The needs of children with early neurodevelopmental diagnoses changes across adolescence
Submitted by Yufei Cai
This study explored the neurodevelopmental and psychosocial outcomes among children with early diagnoses of attention deficit hyperactivity disorder (ADHD), autism, dyscalculia, or dyslexia across adolescence. Specifically, we focused on changes in ADHD and autistic symptoms, learning, relationships, and mental health.
We compared outcomes at the ages of 12 and 16 years between adolescents with these early diagnoses and those without neurodevelopmental diagnoses. The findings showed that adolescents with different early neurodevelopmental diagnoses experienced different patterns of strengths and difficulties over time. Neurodivergent adolescents also showed distinct patterns of difficulties relative to the comparison group:
Adolescents with ADHD had higher levels of inattention and hyperactivity/impulsivity at 12 and 16, lower academic performance at 16, and elevated mental health challenges at 12.
Autistic adolescents showed higher levels of inattention, hyperactivity/impulsivity, autistic traits, and peer difficulties at 12 and 16.
Adolescents with dyscalculia had challenges in all areas except for peer relationships at 12, with only mathematical underachievement persisting to 16.
Adolescents with dyslexia showed difficulties in all domains at 12, with issues related to inattention, hyperactivity/impulsivity, academic achievement, and peer relationships persisting to 16.
At age 12, neurodivergent adolescents showed diagnosis-specific difficulties and broader neurodevelopmental and psychosocial challenges; by age 16, they were characterised by distinctive trajectories, with some difficulties continuing and some difficulties resolving. These findings underscore the need for repeated, broad-based assessments to understand the changing needs of children and adolescents with early neurodevelopmental diagnoses.
I’m a parent - what does this mean for me?
Neurodevelopmental difficulties can change over time; some challenges may persist while others may improve during adolescence. Parents should consider their child’s needs broadly, including attention, learning, relationships, and emotional wellbeing, rather than focusing only on the original diagnosis. Regular assessment and communication with schools and professionals may help identify changing support needs. A diagnosis does not determine a child’s future outcomes; children may show different patterns of strengths and difficulties.