​In many early childhood settings, educators play a key role in the diagnostic journey for children and their families. A diagnosis can serve as an important gateway to developing a holistic understanding of a child’s neurotype or disability. As educators, we are encouraged to adopt a strengths-based and celebratory approach to all aspects of learning and development, including areas of need. However, this perspective can sometimes feel at odds with health services, which often focus on symptoms, "red flags," and concerns.

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Parents and carers may also feel conflicted by the deficit-based framework of diagnosis, which rarely captures the full story of a child’s lived experiences. While a diagnosis can bring relief and help parents and carers make sense of their child’s needs, it can also be a disempowering and emotionally challenging experience due to its focus on disorders, deficits, and impairments.

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As educators, it is essential to engage in professional dialogue and show solidarity throughout this process. Once a diagnostic report is issued—acknowledging it may be a difficult read for parents and carers—we can also offer reminders of the child’s value and strengths.

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Below is an example of a letter you might share with parents and carers following a diagnosis:

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Dear (insert parent x caregivers name), 

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I hope you are well!

Thank you for sharing with me your child’s recent diagnosis of (insert diagnosis). I hope that this process was affirming and supportive and that knowing your child’s neurotype and disability becomes a further gateway for both you and your child to understand their strengths, traits, differences and needs. 

The way in which children and adults are currently diagnosed can feel quite confusing. We spend so much time talking about the importance of recognising strengths but then a diagnosis can feel like a focus on your child’s difficulties or perceived negative aspects. I want to assure you that while diagnosis can be necessary, it does not necessarily tell your child’s whole story. I am writing this letter because I want to make sure that you know that as a key person, and as your child’s setting, we want to tell the other parts of their story alongside you. 

I want to begin by talking a little about your child’s strengths and what I appreciate about your child:

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• Strengths that are meaningful to your child

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We understand from your child’s diagnosis that they may need support in particular areas, but we also know that the diagnosis includes the following traits. Your child might do things differently but these are equally valid and valued. I have noticed:

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• Here reframe differences that have been historically pathologised

 

This transition  over the next few months will likely have highs and lows as we all adjust to understanding your child better, but I want to assure you that we are by your side, and we are keen to learn about what is best for your child, and for you. Below are a few ways that we can support, but please feel free to add your own suggestions. 

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• examples of supports and signposts to useful information

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Lots of solidarity, 

Key Person’s name.