studies showing significant overlap between autism and ADHD traits in both children and adults (Canals et al., 2024; Waldren et al., 2024). Research indicates that this combination presents both unique challenges and strengths, particularly for girls and women who may present differently than their male counterparts (Craddock, 2024b).
2. Understanding AuDHD: The Intersection of Autism and ADHD
The Science Behind AuDHD
The co-occurrence of autism and ADHD has been the subject of extensive research in recent years. Large-scale empirical studies have revealed substantial overlap in traits and characteristics between the two conditions (Waldren et al., 2024). Population-based research indicates that the prevalence of this co-occurrence is higher than previously thought, with significant implications for diagnosis and support (Canals et al., 2024).
The neurobiological underpinnings of AuDHD are complex and multifaceted. Research suggests that individuals with both conditions may experience unique cognitive profiles that differ from those with either autism or ADHD alone (Baladaniya & Baldania, 2024). This intersection creates a distinct neurodivergent profile that requires specialised understanding and support approaches.
Gender Differences in AuDHD Presentation
Recent research has highlighted significant gender differences in how AuDHD presents, particularly in girls and women (Craddock, 2024a, 2024b). Traditional diagnostic criteria were developed primarily based on observations of boys and men, leading to systematic underdiagnosis of girls and women with these conditions (Lai et al., 2015).
AuDHD girls often present with (Craddock, 2024a, 2024b):
more internalised symptoms and emotional regulation difficulties
better developed social mimicry skills that mask underlying challenges
different patterns of special interests that may appear more socially acceptable
higher rates of anxiety, depression, and eating disorders as secondary conditions
The lived experiences of women diagnosed with AuDHD in adulthood reveal the profound impact of late diagnosis and the challenges of navigating systems not designed for their needs (Craddock, 2025). These experiences highlight the importance of developing more inclusive diagnostic practices and support systems.
3. The Hidden Struggles: Masking/Camouflaging
Understanding Masking Behaviours
One of the most significant factors contributing to the underdiagnosis of autism and ADHD in girls is the phenomenon of masking or camouflaging. This refers to the conscious or unconscious strategies used to hide neurodivergent traits to fit neurotypical expectations (Hull et al., 2020; Jorgenson et al., 2020). Research has consistently shown that girls and women are more likely than boys and men to engage in camouflaging behaviours (Allely, 2018; Milner et al., 2023).
Systematic reviews have identified the "camouflage hypothesis" as a key factor in explaining why autism spectrum disorder is often missed in girls (Allely, 2018). The female autism phenotype, characterised by different presentations and coping strategies, has been extensively documented in the literature (Hull et al., 2020).
Components of Masking
Research has identified several key components of masking behaviours (Jorgenson et al., 2020):
Masking: Actively suppressing or hiding autistic behaviours and traits in social situations
Compensation: Developing alternative strategies to manage social and communication challenges
Assimilation: Actively trying to fit in by copying others' behaviours and social scripts
These behaviours can include (Hull et al., 2020; Jorgenson et al., 2020):
Mimicking social behaviours observed in others
Suppressing stimming behaviours in public
Creating scripts for social interactions
Forcing eye contact despite discomfort
Masking special interests or discussing only socially acceptable topics
The Cost of Masking
While masking may help girls navigate social situations in the short term, research indicates it can lead to significant mental health consequences, including increased anxiety, depression, and autistic burnout (Allely, 2018). The energy required to maintain this facade can be exhausting and unsustainable (Milner et al., 2023).
Validation studies comparing different measures of camouflaging have confirmed these patterns and their associated costs (Milner et al., 2023).
4. Strengths-Based Approaches: Celebrating Neurodivergent Abilities
Moving Beyond Deficit Models
Contemporary research emphasises the importance of strengths-based approaches when working with neurodivergent individuals (Pellicano & Stears, 2011). This perspective recognises that autism and ADHD come with inherent strengths and abilities that should be celebrated and nurtured rather than suppressed (Dinishak, 2016).
Research on intersectionality in neurodevelopmental disorders highlights the importance of considering multiple identities and strengths when developing therapeutic approaches and interventions (Baladaniya & Baldania, 2024). This holistic view acknowledges that AuDHD individuals bring unique perspectives and capabilities to their communities.
