Diverse Thinking Different Learning

Dr. Karen Wilson takes on an important topic solo this episode - screen use during the summertime when kids are out of school. With routines loosened and independence increased, many tweens and teens drift toward longer, more frequent device use, and what often begins as "just a little YouTube" can quietly stretch into hours of electronic usage, whether it be gaming, scrolling, and/or late-night screen time, often negatively impacting sleep, mood, and motivation along the way.
This podcast, however, isn't here to frame screens as a simple matter of discipline or "too much time online." Dr. Wilson reframes the conversation around context, breaking down how modern digital environments (built with infinite scroll, autoplay, streaks, and algorithm-driven feeds) are intentionally designed to capture attention. For adolescents whose brains are still developing, these features can be especially effective. Plus, again, summer creates a perfect storm: less structure, more boredom, and fewer offline demands can make screens an easy default for stimulation and emotional regulation. Dr. Wilson highlights that boredom itself isn't the enemy but is often the starting point for creativity, independence, and problem-solving skills that children need to learn to build.
Importantly, she also resists overly simplistic narratives about "screen time causing everything," instead explaining how screens can worsen existing challenges such as anxiety, sleep disruption, and attention difficulties, while acknowledging some benefits of digital spaces for learning and connection for neurodivergent learners.
Come away from this episode with practical, actionable strategies for summer: building predictable daily anchors, separating active vs. passive screen use, expecting and preparing for pushback, modeling healthier tech habits, and intentionally replacing screen time with meaningful offline experiences. This isn't about perfection or fear but rather about helping kids build a balanced, developmentally supportive relationship with technology in a digital world that isn't slowing down anytime soon.

Show Notes:
[0:44] - The Summer Solo Series returns with research-based episodes on children's screen use.
[3:56] - Screen use is less about hours and more about context, content, and purpose.
[5:52] - Hear how adolescents' developing brains make them especially vulnerable to highly stimulating digital environments.
[8:43] - Dr. Wilson explains how screens amplify existing mental health challenges but are not the sole cause.
[10:51] - Even schools are rethinking technology use as attention and learning concerns grow.
[13:21] - Learn how effective screen management requires routines, balanced use, and acceptance of initial pushback.
[15:29] - It's so important for adults to model mindful device usage themselves.
[17:04] - The effects of screen usage vary widely, requiring individualized attention to each child's needs.
[18:28] - In closing, remember that healthy tech relationships balance screen use with essential developmental experiences.

Links and Related Resources:
Episode 142: How to Help Neurodivergent Kids Manage Social Media
Episode 177: How Understanding the Adolescent Brain Helps Us Better Understand Teens
Episode 241: How to Be a 'Screen-Smart' Parent with Jodi Gold, MD
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Email Dr. Wilson: drkiwilson@westlaneuro.com

