14/09/2026
🌙 When a young person manages something, it can be easy to assume that the support they needed before is no longer necessary.
They attended the lesson. They spoke to people. They completed the work. Perhaps they even laughed, joined in and appeared confident.
From the outside, those things can look like evidence that everything is okay.
But behaviour only tells us what we can see.
For some neurodivergent young people — although everyone's experience will be different — getting through a school or college day can involve constantly working things out.
What am I supposed to do here?
Have I misunderstood?
Am I talking too much? Not enough?
What does that person mean?
Where am I supposed to go next?
How do I respond?
Can anyone tell I'm struggling?
There may also be noise, lights, crowds, transitions, unexpected changes and the effort of managing their own responses to all of it.
And sometimes there is another layer: trying very hard not to let anybody see that any of this is difficult.
A young person may genuinely laugh and enjoy parts of their day and be using an enormous amount of energy to get through it. Those things don't contradict one another.
We may only see the cost later.
Perhaps they come home and need hours alone. They can't tolerate another demand.
Something seemingly small leads to overwhelm. They become irritable, tearful or unable to talk. Or perhaps they simply have nothing left.
That doesn't necessarily mean the young person wasn't coping earlier.
Perhaps they were.
The question is whether coping should be the only thing we're measuring.
Instead of only asking, “Did they manage it?”, perhaps we can also become curious about:
How did they manage it?
What did they need to do to get through it?
And what did it cost them afterwards?
Because being capable of enduring an environment doesn't necessarily mean that environment is working for you.
Curiosity can help us look beyond what someone appears able to manage, and towards what their individual experience might actually be. 🌙