Autism-Associated Strengths
Research has identified numerous strengths commonly associated with autism (Rumsa et al., 2025):
Enhanced attention to detail and pattern recognition
Systematic and logical thinking approaches
Honesty and direct communication styles
Deep expertise in areas of special interest
Strong sense of justice and fairness
Innovative problem-solving abilities
ADHD-Associated Strengths
Similarly, research has documented positive characteristics associated with ADHD (Schippers et al., 2024):
Enhanced creativity and divergent thinking
High energy and enthusiasm for preferred activities
Ability to hyperfocus on engaging tasks
Resilience and adaptability in changing situations
Strong crisis management and problem-solving skills
Entrepreneurial thinking and risk-taking abilities ]
The AuDHD Advantage
For AuDHD individuals, these strengths can combine in unique and powerful ways, creating individuals who are both detail-oriented and creative, systematic yet adaptable (Dupuis et al., 2022).
Research suggests that understanding and leveraging these combined strengths is crucial for developing effective support strategies.
5. Creating Neurodiversity-Affirming Environments
Creating truly inclusive environments requires a fundamental shift in how we conceptualise and respond to neurological differences (Pellicano & Den Houting, 2022).
Neurodiversity-affirming practice is grounded in several key principles:
Presuming Competence:
This principle assumes that every individual possesses inherent value and the ability to learn, contribute, and make decisions (Gernsbacher et al., 2017). It emphasises the belief in everyone's capacity to learn and make meaningful choices, regardless of challenges or specific neurotypes. This perspective encourages us to shift our focus from identifying perceived deficits to recognising and enhancing the strengths and capabilities that individuals already possess.
Honouring Autonomy:
Supporting an individual's ability to make personal decisions in their life (Leadbitter et al., 2021) — this includes enabling self-determination by giving individuals the opportunity to identify their wishes, have some degree of control over their surroundings, and influence or take the lead role in decision-making concerning them. Supporting an individual's autonomy is crucial to their dignity and self-respect.
Celebrating Difference:
Recognising neurological diversity in terms of its value & normalcy (Chapman, 2021). The first step to recognising this is to reject the belief that there exists one "right" way for people to think, learn, or act, and embrace the variety of the human mind. Neurodiverse forms of being offer a range of specialities & outlooks that contribute to society.
Addressing Barriers:
Instead of focusing on changing an individual (as suggested by den Houting, 2019), the focus should be on the broader environment and how it can be changed to make life easier for everyone. The goal is to create a space where every type of brain can function with ease and thrive.
Centring Lived Experience:
Ensuring that all aspects of the voice and experience of neurodivergent individuals is included in your research and practice is fundamental to conducting ethical and practical research and practice (Fletcher-Watson et al., 2019). In doing so, you can ensure that the initiative(s) are developed based on the community's realities and needs, rather than on what others think of them. This encourages a genuine partnership and self-determination.
Environments for Thriving
The principles above translate into specific needs across different settings:
Educational Environments:
Implementing practices that accommodate diverse learning styles, processing speeds, and sensory needs is a primary focus in creating inclusive educational environments (Armstrong 2012). Flexible learning environments, creating sensory-friendly classrooms and educating all students about neurodiversity are crucial in promoting both acceptance and awareness.
Home/Family Environments:
Neurodiverse families can create an accepting environment through education and the mindful use of language (person-first or identity-first) regarding neurodivergent individuals, by promoting their unique neurodivergent characteristics as a positive aspect of the family's culture and identity, and by consistently validating and emotionally supporting their neurodivergent children (Bottema-Beutel et al. 2021).
Healthcare/Professional Environments:
Professionals working with neurodiverse populations need to go beyond the medical model, receive comprehensive training in neurodiversity, and utilise collaborative assessments (Kapp et al. 2013). All care should be strength-based, trauma-informed, culturally responsive, and centred on skill-building and supportive strategies that assist neurodivergent individuals in developing and maintaining their existing abilities, rather than attempting to eliminate their differences (Chapman 2021).
6. Diagnostic Considerations and Gender Equity
Moving Toward Equitable Diagnosis
Research has highlighted significant disparities in autism and ADHD diagnosis across genders, with girls and women historically underdiagnosed or misdiagnosed (Lai et al., 2015).
Contemporary approaches emphasise the need for more equitable diagnostic practices that account for gender differences in presentation.
Key considerations for equitable diagnosis include:
Updated Diagnostic Criteria:
Regularly reviewing and updating diagnostic criteria to ensure a complete representation of all presentations is critical to accurate identification, particularly because gender presentation differences can lead to misidentification or underidentification (American Psychiatric Association, 2013).
A review of the current criteria is necessary to include the more internalised and broader expressions of conditions such as Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder (ADHD), and to address those who do not meet the historically male prototype of these conditions (Goodman, 2023; Baladaniya & Baldania, 2024). This will require the collaboration of clinicians, researchers and individuals with lived experiences of these conditions.
