Seeing the World Through Her Eyes

A Neurodivergent 9-Year-Old Speaks 

Children’s voices are valuable. Too often, the experiences of neurodivergent kids are overlooked. Listening to them is essential. Their perspectives can teach us how to build a world where being different is celebrated, not corrected.

We recently had the privilege of speaking with a 9-year-old girl who is autistic, gifted, and has ADHD. Here is her story in her own words.

 Q: How do you feel about being called 'neurodivergent' or 'neurodiverse'? What do those words mean to you?
"I actually don’t know, it means that I’m different."

Q: If you could describe yourself in three words, what would they be?
"Happy. Pretty. Sometimes sad."

 Q: What are some things you feel really good at or enjoy doing?
"Riding horses, playing hide and seek."

Q: Can you share a time when you felt proud of something you accomplished?
"Going to the dentist, because I'm very scared of it, and when I got elected student council last year."

 Q: What does your brain do when it's feeling extra busy or distracted?
"When I’m busy, I like to be busy, and when I’m distracted, I can get annoyed. For example, when the teacher is talking and a friend is talking to me, I try to tell them not to talk. Sometimes I cannot help but get distracted."

Q: Are there things that help you focus or calm down when you're feeling overwhelmed?
"Hugs from mam and dad help a lot, petting my dog, and fidget tools sometimes."

Q: Are there sounds, lights, or textures that you really like or dislike?
"I love the sound of heels when they touch the ground—it’s regulating. I dislike when my dog barks really loud, crowded places, and loud music."

Q: How do you like to spend time alone or with others?
"With others I like to play; with myself I like to watch a movie and read."

Q: What do you like most about school? Is there anything that makes school tricky for you?
"Big break! Listening to the teacher can be tricky."

Q: How do you learn best? Are there things that help you understand or remember things?
"In fun ways, with movement as well. Writing stuff down helps me remember."

Q: How do you like to make friends?
"So-so."

Q: What makes you feel happy when you're with other kids?
"Playing."

Q: What makes you feel upset when you're with other kids?
"When in a large group, it is difficult for me to know when is my turn to talk. Sometimes I need to speak loudly and my throat hurts later."

Q: Is there something you wish people knew about you?
"I don’t know."



Q: How can adults help you feel understood and supported?
"I feel supported once they get to really know me."

Her words remind us that identity is personal and evolving. Being neurodivergent isn’t something that defines her limitations—it’s just one part of who she is. She can see herself as happy and capable, and also acknowledge her moments of sadness. These answers highlight her unique strengths and accomplishments. Moments that might seem small to adults—like visiting the dentist—are big achievements to her, reflecting resilience, courage, and independence. Celebrating these victories helps children develop confidence and pride in their abilities, rather than focusing only 

on their challenges.

Hearing her describe her ADHD shows both the challenges and the strategies she uses to navigate them, highlighting the importance of support, understanding, and practical tools that allow her to manage her busy mind in ways that feel safe and empowering. Her sensory experiences shape how she engages with the world, reminding us that neurodivergent children experience the environment differently and that respecting those differences is key to supporting their wellbeing. Her ability to enjoy both social play and solitary activities shows the richness and variety of her interests.

Her insights on learning underscore the need for flexibility and creativity in education, while her social experiences reveal both the joys and complications of interaction. Understanding and respecting these differences is crucial to helping children feel included without forcing them to conform. Finally, her reflections on support remind us that it’s not about fixing or changing her—it’s about listening, observing, and building understanding. Children feel most empowered when they are seen, accepted, and given space to be themselves.

Reminder for All of Us

These insights are more than just an interview. They are a call to action. Neurodivergent children are not broken. They are enough. They are full of creativity, love, and intelligence.

Perhaps we should take Oscar Wilde’s words to heart: "Be yourself; everyone else is already taken."

By listening, affirming, and valuing neurodivergent voices, we can help children grow up feeling loved, understood, and empowered to be themselves. And that, in turn, can prevent the pain and struggles that come from feeling like you must conform to a world that doesn’t see you. 

Let’s start listening. Let’s start learning. Let’s start celebrating the unique, brilliant minds of our children.