Being understood: Neurodivergent care leavers’ perspectives on their own communication skills

Background Emerging research has suggested that a significant proportion of children and young people in looked after care present with communication needs including Developmental Language Disorder (DLD) and other forms of neurodivergence. It is not known how these young people perceive and experience their communication skills and needs. Aims The aim of this study was to understand how neurodivergent young people with communication support needs who are leaving care perceive their own communication, and how their communication fits within their lived experiences. Method Twenty-three neurodivergent young people aged between 17 and 24 years leaving care engaged in semi-structured interviews about their communication skills and life experiences. Adaptations to the interviews were made to facilitate accessibility. The interview data were transcribed and analysed using Reflexive Thematic Analysis. Results A central concept in the interviews was being understood. Analysis resulted in four main themes: (1) mutual understanding as a pre-requisite for connection with others; (2) the risk of being misunderstood and misjudged; (3) misunderstandings of neurodivergence and the consequences for support; and (4) Understanding their own differences and disability as a route to potential self-advocacy. Conclusions Neurodivergent young people leaving care were able to discuss and advocate for their communication experiences. The themes identified related to their broader experiences of communication and the value of trusted communication with others. Communication is highly important to these very vulnerable young people. Speech and Language Therapy services and other professionals need to provide more timely and targeted support for young people within the care system to ensure their communication needs are identified and supported and to enable further self-advocacy.