Category: Practical

You might be wondering why addressing neurodivergence in the context of ministry is an important endeavor. I get it — I’ve wondered too! The best answer I can offer is this: because neurodivergent children and adults live among us. Because they are cherished by God and worthy of our investment of time and effort. And because ignorance is not bliss — it can fracture God’s Kingdom with misunderstandings, conflict, and the withholding of empathy.

If only because it grows us into loving better and more thoughtfully, I believe that learning more about the humans around us is a spiritual practice and God-given privilege. 

NEURODIVERSITY IN THE WORLD OF TCKs

There is a particular kind of exhaustion many globally mobile families experience. The kind that feels linked—sometimes in obscure ways—to that third airport security line, that calendar-busting conference, that language-learning plateau, that brutal goodbye to friends we may not see again, that moment your child dissolves into tears because the cereal tastes different in this country, or that weather pattern that sucks the life out of everyday activities.

In the cross-cultural community, we tend to tell ourselves that it’s transition stress. Culture shock. Jet lag. Grief. And often, it is—or a combination of them all.

But there can also be something more complex happening beneath the surface. Something quieter, more deeply wired into the way a child experiences the world—or, in the case of MKs, multiple worlds.

What is neurodivergence?

In recent years, conversations around neurodiversity have become far more common. Current estimates suggest that between 15% and 20% of the population may be neurodivergent, so it’s no wonder that efforts to deepen our understanding are expanding.

At its simplest, neurodivergence means that a brain functions differently from what is considered usual or “typical.” Neurodiversity embraces the idea that everybody’s brain works uniquely and that neurodivergence is a normal variation.

ADHD, autism, OCD, dyslexia, sensory processing differences, dyscalculia, traumatic brain injury, and other neurological differences can all fall under this broad umbrella. Neurodivergence can show up in countless ways—from sensory overwhelm and learning differences to intense creativity, diminished executive function, or information processing that differs from that of brains considered more “typical.”

The Strengths of Neurodivergence

Though neurological differences were formerly viewed simply as deficits, researchers and clinicians now understand neurodivergence as part of the natural variation of human brains—producing unique strengths as well as unique challenges.

It’s important to remember that these same TCKs wrestling with layers of difference often possess extraordinary gifts.

In her article At the Intersection: Navigating Neurodivergence and Third Culture Kids, Dr. Kristen Williamson highlights the creativity, innovation, empathy, deep focus, and problem-solving abilities that frequently accompany neurodivergence. The child who notices details everyone else misses. The teenager who learns languages through patterns and rhythms. The young adult whose emotional sensitivity allows them to connect deeply across cultures.

Sometimes the very wiring that makes life more complicated also allows a child to experience beauty, excel academically, analyze complex data, and respond with empathy more naturally than the rest of us do.

The Relief of Diagnosis

Of the adult TCKs interviewed for this article and its accompanying video, most weren’t diagnosed until adulthood. Sometimes diagnosis came after burnout. After reentry. After struggles in higher education. Or after years of wondering why ordinary life seemed to require extraordinary effort.

For many neurodivergent people and their families, diagnosis itself is not the devastating moment they feared. Often, it brings relief—because there is finally language for their strengths and challenges. There is an explanation for why transitions feel catastrophic rather than merely difficult. Why noise feels physically painful. Why social interaction requires marathon-level energy. Why someone can appear perfectly composed in public and completely unravel at home.

Neurodivergence in Cross-Cultural Spaces

For Third Culture Kids, neurodivergence can create a particularly layered experience because so much of TCK life already requires constant adaptation. New schools. New languages. New social rules. New expectations. New relationships. New losses.

Indian writer and advocate Nanyadiri, who is autistic and has ADHD (AuDHD), describes the autistic TCK life as “a difference inside a difference.” The phrase captures something globally mobile families recognize in their children with neurodivergence: some are not merely learning to adapt across cultures; they are trying to navigate a world that may already have been unpredictable, confusing, or painfully loud—and now it is exponentially more overwhelming.