For this episode, we are replaying another episode of Diverse Thinking, Different Learning, this time episode 239, in which we sat down with Ashley Harding to discuss why it's so important to allow students time for rest, rejuvenation, and exploration of their interests outside of academics, especially during the summer months.
As a reminder, Ashley is a fourth-generation educator and is deeply committed to educational equity. She holds degrees from USC and Tufts University in Child Development, and her career spans more than a decade, during which she has supported students and families in private and independent schools and contributed to global education initiatives in South Africa and Belize. Formerly the Director of External Engagement for a national school network, she has co-authored research on disparities affecting Black and Latino males and has been featured in The Wall Street Journal. Through her organization, North Star Academics, and her roles with BEAN and CHADD, Ashley empowers students with evidence-based strategies and advocates for those with learning differences.
With summer right around the corner, this seems like the perfect time to re-air this episode, and Ashley touches upon the fact that even though academic progress remains valuable throughout the school year, summer offers a really important opportunity for students to strengthen their sense of identity, independence, and executive functioning, so, rather than filling the break with demanding academic programs, she encourages parents to instead prioritize experiences that help build confidence, self-awareness, and connection.
Our conversation stresses the importance of families (both parents and students, that is) using the summer to rest, recharge, and reconnect. Ashley recommends a gradual approach, beginning with more unstructured time in June before introducing increasingly intentional activities in July and August, such as exploring upcoming coursework, reinforcing some core skills, and establishing goals for the new school year.
We also explore the value of real-world learning opportunities such as cooking, managing money, and traveling, all of which can reinforce academic skills in meaningful ways while also supporting executive function development. Ashley emphasizes the importance of giving students, especially older ones, the space to pursue their interests and uncover new passions during the summer.
Show Notes:
[3:58] - Ashley stresses that summer should prioritize rest, integration, and well-being after a year of growth.
[6:52] - Colleges value students' identities, interests, and independence beyond just academics.
[9:08] - Ashley points out how post-pandemic families often need recovery, balance, and time to reset.
[11:36] - Ashley explains how growth involves perseverance, reflection, and preparing for new goals and identities.
[14:09] - Intensive summer programs can cause burnout, making balance and rest especially important.
[15:15] - Rest can help children develop balance, self-awareness, and healthy decision-making skills.
[17:58] - Summer creates opportunities for family reconnection, rest, and improving mental health.
[19:09] - Parents should model balance and create space for unstructured experiences.
[21:47] - Dr. Wilson provides some information about a ChildNEXUS school partner, Frostig School.
[23:12] - Ashley touches upon how everyday activities can help reinforce academic skills without pressure or strict expectations.
[25:14] - Hear how real-world learning and flexible routines can help maintain engagement and executive functioning.
[28:36] - Ashley emphasizes that extra sleep and rest are important, but consistent routines should still remain.
[30:19] - Summer offers some valuable opportunities for self-reflection, confidence-building, and personal growth.
[32:59] - Independence develops via practicing time management, organization, and learning from mistakes.
[35:42] - Dr. Wilson asserts that families can foster confidence by celebrating growth and collaborating on summer plans.
[37:43] - Summer helps families discover evolving interests and strengthen belonging via connection.
[40:21] - Dr. Wilson highlights summer as a chance to reconnect and better understand children.
[42:05] - Beyond a school break, summer can lead to confidence, independence, and personal growth.
Links and Related Resources:
Episode 92: Executive Functioning Skills Over the Summer with Michelle Porjes
Episode 154: Why Self-Efficacy and Self-Advocacy are Important for Diverse Learners with Ashley Harding
Episode 239: Balancing Summer Rest and Learning Support for Diverse Learners with Ashley Harding
Tricia Hersey - Rest Is Resistance: A Manifesto
Frostig School - Website
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Email Dr. Wilson: drkiwilson@westlaneuro.com
Connect with Ashley:
North Star Academics - Website
North Star Academics - LinkedIn
North Star Academics - Facebook
North Star Academics - Instagram
Phone number: 310-853-3208

This week on Diverse Thinking Different Learning, we are discussing the crucial challenge of supporting neurodivergent children without doing so in a way that hinders them from independence. Joining us to take on this topic is Dr. Tara Williams, founder of Innovative Collegiate Consultants.  Dr. William is also a tenured Chemistry professor at College of the Canyons in California, and has spent more than ten years supporting neurodivergent students as they transition from K-12 systems, helping them build confidence and independence in academic settings.
Dr. Williams helps us understand why "helicopter parenting" is not a simple label but is actually a nuanced balance between necessary support and modeling independence, highlighting that parents often act as organizers, advocates, and reminders long before students are ready to fully take over those roles themselves. Through practical, relatable examples, we unpack how independence is gradually built through small, intentional steps rather than sudden, jarring changes.
Our conversation highlights how self-advocacy is not just about speaking up but is also about learning how to ask for help when needed, breaking down tasks, regulating emotions, and more. Dr. Williams shares helpful strategies such as "body doubling," shared study routines, and reward systems that help students stay engaged without removing responsibility from them. She also discusses how parents can begin transferring responsibility in middle school through minor, manageable tasks such as ordering food, emailing teachers, and planning assignments, gradually and gently increasing independence through high school and into college preparation.
A major focus of this episode is how executive functioning skills like time management, organization, planning, and follow-through can be strengthened with early, consistent practice, with Dr. Williams also stressing the importance of building peer support networks so that students learn to rely on classmates and study partners rather than depending solely on adults. We stress that mistakes and failure are part of the learning process and that early structure paired with increasing autonomy can really help students develop confidence and resilience. 

