A transdiagnostic approach
Although diagnostic categories can be clinically useful, neurodevelopmental experiences do not always fit neatly within diagnostic boundaries. Increasingly, transdiagnostic approaches recognise substantial overlap across neurodevelopmental conditions and emphasise shared dimensions of functioning rather than discrete diagnoses (Michelini et al., 2024). Common transdiagnostic domains include executive functioning, information processing, sensory processing and integration, and movement and motor coordination, all of which may influence learning, communication, emotional regulation, and everyday functioning (Blank et al., 2012; Dijkhuis et al., 2019; Passarello et al., 2022; Pedro et al., 2019; Sadozai et al., 2024).
From this perspective, neurodevelopmental differences can be understood as part of natural human neurocognitive diversity. Whilst diagnostic labels may facilitate access to support and accommodations, they do not fully capture the complexity of lived experience. Consequently, understanding an individual's strengths, challenges, context, and personal meaning-making may be as important as diagnosis when informing psychological support (Kapp, 2013, 2018; Robinson, 2025)
These transdiagnostic differences may influence participation across education, employment, healthcare, relationships, and quality of life. However, difficulties often arise through an interaction between individual characteristics and environments that are not designed to accommodate diverse ways of thinking, learning, communicating, and processing information. This perspective highlights the importance of accessible environments, appropriate adjustments, and person-centred support, while helping to explain the elevated rates of co-occurring mental health challenges reported across neurodivergent populations (Baxter et al., 2015; Lee et al., 2019; Schiffman et al., 2015).
For information on guidelines see BPS: Considering the relational: A handbook for working therapeutically with neurodivergent people
References
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