How can Hong Kong schools, universities help neurodivergent teens thrive?

The university student has attention deficit hyperactivity disorder (ADHD) and level one autism spectrum disorder (ASD). Staying on top of her workload requires a level of focus and planning that most teens do not have to think about.

Louisa, who was born in the US state of Ohio, is neurodivergent.

Her brain works differently from what is considered typical. Other examples of neurodivergent conditions include dyslexia, bipolar disorder and Tourette’s syndrome.

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Neurodivergent people learn and process information in unique ways, according to Dr Kristie Craigen, a psychologist.

She said these differences were not “bad” or “wrong”, but simply variations of how the brain could function.

“It’s similar to having different hair or eye colours. We accept those differences because we can see them,” said Craigen, who is the founder of Craigen Evaluations, a Hong Kong clinic that offers psychological testing services to students.

“Neurodivergence is harder to see. It’s about how the brain works inside.”

Researchers estimate that up to 20 per cent of people have some form of neurodiversity, which can begin to be seen during a child’s developmental years.

Louisa’s parents started noticing her brain worked differently when she was four years old.

She struggled to read and could only do so easily at the age of eight, when she moved to mainland China with her family. Louisa lived there until she was 18.

During this time, she was diagnosed with ADHD and level one ASD, along with dyslexia, dysgraphia and dyscalculia.

She often misses social cues, which can lead to misunderstandings. This has also resulted in her being seen as disruptive at school.

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Louisa said teachers sometimes reacted poorly when she explained mistakes such as forgetting to look at the whiteboard and write down an assignment.

“It takes time for them to understand that I am very literal and not being coy,” said Louisa, who is now a first-year student at a university in Pittsburgh, the United States.

She has to actively approach teachers and share her diagnoses and needs, even explaining her condition at times.

Louisa said her neurodiversity was often viewed as a “problem” that needed to be “fixed” or “cured”.

According to Craigen, this view comes from a medical model of disability, which sees neurodiversity as a personal issue that requires intervention to correct.

The doctor said the approach was outdated.

“It completely ignores the strengths and unique abilities that come with neurodiversity. Instead, it places the burden on the individual to adapt, rather than asking society to be more inclusive,” she said.

She noted that the medical model told people they were “less than” because they were “unmotivated” and “odd”. Neurodivergent teens often believe these negative words when they struggle to adapt to a world not made for them.

In Hong Kong, the intense pressure to excel in exams and follow rules can also be overwhelming.

“Being neurodivergent myself I can confidently state that the typical educational pathway is not geared towards acceptance of learning differences,” Craigen said.

Ditching the medical model is equally crucial outside school.

Stigma about neurodiversity can make families hesitant to seek help or talk openly about their experiences. As a result, teens may experience higher levels of anxiety or depression, as well as low self-esteem.

Craigen added: “In Hong Kong, organisations like the Hong Kong Autism Alliance and Heep Hong Society offer support groups, workshops and counselling, but they may have long waiting times for assessments and support.”

Dr Bernadette Wong, a clinical psychologist in Hong Kong, said parents and teachers had become more aware of neurodiversity in the past decade, but other barriers persisted.

“Some schools see neurodivergent students as requiring additional resources and manpower, viewing their needs as extra work,” Wong said. “This mindset can hinder the support these students need.”

She said the key was to move from the medical model to a social one.

The change requires shifting the focus from “fixing” people to changing environments, attitudes and systems to be more inclusive.

Wong said flexible learning environments were one possible way forward.

Students could be given options for how they learn, allowing them to show their understanding beyond traditional tests and essays. Digital tools would also help.

Louisa said her university used an app that helped keep track of tasks.

“It helps a lot because there is a calendar where all the assignments are listed and it tracks when they are marked complete by the teacher. It helps me to keep track of what I need to do,” she said.

Louisa explained that she learned better in person. She appreciated that the university allowed her to withdraw from an automatic sign-up for an online class and instead take it later when in-person options were available.

Support systems are just as important.

“I’ve developed a good relationship with one of my nursing teachers who checks in [on me] often,” Louisa said. “Knowing that there is someone to support me helps reduce my anxiety when things get tough at school.”

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Louisa stressed that neurodivergent individuals were just as capable as anyone else, while her part-time job at a school day care also gave her a sense of purpose.

Craigen said Louisa’s experience was an example of success with the right support, but many teens with similar conditions struggled.

“We need to focus less on exam ‘scores’ and focus more on building pathways for teens to thrive,” Craigen said.

“I’ve flunked out of high school. Three degrees and two postgraduate diplomas later, I’m living proof that neurodivergent individuals can achieve all their dreams and their differences can become their greatest strengths.”

*Full name withheld at interviewee’s request