Show Notes:
[2:21] - Dr. Williams explains how advocacy develops via gradual support, not full independence all at once.
[4:57] - Hear how middle school is the key starting point for transferring responsibility from parents to students.
[7:13] - Learn how gradual independence with structured, low-stakes practice can help families shift from management to support.
[9:43] - Dr. Williams argues that working alongside others and practicing small help-seeking steps builds confidence and self-advocacy over time.
[12:46] - Hear how respectful communication and accountability are essential skills for navigating school and real-world expectations.
[13:48] - We discuss how executive functioning and self-advocacy require self-awareness, emotional regulation, and structured support.
[15:59] - Dr. Williams discusses how students build lifelong independence by starting small and learning from failure.
[18:16] - Structured shared work time with breaks and rewards supports focus while also preserving independence.
[20:34] - Dr. Williams explains how using routines, rewards, and modeling can help students balance motivation and effort.
[22:08] - We discuss how gradual independence, peer support, and early self-advocacy can improve academic success.
[25:37] - Discover how early, individualized planning builds organization skills and reduces overload.
[28:47] - Students should gradually take ownership of organization and time management using tools like calendars and reminders.
[30:26] - Ultimately, gradual responsibility for daily tasks helps students build self-advocacy across home, school, and scheduling.
[32:39] - Visual, personalized organization systems improve memory, prioritization, and overall task management.
[34:02] - How can listeners reach Dr. Tara Williams?

Links and Related Resources:
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Email Dr. Wilson: drkiwilson@westlaneuro.com

Connect with Dr. Williams:
Innovative Collegiate Consultants - Website

Innovative Collegiate Consultants - Meet Tara Williams

Innovative Collegiate Consultants - Summer Programs

This month, we are replaying episode 212 of Diverse Thinking, Different Learning, in which Dr. Karen Wilson discusses the ways in which dyslexia can affect a child's mental wellbeing.
Even though dyslexia is commonly associated with reading and language difficulties, the emotional implications are far too often overlooked, and Dr. Wilson unpacks some of the harmful myths that have shaped the public understanding of dyslexia for decades, including the assumption that reading struggles are tied to intelligence. She explains how those misconceptions can affect self-esteem, delay diagnosis, and leave children feeling isolated or incapable.
Drawing from research and real-world examples, Dr. Wilson explores the connection between dyslexia, anxiety, depression, and social withdrawal, especially during critical school years when children are forming their sense of self.  She also highlights how exhausting reading can feel for students with dyslexia, both mentally and emotionally, and why that exhausting effort is so often misunderstood. Dr. Wilson goes into the additional challenges that many children face when dyslexia overlaps with ADHD or anxiety disorders, along with the unfortunate stigma that can come from being pulled out for specialized instruction.
At the same time, however, this episode offers hope. Dr. Wilson stresses the importance of early identification, evidence-based support, and environments that help children recognize their strengths. She also shares encouraging research on resilience and self-advocacy, reminding listeners that dyslexia is only one part of a person's story, so whether you're a parent, educator, advocate, or someone living with dyslexia yourself, this episode is sure to offer research-backed insight, compassion, and a broader understanding of what support truly looks like!

Show Notes:

[0:00] - May is Mental Health Awareness Month, and Dr. Wilson is re-airing an episode about children with dyslexia.
[1:43] - Dr. Wilson explores dyslexia myths and their damaging effects on self-esteem and mental health.
[3:56] - Hear how reading struggles, stigma, and other coexisting disorders can heighten anxiety, depression, and feelings of inadequacy.
[6:39] - There is hope - early intervention, emotional support, and resilience-building help children with dyslexia thrive beyond academics.
[8:58] - It's important to remember that compassionate support and evidence-based interventions can help people with dyslexia succeed emotionally and socially.

