General practitioners are often the first point of contact for families seeking answers — especially when a child, teen, or adult is struggling at school, at work, or just in daily life.
But knowing when to refer for ADHD, Autism, or learning assessments isn’t always straightforward — especially when presentations don’t match the “classic” profile.
Here’s a quick guide to recognising when a neurodiversity assessment might help.
First, What Is Neurodiversity?
Neurodiversity refers to the natural variation in how brains are wired. Conditions like ADHD, Autism, and learning disorders (e.g. dyslexia, dyscalculia) fall under this umbrella.
These aren’t “problems to fix” — but they can cause distress when misunderstood or unsupported.
Assessment is about clarity, validation, and creating the right environment for someone to thrive.
Common Signs That Might Warrant a Referral
For ADHD:
- Difficulty focusing, even on things they’re interested in
- Trouble starting or finishing tasks
- Emotional reactivity or frustration
- Frequent forgetfulness or disorganisation
- Restlessness, fidgeting, or daydreaming
ADHD often looks different in girls and adults — with less hyperactivity and more internalised symptoms like self-doubt, overwhelm, or emotional burnout.
For Autism:
- Sensory sensitivities (e.g. sound, texture, smell)
- Intense focus on specific interests
- Difficulty with social nuance or unspoken rules
- Meltdowns or shutdowns in unfamiliar or overstimulating settings
- Rigid routines or distress around change
Many Autistic individuals — especially girls and gender-diverse people — are skilled at masking. They may “hold it together” at school or work and unravel at home.
For Learning Differences:
- Strong verbal skills but poor spelling or writing
- Difficulty remembering instructions
- Math anxiety or number confusion
- Avoidance of reading, writing, or numeracy tasks
These signs may be subtle — especially in bright or high-achieving kids — but often result in fatigue, low self-esteem, or school refusal.
When Trauma or Anxiety Are Also Present
It’s not always either/or. Many neurodivergent people also experience anxiety, trauma, or mood concerns.
In fact, trauma can mask or mimic neurodivergent traits — and vice versa.
If a child is presenting with complex behaviours, it’s worth asking:
- Is this a response to their environment?
- Is something underneath going unrecognised?
A respectful, affirming assessment can help clarify what’s happening — and avoid misdiagnosis.
Questions That Help in Consults
Ask:
- “How do you/your child cope with changes or transitions?”
- “Do you feel like you have to work harder than others just to keep up?”
- “Were there any early signs — even if things seemed fine back then?”
- “How is home life different from school/work life?”
These open questions help identify masking, burnout, and differences across settings.
What a Good Assessment Should Include
- History across settings (home, school, work)
- Developmental timeline
- Screening tools (e.g. Conners, ASRS, AQ, etc.)
- Functional impact — not just symptoms
- Family and client voice
- Strengths and support needs — not just deficits
Final Thought
You don’t need to have all the answers — just the curiosity to explore what might help.
A timely, thoughtful referral can shift a person’s entire trajectory — not by changing who they are, but by helping the world meet them better.
