1 Jan 2026

One of the most healing shifts a family can make is to see neurodivergence (ADHD, Autism, Gifted, etc.) not as a flaw being passed down, but as a nervous-system lineage. For parents of autistic girls, who are so often missed, masked, or misunderstood, this perspective can be especially powerful.

Looking backward

In many families, autistic and ADHD traits existed long before they were named. You may recognize a grandmother who was labeled “anxious,” “rigid,” or “high-strung,” an aunt who was brilliant but constantly burned out, the rigid father who always follows routines and gets upset when plans change, the quirky cousin who collects novel items and can talk for hours and deep dive into seemingly trivial but very specific topics. These archetypes show how autistic traits are often interpreted through social expectations, making them appear as personality quirks rather than signs of neurodivergence. 

Many coped through perfectionism, overwork, people-pleasing, or emotional withdrawal. They lacked language, support, and permission to need accommodation. What can look like coldness or control in hindsight was often unregulated survival, especially for girls taught to be quiet, capable, and compliant.

The middle generation

Many parents today discover their own neurodivergence through their children. They are parenting while healing, breaking cycles without ever having seen a healthier model. This generation is often more emotionally attuned, and far more exhausted, carrying grief for what they didn’t receive while fearing they’ll “get it wrong.” Much of their work is invisible: translating pain into language, and needs into support.

The child’s/teen's generation

For autistic girls raised with understanding, a proper diagnosis, the story shifts. Their needs are named, not punished. Their differences are not moralized. They learn that masking is not the price of belonging. This doesn’t guarantee an easy life, but it does mean they won’t grow up believing they are broken.

How cycles quietly change

Healing often looks small: a parent saying, “I need a break,” instead of pushing through; a child learning, “My body has limits, and that’s okay.” Repair matters more than perfection. Compassion may bring grief, but grief is not failure, it’s integration.

Neurodivergence passed down with shame becomes trauma.
Neurodivergence passed down with understanding becomes identity.

For parents of autistic children, that understanding is transformative, for your child, and for generations to come.

31 Dec 2025

Each year, thousands of students arrive on college campuses carrying more than backpacks and laptops, they bring undiagnosed mental health conditions and learning disabilities that went unnoticed throughout high school. For many, the transition to college is the first time these challenges become visible, not because they are new, but because the environment has changed.

One major reason these conditions remain undiagnosed is parental fear of labeling. Some families worry that an evaluation will stigmatize their child or limit future opportunities, so concerns are minimized or assessments are postponed. In other cases, there were simply no obvious warning signs. If high school coursework was not academically demanding, students may have compensated through intelligence, memorization, or extra time, masking underlying issues such as ADHD, anxiety, dyslexia, or executive functioning challenges. College removes many of these supports at once, classes are larger, expectations are higher, and self-management becomes essential.

Gender also plays a significant role. Girls are statistically less likely to be diagnosed, particularly with ADHD or autism, because their symptoms often present as quiet struggle rather than disruptive behavior. Many high-achieving female students internalize stress, perfectionism, or anxiety until burnout occurs in college.

When undiagnosed challenges surface, students may experience sudden academic decline, depression, anxiety, or feelings of inadequacy, often believing they are failing rather than recognizing an unmet need.

If you suspect a mental health issue or learning disability:

• Contact your college’s counseling center or disability services office

• Request a psychoeducational or mental health evaluation

• Use student health insurance (if enrolled)

• Use a parent’s insurance (many plans cover dependents up to age 26)

• Check Medicaid eligibility (income-based, varies by state)

• Explore low-cost clinics, university psychology clinics, or telehealth providers

• Ask about temporary academic accommodations during evaluation

Getting assessed is not about labels—it’s about access, support, and success.

30 Dec 2025

Graduating from high school early can sound appealing, less time in school, a head start on adulthood, and the feeling of being “ahead.” But graduating early without a clear, realistic plan can create more challenges than opportunities. For many students, especially those still exploring their interests, early graduation may limit academic, social, and financial options rather than expand them.

High school is not just about earning credits. It is a structured environment for building maturity, relationships, self-advocacy skills, and long-term goals. Students who graduate early without knowing their next step may find themselves stuck, too young for full-time work that pays well, unprepared for college expectations, or lacking access to supports they once had in school. Colleges, employers, and training programs often assume a level of readiness that not all early graduates have developed yet.

Another risk is lost opportunity. Many students can use their remaining high school time strategically, earning college credit, completing certifications, building portfolios, or strengthening GPA and test scores. Rushing out without maximizing these options can cost time and money later.

Graduating early can be the right decision only when it is intentional, well-supported, and aligned with a clear plan. Without that, staying enrolled may actually be the smarter, more empowering choice.

