Text and Photo by Sarah Edali, MSc(c) Editor’s Note: This blog post was written by Sarah Edali, an incoming MSc student who previously worked in the BESST lab on perinatal mental health. Drawing on personal insight alongside emerging literature on neurodiversity, the piece invites readers to reconsider dominant assumptions about productivity, routine, and “optimal” functioning. Readers are encouraged to engage with this post both as a reflective narrative and as an entry poin

Exploring how continuity, scaffolding, and collaborative caregiving shape a neurodivergent child’s development Opening Reflection When a child is forced through repeated transitions, who absorbs the impact so the child doesn’t fracture? I am writing this on the eve of another transition. Tomorrow, she boards a plane to visit her mother for two weeks. She has taken this flight many times before, yet it still carries fear. Transitions do not become neutral through repetition;