This public child law CPD course provides a practical and insightful examination of neurodivergence in family proceedings, with a particular focus on how ADHD, autism, and other neurodevelopmental conditions can affect participation, communication, parenting assessments, and decision-making in public child law cases. The session explores what neurodivergence is, why it is becoming an increasingly significant issue in family law, and how practitioners can better identify when a parent, child, or witness may require additional support. Particular attention is given to the overlap between neurodivergence, trauma, adverse childhood experiences, mental health, masking, stigma, and safeguarding risk, as well as the way these issues may be misunderstood or mischaracterised in proceedings.
The course also considers the legal framework and professional duties arising under the Family Procedure Rules, Practice Direction 3AA, and related guidance, including the need to focus on functional needs rather than formal diagnosis alone. Delegates will gain practical guidance on identifying barriers to participation, seeking reasonable adjustments, using tools such as the FLANC ‘All About Me’ document, challenging unsuitable assessments, and considering the appropriate use of intermediaries in both case management and evidential contexts. Through real case examples and intermediary insight, this course equips practitioners to approach neurodivergence more confidently, more fairly, and more effectively, helping to ensure that parents and children are not disadvantaged by systems that fail to recognise how they process information, communicate, or cope under stress.
Key Takeaways
- A clear understanding of neurodivergence and its relevance in public child law proceedings
- Insight into how ADHD, autism, trauma, and masking can affect participation and presentation
- Practical guidance on identifying neurodivergence early and keeping it under review throughout a case
- Understanding of the duties arising under the Family Procedure Rules and Practice Direction 3AA
- Greater confidence in seeking reasonable adjustments, tailored assessments, and appropriate participation directions
- Practical knowledge of the role and effective use of intermediaries in supporting fair participation
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