Transition is one of the greatest challenges for neurodivergent TCKs. Airports. Temporary housing. Shifting routines. New foods. Unfamiliar smells. Different classroom expectations. New cultural customs. All the unpredictability that globally mobile families eventually normalize can feel deeply dysregulating.

For some children, the adventure of it all feels exhilarating. But for others, it might feel more like being forced to stand in the chaos of Times Square at rush hour—with strangers yelling questions, street vendors selling unfamiliar things, friends pushing new foods at their faces, and a thunderous storm assailing them with rain and wind—all while realizing that everything familiar (people, places, routines, their own bed) is no longer within reach.

Now imagine trying to manage that 24/7—without protective filters, escape routes, or loved ones who understand how exhausting it is.

The Tangled Strands of TCKness and Neurodivergence

The challenges don’t end with transition. For those who love TCKs with autism, OCD, ADHD, and other forms of neurodivergence, distinguishing brain differences from cross-cultural traits can be difficult.

The impact of neurodivergence, trauma, and chronic stress can sometimes look remarkably similar. Frequent moves, unresolved grief, political instability, educational disruption, repeated upheaval, and abuse can all affect a child’s nervous system. Meanwhile, globally mobile life itself already looks unconventional.

A child who struggles socially may be assumed to be adjusting to a new culture. A child overwhelmed in crowds may be labeled sensitive. Executive-functioning difficulties may be blamed on transition stress rather than recognized as part of ADHD or autism.

Jenilee Goodwin, a fellow A Life Overseas writer, notes in How to Notice Neurodiversity in Third Culture Kids that neurodivergent TCKs often slip under the radar for precisely this reason. Sometimes what we’re seeing really is TCK struggle. Sometimes it is an expression of an underlying brain difference. Quite frequently, it is a combination of both.

This is why untangling the strands of TCKness and neurodivergence is so complicated. It takes time, learning, wisdom, and often an investment of effort and funds in professional evaluation. Understanding the “why” behind a child’s behavior is essential to providing support that addresses their actual needs rather than applying strategies that may exacerbate their struggles.

Knowing more can change the entire conversation from frustration to compassion—and then to appropriate action.

The Realities of Masking

Another reason neurodivergence gets missed in cross-cultural communities is that so many children become exceptionally good at masking. Especially TCKs. Especially bright, capable, adaptable children who are praised for maturity and flexibility.

Girls, in particular, are often missed because their struggles don’t match traditional stereotypes of neurodivergence. Rather than appearing disruptive or hyperactive, many become experts at people-pleasing, perfectionism, emotional caretaking, or quiet overachievement. They may look socially successful while privately rehearsing conversations, analyzing interactions, and becoming chronically exhausted from trying to make coping appear effortless.

In missionary and ministry environments, children who mask well may be celebrated as adaptable, mature, helpful, and selfless while carrying extraordinary levels of internal stress.

And boys can mask too—especially thoughtful, sensitive boys who learn early that emotional overwhelm or social confusion feels unsafe to reveal. But because many people still picture neurodivergence primarily as a loud little boy bouncing off classroom walls, quieter presentations are frequently overlooked altogether.  

So many neurodivergent TCKs are working tirelessly behind the scenes to appear “fine.” They study social expectations. They rehearse conversations. They observe peers and imitate what seems socially acceptable. They hold themselves together all day and then collapse emotionally once they reach home.

Psychologist Laura Mannucci captures this beautifully in Belonging in Translation: Autism, ADHD, and the Hidden Labor of Adapting Across Cultures: “When you have learned to mirror others to belong, the authentic self becomes hard to locate.”

The immense mental effort required to constantly decode cultural expectations while also navigating neurodivergence becomes, as Mannucci describes it, “an ongoing negotiation between worlds.” For many TCKs, that hidden hypervigilance becomes a way of life—and an exhausting drain on their energy.

What Neurodivergent TCKs Need from All of Us

According to the TCKs I interviewed, one of the gentlest shifts parents can make is moving from disciplining difference to approaching it with curiosity. Instead of asking, “Why is my child overreacting?” ask, “What might this situation feel like inside my child’s nervous system? What could be the reason for that?” Instead of rewarding the masking that allows children to appear more “typical,” invest time, effort, and funding into the kind of research and testing that might uncover liberating answers.