Clinician Training:
Healthcare professionals require systemic and continuing educational programs to be informed of the diverse presentations of Autism and ADHD, often presenting differently in men than women (Allely, 2018). The educational programs need to be current with the most recent research regarding how sex and gender affect the way individuals may present, as well as help to eliminate stereotypes, to better identify and support children early. Healthcare professionals with this knowledge will help eliminate diagnostic bias and improve patient outcomes.
Cultural Considerations:
A comprehensive approach must incorporate an understanding of how cultural norms, beliefs, and practices can significantly influence symptom expression and an individual's willingness to seek help (Cauce et al., 2002). What is considered a "typical" presentation may be heavily mediated by cultural expectations about gender roles and behaviour (Mandell, 2017). Therefore, diagnostic and therapeutic models must be culturally sensitive and adapted to diverse populations to ensure equitable access and effective support.
Intersectional Approaches:
To provide a patient-centred approach to care, clinicians and researchers will need to use an intersectional lens, which views how a person's experience is influenced by the overlapping nature of their identities (e.g., gender, race, socioeconomic status, sexual orientation) (Mallipeddi & VanDaalen, 2022).
These overlapping identities can significantly impact how individuals with neurodevelopmental disorders present themselves, how they are perceived by others, and the supports and resources available to them (Botha & Frost, 2020). The intersectional view is important because it enables the development of inclusive, patient-centred approaches to care.
The Importance of Lived Experience Research
Recent qualitative research examining the lived experiences of women with AuDHD has provided crucial insights into the diagnostic process and its impact (Craddock, 2024a, 2024b, 2025).
These studies highlight:
The relief and validation that come with an accurate diagnosis
The challenges of navigating systems not designed for their needs
The importance of peer support and community connection
The ongoing need for advocacy and systemic change
This research emphasises that the voices and experiences of neurodivergent individuals themselves must be centred in efforts to improve diagnostic and support practices.
7. Supporting AuDHD Girls: Strategies
Practical support maintains a balance by respecting the AuDHD girl while also helping her tackle life's various challenges.
Balanced practical support respects the AuDHD girl as an individual and helps her address the many challenges of life.
Strategies must be based upon her own unique developmental needs at this time.
Early Identification and Building a Foundation
While early identification and support are important, they are best delivered in a way that is strength-based and affirmative, and that focuses on accommodation rather than normalisation.
There are some key strategies:
Strength-Based Assessment:
Identify and build on the AuDHD girl’s own strengths and interests from the start to foster a strong, positive self-image and self-confidence. Strengths-based assessment helps to redirect the focus from deficits to capabilities and provides the foundation for creating supports that utilise her unique talent and passion (Kapp, Gillespie-Lynch, et al., 2013).
Sensory Accommodations:
Incorporating supports that recognise and address the AuDHD girl's sensory needs and preferences in her daily routine will help to decrease her levels of distress and enhance her participation. This means changing the environment to be comfortable and stable for her and providing her with tools to help her manage the sensory input she receives (Dunn, 1997).
Neurodivergent Peer Relationships:
Creating safe and structured opportunities for AuDHD girls to connect and make friends with other neurodivergent girls is important for establishing a sense of belonging and decreasing feelings of isolation. When girls have the chance to engage in activities with other neurodivergent girls, they can build meaningful social connections and skills applicable across various social settings. (Crompton, Hallett, et al., 2020).
Collaboration with Family and Schools:
When there is a collaborative relationship between schools and family members to plan and implement supports that are consistent and respectful of the AuDHD girl's needs across all settings, the outcome is the greatest possible positive outcome. The partnership among family, educators, and other professionals involved in the AuDHD girl's life creates a clear and supportive system that encourages and fosters her independence (Roberts & Simpson, 2016).
Support during Adolescence and Transition
Support for maturing AuDHD girls should focus on how to navigate identity and increase self-awareness during adolescence as the demands for social interactions increase:
Development of Identity:
Actively supporting the AuDHD adolescent girl to accept and embrace her neurodivergent identity is an important factor in her well-being, as it counters the negative effects of internalised shame resulting from years of masking (Cooper et al., 2017). Fostering self-acceptance and a sense of belonging, and reframing her neurodivergent traits as natural differences rather than deficits, are part of this process (Botha & Frost, 2020).
Awareness of Masking:
It is essential for the adolescent AuDHD girl to become aware of the extremely high emotional and cognitive costs of camouflaging oneself to live authentically (Pearson & Rose, 2021). Developing the skills to express herself naturally and authentically, and reducing the need to rely on masking behaviours, are essential to reducing the likelihood of mental health challenges and exhaustion (Hull et al., 2017).