Links and Related Resources:
Episode 115: A Family Approach to Dyslexia with Dr, Lauren

Episode 183: Unlocking Potential: A Dyslexia Journey with Rosalin Abigail Kyere-Nartey

Episode 208: Overcoming Dyslexia and Addressing The Reading Crisis with Sally Shaywitz, MD

Episode 209: How the Science of Reading Can Close Literacy Gaps with Dr. Benjamin Powers

YouTube - What Is Dyslexia

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Email Dr. Wilson: drkiwilson@westlaneuro.com

We warmly welcome Dr. Deanna Dow to the podcast. ​​Dr. Dow is a licensed clinical psychologist with over two decades of experience supporting neurodivergent individuals and families. She is the founder and CEO of Spectrum Psych LA, a multidisciplinary clinic that provides assessment, therapy, occupational therapy, medication management, and community-based support, and she has trained and worked in autism clinics and research centers at major institutions including the University of Michigan, the University of North Carolina, Florida State University, and UCLA where her research has focused on early autism identification, parent-led intervention models, and co-occurring mental health concerns such as anxiety, depression, and suicidal ideation.
Dr. Dow also serves as President of the Spectrum Psych Foundation for Inclusion and Empowerment, promoting access, advocacy, and inclusive mental health care and continues to provide psychotherapy and assessment services using a strengths-based, neurodiversity-affirming approach.
In this episode, Dr. Dow helps us unpack the far too often unseen work that neurodivergent individuals put into "blending in" via masking and camouflaging. We explore how strategies such as suppressing natural behaviors, imitating peers, and adhering to social expectations can quietly shape a child's and/or adult's life. We discuss the toll that this effort can take, from drained energy and heightened anxiety to delayed or missed diagnoses, and why it's especially prevalent among girls, high-achieving students, and those with strong cognitive or verbal abilities.

Dr. Dow shares with us some concrete examples of how masking shows up in classrooms, recess, and everyday social situations, highlighting subtle behaviors that often go unnoticed but signal that a child or teen could be struggling on the inside. We talk about the impact of masking on emotional well-being, academic performance, and social connections, while also addressing additional conditions such as ADHD and how overlapping symptoms can further complicate diagnoses and support systems.
We also explore the relief and empowerment that can come with later diagnoses and reframe neurodivergence as a difference rather than a deficit. This conversation is a close look at the hidden effort behind "fitting in" and what it takes to help neurodivergent individuals thrive on their own terms.

Show Notes:

[3:15] - Dr. Dow explains how masking helps allow neurodivergent individuals to fit in, but the effort can often cause exhaustion and anxiety.
[6:02] - Hear how children with autism or ADHD may mask behaviors, causing hidden stress and internalized anxiety.
[9:14] - Dr. Dow argues that social control can drain energy, creating crashes if breaks and regulation opportunities aren't provided.
[12:30] - Many kids appear fine at school but release built-up tension at home from masking effort.
[13:04] - For a lot of kids, home can provide a safe space where they can unload, even if external masking still persists.
[15:45] - Early assessments can help prevent anxiety, build self-understanding, and teach when masking or authenticity is beneficial.
[18:12] - Dr. Dow points out how social withdrawal may reflect beyond negative feedback, not lack of motivation, and that masking can often delay diagnosis.
[21:08] - Many subtle autism signs go unnoticed, so early observation and education are incredibly important for support.
[24:30] - Hear how parents often feel relief after evaluation, realizing that cognitive strengths previously masked signs of autism.
[25:54] - Assessment has the potential to empower youth by explaining that struggles stem from brainwiring, not personal shortcomings.
[26:41] - Hear Dr. Dow explain how neurodivergence openly helps children understand their strengths and challenges.
[28:43] - Dr. Deanna Dow believes that reassuring parents too much can delay recognition of differences and necessary support for kids.
[30:20] - Dr. Dow explains how validating diverse behaviors can help build safety and acceptance.
[33:14] - Dr. Dow argues that educators who understand neurodivergence can help students regulate, feel authentic, and promote more inclusive classrooms.
[35:32] - Hear how you can get in touch with Dr. Dow.

Links and Related Resources:
Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault

Episode 119: Autistic Girls – Overlooked and Underrecognized with Megan Beardmore, PhD, NCSP

Episode 196: Gifted and/or Autistic with Megan Helmen, Psy.D., L.P.

Episode 226: Is It Autism? Recognizing, Assessing & Supporting Children and Teens with Dr. Chandni Singh

Episode 197: Five Best Practices for Math Instruction – Dr. Sarah Powell

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Connect with Dr. Deanna Dow:
Spectrum Psych


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