Neurodivergent young people are disproportionately represented across policing, youth justice, and other disciplinary systems—not because they engage in more harmful behaviour, but because everyday neurodivergent traits are frequently misunderstood and mismanaged. During adolescence, when identity formation, emotional regulation, and neurological development are still in progress, justice contact can become a high-impact wellbeing event with lifelong consequences.

This presentation positions youth justice and justice-adjacent systems as powerful social determinants of neurodivergent wellbeing. It explores how common justice practices—such as rapid compliance demands, sensory-intense environments, adversarial communication, and rigid behavioural expectations—interact with neurodivergent nervous systems to increase stress, dysregulation, anxiety, and burnout. When these responses are further shaped by intersecting identities, including culture, gender diversity, sexuality, disability, and trauma exposure, the risk of harm multiplies.

Rather than focusing on policy critique or abstract theory, this session offers a practical, wellbeing-centred framework that explains how identity-blind responses escalate distress and how identity-affirming approaches protect regulation, dignity, and healthy development. Delegates will gain a clear understanding of why behaviours often labelled as “defiance,” “non-compliance,” or “risk” are more accurately understood as stress responses, communication differences, or unmet support needs.

The presentation reframes prevention not as surveillance or control, but as belonging, predictability, and support. It demonstrates how small, intentional shifts in language, environment, expectations, and response timing can reduce escalation, improve engagement, and support positive mental health outcomes for neurodivergent youth.

Through real-world, wellbeing-safe examples and applied strategies, participants are guided to see how identity-affirming practice functions as early intervention—reducing harm, supporting self-regulation, and interrupting pathways that otherwise lead to repeated justice contact. The session ultimately challenges delegates to view youth justice responses through a developmental and wellbeing lens, asking not “How do we enforce compliance?” but “How do we protect the wellbeing of young people while they are still becoming who they are?”

Creating genuinely inclusive environments for Autistic people requires more than
awareness training or policy change. It requires meaningful, community-centred
approaches that connect research, lived experience and needs. This presentation
introduces a neuro-a􀆯irming, community-based model developed within our Autisticled
organisation, to strengthen inclusion, belonging and neuro-dignity across
education, workplaces and community settings.
Grounded in lived experience leadership, our presentation explores how community
programs translate evidence and lived experiences into practical supports. Our
presented model centers three interconnected elements: belonging and identity; skills,
self and peer advocacy; and systems change. Together, these elements empower
Autistic people to build confidence, navigate education and employment systems, and
participate in community life.
While sharing examples from community-centred initiatives, we demonstrate how peer
connection, mentoring, educational advocacy and capacity building can create
inclusive, a􀆯irming and supportive environments. Particular attention is given to how
Autistic leadership and lived experience shapes program design and delivery, ensuring
that supports reflect the priorities, strengths and realities of Autistic communities.
The session is co-presented by two colleagues from Empower Autism, an Autistic lead
organisation dedicated to translating research and lived experience into practical
community programs. One presenter is an Autistic culturally and linguistically diverse
(CALD) woman and former academic specialising in Autism, belonging and wellbeing,
now leading community and corporate education. The co-presenter is an Autistic
advocate, podcast host, workplace trainer, and public speaker with deep community
connections. Together, they bring complementary perspectives that combine research,
lived experience and community engagement.