Prioritising Mental Health:
Providing targeted support for high-risk co-occurring conditions, including anxiety, depression, and burnout, is an important aspect of the overall support strategy (Raymaker et al., 2020). Due to the chronic stress of trying to survive in a world that was not designed for their needs, proactive and informed mental health support is often needed (Cassidy et al., 2018).
Advocacy and Planning for Self:
Developing the capacity to advocate for oneself is a vital component of an effective strategy for communicating one’s needs, preferences, and required accommodations to others (Wehmeyer et al., 2018). As the AuDHD adolescent girl begins the transition to adulthood, advocacy and formal transition planning for education, career paths, and independent living goals should run concurrently (Gillespie-Lynch et al., 2017).
Needs of AuDHD Adults
The ongoing needs of AuDHD women in terms of support relate to the challenges of navigating the systems and relationships that were created for people who are neurotypical:
Inclusion at Work:
Maintaining performance at work without experiencing burnout is about more than simply knowing the law; it is about proactively identifying and asking for “job crafting” adjustments (Cope & Remington, 2022). Job crafting adjustments are those that are specific to the job including flexible scheduling, working in a workspace that is free of distractions related to sensory issues or having a preference for written communication as opposed to oral communication (Lindsay, Cagliostro, Albarico, et al., 2018) and are necessary to enable the AuDHD woman to remain engaged in her job (Lindsay, Cagliostro, & Carafa, 2018). In addition to developing and implementing supports for sustaining her performance at work, support should also be provided in relation to the decision to disclose or not to disclose her condition to employers or coworkers, and how to weigh the benefits of accommodations against the potential risks of stigma or discrimination in a neuro-normative work environment (Lindsay, Cagliostro, & Carafa, 2018).
Navigating Interpersonal Relationships:
Therapeutic support may be helpful for AuDHD women to help them understand the “double empathy problem” and view social conflict as a miscommunication issue related to cross-neurotype communication rather than the woman’s inability to communicate socially (Crompton, Ropar, et al., 2020).
Support can focus on teaching AuDHD women how to establish boundaries to protect against the high incidence of interpersonal victimisation that neurodivergent women experience and teach strategies for maintaining intimacy without the exhausting experience of constantly camouflaging (Sedgewick et al., 2019).
Parenting and Healthcare Advocacy:
AuDHD women often encounter “medical gaslighting” because of their tendency to mask; therefore, the importance of developing self-advocacy skills cannot be overstated to secure a diagnosis and treatment for co-occurring physical or mental health disorders (Doherty, Neilson, et al., 2022). Additionally, neurodivergent mothers require specialised support to acknowledge their unique sensory limitations and executive functioning challenges when parenting, and to validate their parenting style as opposed to evaluating it against neurotypical standards (Pohl et al., 2020).
Neurodivergent Community Connection:
Engagement with neurodivergent-led spaces over time serves as a buffer against minority stress, allowing the AuDHD woman to engage with others who share a similar experience of being neurodivergent and experience a space where she can “unmask” and openly discuss her experiences without fear of judgment (Crompton, Hallett, et al., 2020). Neurodivergent communities provide a source of validation of the specific “hybrid” neurology of AuDHD women, reducing the feelings of loneliness and disconnection that result from not belonging to either the autistic community or the ADHD community exclusively (Botha & Frost, 2020).
8. Advancing Equity: Research and Systemic Policy
The journey toward true inclusion requires a collective commitment to research and advocacy that drives systemic change, ensuring policies reflect the neurodiversity paradigm.
Prioritising Participatory Research
Research must shift from being "about us, without us" to approaches that centre the voices of neurodivergent individuals themselves. This means:
Community Partnership:
Involving neurodivergent individuals as research partners, not just subjects, is a cornerstone of ethical and relevant neurodiversity research. This ensures that research questions, methodology, and interpretation are grounded in the community's lived experience, leading to more impactful and trustworthy findings (Fletcher-Watson et al., 2019).
Strength-Based Focus:
Investigating abilities, strengths, and positive outcomes rather than only deficits shifts the narrative away from pathology and toward neurodiversity as a valuable human difference. This approach fosters resilience and self-determination within the community by highlighting capabilities and potential, such as enhanced pattern recognition or intense focus (Baron-Cohen, 2008; Bury et al., 2020).
