Neurodivergent people

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Neurodiversity recognises that everyone has a unique combination of neurocognitive abilities, needs and aspirations.1

Neurodivergence is an umbrella term used to describe several conditions, including autism; attention-deficit/hyperactivity disorder (ADHD); Tourette syndrome; dyslexia; and other learning difficulties, such as dyscalculia, dysgraphia and dyspraxia (developmental coordination disorder).2 Neurodivergent people may or may not have an intellectual disability.

Neurodivergent people may describe their experience as a different way of processing thoughts and displaying behaviour to the general (neurotypical) population. This might include different ways of doing things, or different sensory needs, to help them engage in the world.3

Research indicates neurodivergent people are more likely to experience anxiety and depression, and are at a higher risk of self-harm and suicide.4 While there is limited data on suicide deaths for neurodivergent people overall, people with autism are 7 times more likely to die by suicide than non-autistic people.5

Risk factors and challenges

Neurodivergent people face challenges that put them at increased risk of suicide. This can also be a barrier to accessing universal aftercare services. These include:

  • communication difficulties
  • communicating distress through behaviour instead of language
  • the presence of mental health problems, chronic or complex physical health problems
  • increased feelings of isolation
  • stigma
  • diagnostic overshadowing (when a person's symptoms are wrongly attributed to an existing condition, leading to misdiagnosis or overlooked health issues)
  • previous negative experiences with health providers and others.

Considerations

Adapt the way you engage with consumers to meet their needs. This will improve their outcomes with aftercare.

Communication

  • Some people may communicate differently, or require more time to process information or form their thoughts. Consider planning longer appointments, if needed.
  • Use simple and clear communication.
  • Discuss the mode of engagement (in person or virtually). Ask the person what works well for them and explain how care will be provided.
  • Engage with the consumer and their support people about what is working; and what the person needs to help their communication and engagement.

Creating a supportive space

  • Plan the appointment in advance. Ensure access to a quiet space; have Easy Read information or visual aids available to share, if needed; allow extra time; and ask the person what else they might need when making the appointment.
  • Ask the person what they need for the space to feel comfortable and safe, especially for different sensory needs, e.g. low stimulus, dim lighting or comfortable seating.
  • Talk to the person about things that help them feel safe, such as special interests or hobbies.
  • Prepare tools and activities for meetings that support their needs for effective engagement, such as sensory aids, walking, colouring or crafting.
  • Consider tools to support de-escalation of emotions or behaviour. Emotional dysregulation or expression looks different for some people. Sensory overstimulation can be misinterpreted as distress, resulting in unnecessary and unhelpful escalation.
  • Ensure engagement is structured and consistent to support safety and regulation; but be flexible and adaptable to change. If an appointment time or location needs to change, be clear about the reasons for this and include the person in the decision-making process, where possible.

Recommended resources

Autism adapted safety plan
A safety plan adapted to meet the unique needs of individuals with autism.
Source: University of Nottingham Mental Health in Autism

Autism CRC
Provides best practice guidance and resources on autism across the lifespan and the spectrum.

Privacy and persons with reduced decision-making capacity
A guide for the NSW public sector to assist when caring for people with reduced decision-making capacity.
Source: Information and Privacy Commission New South Wales

Suicide Response Project
Video resources providing guidance on how to detect and respond to suicide risk in others, with a focus on neurodivergent communities.
Source: La Trobe University, Victoria

Tips to support neurodivergent people
Co-designed resources providing guidance on how to support neurodivergent individuals who may be experiencing difficulties or at risk of suicide.
Source: R U OK?

References

  1. What is Neurodiversity? Brisbane (AU): Neurodiversity Hub; 2023 [cited 25 Sept 2024].
  2. Neurodivergent: Resources and Support. Sydney (AU): R U OK?; 2023 [cited 25 Sept 2024].
  3. Neurodivergence as Defined by a Neurodivergent Person. Melbourne (AU): headspace; 2023 [cited 25 Sept 2024].
  4. La Trobe University Response to the Select Committee on Mental Health And Suicide Prevention. Melbourne (AU): La Trobe University; 2021 [cited 25 Sept 2024].
  5. Autism and Suicide: Quick Facts. Suicide and autism. London (UK): Autistica; 2024 [cited 18 Jul 2025]
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