Welcoming Neurodivergent parents to the PP-ADHD group

It is now understood that ADHD is largely hereditary so this means that many of the parents attending the PP-ADHD group are also ADHD and Neurodivergent (ND). As a result it is important that we understand the needs of ND parents –  being neurodiversity affirming is essential in our role as facilitators. 

This means  we strive to be attentive to the differing needs of all the parents that attend groups and do our best to make our provisions suit the parents, not make the parents suit the provision.  Lisa Whitlock Parents Plus ADHD Project Lead  has some ideas to help:

Pre – Course

• Take time to inform yourself about what it means to be neurodiversity affirming (see our video from the ‘Innovations in Practice Conference’ held in Nov 2024) https://www.parentsplus.ie/post/innovations-in-practice-2024-reflections/#neuro-affirming-practice
• State in your course advertising that your groups is inclusive and Neurodiversity affirming. 
• Read the Referrals. What do you already know about the parents and children’s specific needs?

The pre course meeting.

• Remember to ask the question “What do you need to be able to attend this group.” 
• Create a safe space for parents to feel they can tell us they are neurodivergent, should they want to.

Group set up: 

• In face to face groups, assess how inclusive the group setting is. Consider sensory factors, exit routes, space for movement and spaces for security, how many people will be in the room? 
• In Online groups consider issues such as how many people will be on screen, what is the expectation of camera on vs off, what about use of chat and breakout rooms, is your own backdrop calming or overstimulating?
• Group agreements. Possibly add a line eg “If there are any reasonable adjustments needed, please let the facilitator know”. Offer options of email or private message or 1:1 conversation for communication.

During sessions:

• Upon commencement, implement accommodations as much as possible. Remember you have a whole group to consider, so do what you can.
• Use diverse learning tools such as video clips, worksheets, and discussion throughout.
• Use your facilitation skills to support both chatty or quieter parents.
• Most importantly remember these parents are coming with lived experiences of being Neurodivergent, their experiences are likely to be most helpful for the rest of the group. 

In between sessions

• Check in on parents if you can, especially if they have missed a session; are their needs being met? Discuss what you can do to help them return to the group.
• Feedback – Always look at parents’ feedback, here they might tell you something important they cannot say in the group. As always, be as reactive as possible to suggestions in feedback.