Practical Relevance:
Ensuring research addresses questions that matter most to the community (e.g., long-term burnout, sensory needs, transition support) closes the gap between academic study and real-world impact. Research should prioritise actionable insights that can directly inform support systems, policy changes, and therapeutic interventions that improve the quality of life for neurodivergent individuals (Doherty et al. 2022; Dwyer 2022)
Ethical Practice:
Prioritising participants' well-being and autonomy, and sharing findings in accessible formats, is non-negotiable. This includes obtaining truly informed consent, protecting participant data, and ensuring that the results are translated into clear, jargon-free information that the community can utilise (Kapp, Steward, et al., 2013).
Policy and Advocacy for Systemic Change
Advocacy is crucial to translate research into widespread institutional change.
Key areas for policy intervention include:
Educational Reform:
Mandating comprehensive neurodiversity and gender-difference training for all educators and developing inclusive policy. This involves a critical review and overhaul of current curricula to ensure they accommodate diverse learning styles and needs, moving beyond a one-size-fits-all approach (Griffin et al., 2025). Furthermore, school environments must be physically and socially adjusted to be less sensory-overloading and more accepting of natural differences in communication and behaviour, fostering a truly inclusive atmosphere for all students (Fabri & Andrews, 2016).
Equitable Healthcare Access:
Improving funding, reducing diagnostic disparities, and strengthening providers' professional competence regarding neurodivergent needs. This requires increased public investment in services, particularly in underserved communities, and the implementation of standardised, yet flexible, diagnostic protocols that account for gender, race, and socioeconomic factors. Medical and mental health training must be updated to include robust modules on neurodiversity-affirming care, moving away from pathology-focused models toward a strengths-based, affirming approach.
(Lockwood Estrin et al., 2021; Mandell, 2017)
Employment Rights:
Strengthening disability rights protections, promoting inclusive hiring practices, and establishing standards for reasonable workplace accommodations. Companies should be incentivised to adopt neurodiversity-specific hiring programs and train hiring managers to recognise the value of non-traditional communication styles and skills.
Clear, legally enforceable standards for a wide range of flexible and practical accommodations—from sensory adjustments to communication support—are essential to ensure neurodivergent individuals can thrive professionally.
(Harmuth et al., 2018; Scott et al., 2017)
Research Funding:
Prioritising public and private funding for community-engaged, participatory research that addresses long-term outcomes and intersectionality. Funding bodies must shift focus from predominantly "cure", or deficit-based research to studies co-designed with neurodivergent individuals, focusing on quality of life, successful ageing, and supports that foster independence and well-being (Pellicano et al., 2014). This ensures research addresses the lived experiences and critical needs of the community, considering how neurodivergence intersects with other identities, such as race, class, and gender (Fletcher-Watson et al., 2019).
Social Inclusion:
Challenging ableist assumptions and promoting neurodiversity acceptance at a societal level to address broader social determinants of health (D. E. Milton, 2014). This involves large-scale public awareness campaigns and media representation that celebrate neurodiversity and debunk harmful stereotypes, promoting understanding across all public sectors.
Creating socially inclusive communities means designing public spaces, services, and communication methods that are accessible and accommodating to sensory and social differences, fostering true belonging rather than mere tolerance (Tam et al., 2024).
9. Conclusion: Embracing the Full Spectrum
Understanding and supporting AuDHD girls requires a fundamental shift from deficit-based medical models to neurodiversity-affirming approaches that celebrate difference and focus on creating inclusive environments. The research consistently shows that when neurodivergent individuals are supported in environments that understand and accommodate their needs, they can achieve remarkable outcomes and contribute their unique perspectives and abilities to society.
The journey toward true inclusion requires ongoing commitment from individuals, families, communities, and society as a whole. It demands that we question long-held assumptions about what is "normal" and instead embrace the beautiful tapestry of human neurological diversity.
For AuDHD girls this means:
recognising their unique strengths and challenges
understanding the impact of masking and providing support for authentic self-expression
creating educational, family, and community environments that celebrate their differences
ensuring access to knowledgeable healthcare providers and appropriate supports
centring their voices and experiences in research and advocacy efforts
The research evidence is clear: neurodiversity is a natural and valuable form of human variation. AuDHD girls are not broken or in need of fixing. They are unique individuals with their own strengths, challenges, and contributions to make. Our role is not to make them "normal," but to create a world where they can thrive as their authentic selves.
By embracing the neurodiversity paradigm and implementing strengths-based, affirming approaches, we can help ensure that all AuDHD girls have the opportunity to reach their full potential and contribute their unique gifts to our communities. The tapestry of human diversity is richer and more beautiful when it includes all voices, including those of our neurodivergent daughters, sisters, and friends.
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