Neurodivergent children experience disproportionately high rates of anxiety, depression, and social isolation, yet many mental health and identity-building interventions remain difficult to access, particularly for families in regional and remote communities. Geographic isolation, workforce shortages, digital exclusion, and systems not designed for neurodivergent ways of learning and engaging can compound inequities and reduce access to meaningful early intervention.

Funded through a Ramsay Hospital Research Foundation Social Determinants of Health Innovation Grant, our in-progress mixed-methods research project explores how digital mental health interventions can become more accessible, acceptable, and equitable for neurodivergent children and their families.

Using the SAS Small Group program and a new Child Identity and Self-Advocacy program as implementation case studies, the project combines scoping reviews, program data analysis, qualitative inquiry, and participatory co-design. Neurodivergent children, caregivers, clinicians, educators, and lived-experience stakeholders are actively involved throughout the research process to identify barriers, explore enablers, and co-design practical adaptations for real-world implementation.

The project examines not only technical accessibility, but also the importance of service pathways and the uniqueness of neurodivergent profiles to support genuine participation and self-advocacy. By embedding lived experience and multi-stakeholder views into digital health innovation, this research aims to contribute to more inclusive service models and reduce the inequities experienced by underserved communities.

This presentation will share emerging insights, co-design learnings, and implications for the future of accessible digital mental health delivery in regional Australia.