Supporting neurodivergent children: The work of Clinical Associate Psychologists in transforming services to be more neurodivergent affirming

This paper explores how introducing Clinical Associate Psychologists (CAPs) into a children’s neurodevelopmental service supported the development of neurodivergent affirming practice, aligned with the Neurodiversity Paradigm and Social Model of Disability. CAPs provide tailored post-diagnostic interventions. These are designed to be flexible, sensory-aware, and identity-affirming, helping to increase engagement and provide support better suited to the individual needs of neurodivergent children and families. Training was delivered to both internal and external professionals, including Assistant Psychologists, school staff, and wider NHS staff. This promoted shared learning around neurodivergence, masking, burnout, and intersectionality, encouraging more accessible and inclusive support across systems. Two service evaluations focused on clinician practice and parent experience. These highlighted strengths and areas for improvement, particularly around accessibility and lived experience. The findings directly informed service changes and future training plans. The paper reflects on the opportunities created by the new roles and how other services could replicate similar work with the right support. It highlights that while wider systemic challenges remain, small, focused changes can contribute to more inclusive and affirming care for neurodivergent children.