29 Dec 2025

Gifted autistic women can be particularly vulnerable to narcissistic supervisors, not because of weakness, but because of their strengths. Traits such as honesty, high standards, and strong commitment to work can be exploited in environments where manipulation and power imbalance are normalized. Narcissistic leaders often seek out capable employees who are reliable, conscientious, and less likely to engage in office politics, qualities many autistic women embody, to challenge and target for abuse in the workplace.

Common warning signs include excessive praise early on (“you’re the only one who can do this”), followed by shifting expectations, lack of clear boundaries, public criticism, or gaslighting. A narcissistic supervisor may take credit for work, dismiss concerns, create confusion through inconsistent rules, or frame exploitation as “opportunity” or “loyalty.” Gifted autistic women may rationalize this behavior, assume misunderstandings are their fault, or overextend themselves in an effort to restore clarity and fairness.

Survival begins with recognizing patterns rather than isolated incidents. Document interactions, expectations, and accomplishments in writing. Seek external perspective from trusted colleagues, mentors, or support networks to reality-check experiences. Set clear boundaries where possible and avoid over-disclosing personal information. If accommodations are needed, request them formally and in writing.

Most importantly, understand that brilliance and integrity do not require enduring harm. Narcissists fear whom they cannot control, and will use their power over others to shame, lie and gaslight others into believing lies against their target.  Isolation is one of the most used tactics by narcissitics.  It is important that others outside of the department where the work abuse is taking place is cognizant of what is happening.  Surviving this type of work environment may mean transferring roles, seeking allies outside of the department, or leaving the environment altogether. Protecting one’s well-being is not failure, it is self-preservation.

If you have a autistic teen girl that you would like help in bringing awareness to these situations and also giving them neuroaffirming practices, sign them up today here!

28 Dec 2025

Autistic women face distinct and often overlooked challenges in the workplace, shaped by gender expectations, ableism, and limited understanding of autism beyond stereotypes. Many autistic women are skilled, capable, and deeply committed to their work, yet they frequently encounter environments that prioritize unspoken social rules over clarity, consistency, and accessibility. Expectations around small talk, teamwork, and “professional demeanor” can place autistic women at a disadvantage, especially when success is measured by social performance rather than actual job outcomes.

Masking, the effort to hide autistic traits in order to fit in, is another significant challenge. Autistic women are often expected to conform to gendered norms of emotional labor, flexibility, and agreeableness. Sustaining this level of masking can lead to chronic stress, burnout, anxiety, and reduced job satisfaction. Despite these impacts, autistic women’s needs are frequently misunderstood or dismissed, making it difficult to request accommodations without fear of stigma or retaliation.

Workplace systems also tend to lack clear pathways for disclosure and support. Many autistic women report inconsistent access to reasonable accommodations, limited mentorship, and fewer opportunities for advancement. Their strengths, such as deep focus, honesty, creativity, and strong problem-solving skills, are often undervalued or overlooked.

Creating more inclusive workplaces requires shifting from deficit-based assumptions to environments that value neurodiversity, provide clear communication, and support flexible ways of working.  Unfortunately, until this happens, the onus is still on autistic women to acquiesce to a neurotypical work environment.  

We are interested in providing the tools and skills for teenage autistic girls to become aware of these workplaces biases and at the same time how they can identify opportunities where being their true selves, unmasked, will not be a professional liability. If you know of a young lady that could benefit from this social club, please have them sign up here.  Rates will be sent after sign up.

26 Dec 2025

Parents of disabled children, including autistic children and children with ADHD, often carry responsibilities that extend far beyond typical parenting demands. They have to navigate school systems generally not designed for their neurodivergent child, taxing therapy schedules, medical appointments, and advocacy roles, frequently while managing stigma, isolation, and limited access to culturally responsive support. Parent support groups play a critical role in addressing these challenges by creating spaces where caregivers can share experiences, exchange practical strategies, and feel understood without judgment.

Support groups reduce isolation by connecting parents who face similar realities. They offer emotional validation, increase confidence in advocacy, and provide access to collective knowledge about resources, rights, and accommodations. For many families, especially those from marginalized or underrepresented communities, these spaces can be transformative, affirming both their parenting and their child’s identity.

Virtual parent support groups offer additional benefits that make participation more accessible. Online meetings remove barriers such as transportation, childcare, and time constraints, allowing parents to join from their own homes or while sitting in the waiting room of an appointment. Virtual spaces can feel safer and less overwhelming, particularly for parents who are new to support groups or managing high levels of stress. They also allow families to connect beyond geographic limitations, expanding networks of care and shared understanding.

Ultimately, virtual parent support groups provide flexible, inclusive, and community-centered support, helping parents feel less alone and more empowered as they navigate their journeys alongside their children.

If you haven't considered joing one, we offer one for Black mothers of autistic and ADHD children the fourth Wednesday of each month starting June 2026.  Our target audience is for parents living in Middle Georgia.  Sign up here.