What is Neurodivergence?

Neurodiversity refers to the natural variation in how human brains function. It includes differences such as:

Autism Spectrum Condition (ASC)
ADHD
Dyslexia, Dyscalculia, Dyspraxia
Tourette Syndrome
Sensory Processing Differences.

What to do if you are concerned about your young child’s development

Differences in how neurodivergent children and young people present are are not illnesses; they are variations in brain function. Neurodivergent people bring a different way of looking at the world which is often a huge strength. Many thrive in careers and relationships, often excelling in areas of interest or creativity.

Key Points:

Neurodiversity describes a range of different brains or neuro types, and It reflects normal variations in brain function and behaviour.
Neurodivergence is a word used to explain how differently and uniquely people experience and interact with the world, with no definitive 'RIGHT OR WRONG' way of thinking, learning, feeling and behaving.
Being Neurodivergent can mean a person's thinking styles may change how they understand, interpret, communicate and act, based on what is happening around them and also within their BODIES. Click the link below to learn about external or outside factors that have an effect on us and also internal or inside factors. .
Neurodiversity can affect someone’s behaviour, memory, or ability to learn but this is not always the case. It is an umbrella term – a word that sums up lots of different things.
Neurodiversity includes autism, attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia, dyscalculia, and Tourette’s

Learn more about neurodiversity

Use the GLOSSORY to find out about the different meanings of common words used around the topic of neurodivergence

Greta Thunberg
Known around the world for her headstrong environmental activist, Greta Thunberg has autism. She has described her autism as a ‘superpower’ and says it helped her get the support that she needed.

Billie Eilish
Diagnosed with Tourettes at age 11, singer Billie Eilish has said in an interview that she does not want the conduction to define her. Billie has made astonishing contributions to music and her accomplishments include winning 9 Grammy awards.

Tim Burton
His most notable works include ‘Beetlejuice’ and ‘Corpse Bride’, which have cemented Tim Burton’s place within the film industry. The famous director believes himself to have autism and has spoken openly about his experiences in various interviews and many note his unique perspective as the key to his creativity as a director.

Lizzie Acker
Lizzie came to our attention in 2021 when she competed on the popular TV show Great British Bake Off. The Liverpool native was diagnosed with dyslexia at an early age.

Daniel Radcliffe
Growing up before an audience as the lead in the Harry Potter film series, Daniel Radcliff has opened up about living with OCD and dyspraxia - a condition that affects movement and coordination.

Plumbella
Jesse McNamara, better known online as Plumbella has over 700,000 subscribers on their YouTube channel. In a video from 2022, they went in-depth about their experience and journey with autism.

Richard Branson
British businessman Sir Richard Branson has been open about his difficulties at school and has shared that he does not see his dyslexia and ADHD as a ‘disability’. Dropping out of school at 15 and starting his first company at 16, Richard has achieved many great feats across various industries.

David Beckham
Easily one of the biggest household names, former professional footballer, David Beckham has OCD and Tourette syndrome. He has commented in many interviews that he finds conditions “tiring” but he cannot help it.

Lizzie Acker
Lizzie came to our attention in 2021 when she competed on the popular TV show Great British Bake Off. The Liverpool native was diagnosed with dyslexia at an early age.

Neurodivergent individuals bring unique perspectives and strengths, but often face barriers created by environments and expectations. These challenges – such as differences in communication, social interaction, sensory processing, and executive functioning can be supported through accommodations, adaptations, and a shared understanding of each other. Support for neurodivergent children and young people should be tailored to their individual needs as no two neurodivergent people are the same.

.pcg-collapsible.default-mode { display: none !important; } .pcg-collapsible.no-script-mode { display: block !important; }

The i‑THRIVE Approach in Hampshire and the Isle of Wight

Across Hampshire and the Isle of Wight, services follow the i‑THRIVE approach — a national framework that helps children and young people get the right mental health and wellbeing support at the right time.

The THRIVE Framework was developed by experts at the Anna Freud Centre and the Tavistock & Portman NHS Foundation Trust. It moves away from waiting for a diagnosis and instead focuses on your child’s needs, shared decision‑making, and joined‑up working between families, schools, health teams, and other services.

We know that trying to find the right support for your child can feel overwhelming. The i‑THRIVE approach is designed to make this clearer and simpler. It helps everyone involved use the same language, understand the same process, and work together in a way that feels consistent and supportive — so your child receives the help they need when they need it.

By being needs‑led, i‑THRIVE ensures that support is shaped around what will help your child right now, rather than strict criteria or diagnostic labels. It’s used across England and is at the heart of how we’re improving support for children and young people locally.

Below is a parent‑friendly overview of how it works.

Using the THRIVE Model, we can offer support for Neurodiversity & Wellbeing needs in the following ways :

Using a needs‑led, strengths‑based way of supporting children, young people and families.
A Thrive approach fits well with neurodiversity‑affirming approaches, which highlight strengths, inclusion, and understanding of individual differences
Thrive approach is offered in different stages , click on the icon below to read about each one .

Using the THRIVE Model, we can offer support for Neurodiversity & Wellbeing needs in the following ways :

Using a needs‑led, strengths‑based way of supporting children, young people and families.
A Thrive approach fits well with neurodiversity‑affirming approaches, which highlight strengths, inclusion, and understanding of individual differences
Thrive approach is offered in different stages , click on the icon below to read about each one .

i‑THRIVE focuses on:

Clear, consistent information so families understand their options.
Joined‑up working between health, education, social care, and other services.
Shared decision-making, where you and your child help shape the support plan.
Support at all levels, from general advice to specialised help.
Meeting needs early, rather than waiting for things to get worse.

For parents, this means fewer barriers and a clearer pathway to support.

i‑THRIVE focuses on:

Clear, consistent information so families understand their options.
Joined‑up working between health, education, social care, and other services.
Shared decision-making, where you and your child help shape the support plan.
Support at all levels, from general advice to specialised help.
Meeting needs early, rather than waiting for things to get worse.

For parents, this means fewer barriers and a clearer pathway to support.

Instead of using a diagnosis or severity to decide support, i‑THRIVE organises help into five categories. This makes it easier to see what type of support is right for your child.

1. Thriving

Your child is doing well, with no additional support needed right now beyond universal services like school, GP, or community activities.

2. Getting Advice & Signposting

You’re looking for guidance, reassurance, or help understanding your child’s needs. This might include advice from school, online resources, community services, or brief professional input.

3. Getting Help

Your child would benefit from targeted support, such as counselling, behaviour strategies, or structured interventions delivered by trained professionals.

4. Getting More Help

Your child has more complex or long‑term needs and requires specialist support or therapies from mental health teams or multi‑disciplinary professionals.

5. Getting Risk Support

Used when a child is struggling in ways that may pose a risk to themselves or others, and when traditional therapy may not be enough. The focus is on managing safety and coordinating support across agencies.