And then extend love—because there are far too many neurodivergent TCKs who believe their brain difference is failure, weakness, or even sin. We as a community need to speak—and be—the antidote to those destructive lies.

So what can we actually do?

Throughout ministry life, small changes can foster stability and safety: limiting social commitments, building in respite, creating quiet spaces and predictable routines, reducing toxic stress where possible, educating siblings and community members, and supporting activities that allow for regulation and expression—art, movement, writing, creating, organizing, inventing, or analyzing.

Even adjusting family menus to accommodate intolerable textures and tastes can matter. For some autistic children, this isn’t simply a food preference; it is a visceral inability to get past the texture or taste.

Jenilee Goodwin encourages families in transition to build predictability wherever possible: visual schedules, familiar foods, comfort objects, advance warning before changes, recovery time after overstimulation, and small rituals carried from country to country.

These things may sound insignificant to people who function more typically, but to a neurodivergent child, they can feel like safety in the swirling center of threatening chaos.

Parents may also need to reevaluate expectations around pace and productivity. Many neurodivergent TCKs can technically endure crowded schedules, rapid travel, stimulating ministry environments, and constant social interaction—while paying an invisible emotional cost.

A child may be coping remarkably well on the outside while quietly unraveling internally. 

But there’s a huge difference between surviving and flourishing.

The Beauty in the Difference

Goodwin’s articles emphasize the importance of helping children understand their own brains with dignity and compassion. Neurodivergent children need language that frames their differences not as personal failures, but as part of their unique wiring. Dr. Williamson argues that when neurodivergent TCKs receive understanding and support, many develop exceptional resilience, intercultural awareness, empathy, and creativity.

When I speak with adult TCKs who received a diagnosis about what they wish someone had told them sooner, they point to the crucial importance of parents and loved ones affirming who they are—and rejecting the lies the world and their own inner voice might inflict on them.

Perhaps one of the most hopeful truths emerging from these conversations is that many neurodivergent TCK adults—with affirmation, care, support, and therapy—eventually come to see their differences not merely as obstacles, but as part of the very wiring that shaped their strengths. The sensitivity that once led to overwhelm becomes empathy. Hyper-awareness becomes emotional intelligence. The lifelong practice of observing cultures and decoding people becomes insight and wisdom.

The traits that complicated childhood can become part of what allows these adults to move through the world with unusual compassion, creativity, and depth.

Not despite their wiring—because of it.

And perhaps that is the invitation here—not to pathologize difference, nor to romanticize struggle, but to notice children more carefully. To listen more curiously. To create environments where they do not have to spend their lives pretending to be less sensitive, less intense, less observant, or less themselves in order to belong.

Because some of the children who experience the world most deeply may also be the ones most capable of helping the rest of us see it more clearly.

They are not broken.

They are not burdens.

They are unique, precious, created by God, and so very loved by Him.

 

Further learning:

— This version of the article does not include the profound and fascinating quotes collected from eleven neurodivergent adult TCKs. You can find the full article here.

— My entire three-part series on TCKs and Neurodiversity (including an interview with Jenilee Goodwin, an extended version of this article, and a videoed collection of personal stories from adult TCKs) is here.  

— Additional reading:

Belonging in Translation — Laura Mannucci
Different, Not Less — Chloé Hayden
Divergent Mind: Thriving in a World That Wasn’t Designed for You — Jenara Nerenberg
Driven to Distraction — Hallowell & Ratey
Embracing the Autism Spectrum — Dr. Stephanie Holmes
Lost in Translation: The Social Language Theory of Neurodivergence — Janae Elisabeth
Neurodiversity for Dummies — John Marble, Khushboo Chabria, and Ranga Jayaraman
Uniquely Human — Barry Prizant
Uniquely Us — Dr. Stephanie Holmes
Unmasking Autism — Devon Price