01 / Understand
Difference is a starting point for understanding
Neurodiversity is part of human diversity: people think, learn, pay attention and experience the world in different ways. Neurodivergent describes neurological functioning that differs from more common patterns. Difference does not determine a person’s worth.
We use “neurodivergent girls” as a community term while respecting individual language preferences. A strengths-based approach values abilities, interests and potential while taking difficulties and support needs seriously.
Neurodiversity-affirming support starts with a girl’s own experience, choices and goals. Together, we can adapt environments and communication so she can participate as herself, while taking difficulties seriously. Read the psychology perspective ↗
This page explains neurodiversity and related terminology. Each person’s experiences and combination of characteristics can differ.
02 / Find the words
Key terms, explained simply
These words can help a conversation; they cannot replace listening to someone’s experience. The terms below offer an introduction to neurodiversity.
Autism / ASD
How information, communication and surroundings are experienced
Autism is a difference in how the brain develops and processes information, present from early life. Autistic people may understand tone of voice, facial expressions and implied meanings, and communicate with others, differently from most people. They may rely on familiar routines, repeat movements or have very focused interests. Sensitivity to sounds, light or touch can also differ.
“Spectrum” means each person has a different combination of characteristics, strengths and support needs.
Source ↗ADHD
Attention, activity and impulse control
ADHD is a neurodevelopmental difference that begins in childhood. It involves persistent difficulties with attention, high activity levels or impulsivity. Some people mainly need support with attention; others find sitting still or waiting harder, and some experience both.
These patterns persist across different settings and affect learning, work or relationships. Occasional distraction or restlessness alone does not mean someone has ADHD.
Source ↗Dyslexia
Differences affecting literacy
Dyslexia involves differences in reading, writing and spelling. It does not define a person’s intelligence or potential. The pace of reading, ways of expressing ideas and support that helps will differ between people.
Source ↗Executive function
Mental skills for working towards a goal
A set of mental skills used to guide thinking and actions towards a goal. These include holding and using information (working memory), shifting perspective as circumstances change (cognitive flexibility), and pausing an immediate response (inhibitory control). Planning a sequence and completing a task with several steps draw on these skills.
Source ↗03 / See her experience
Quiet or fitting in can still mean needing support
Some autistic girls mask or camouflage their differences to fit into social situations. This can make needs harder to recognise; people of other genders may share this experience too. Read the source ↗
Petal’s advocacy focuses on the gap between appearing to cope and feeling supported. We want girls to have space to discuss learning, friendship, identity and the pressures of growing up, rather than judging their needs only by grades or visible behaviour.
Gender-responsive support pays attention to how girls’ experiences may be overlooked without assuming all girls have the same profile. Listening to the individual is the first step.
Explore our advocacy priorities →Sources and further reading
Updated 12 September 2026. Terminology draws on the sources below; community principles and advocacy priorities reflect our mission. Service and referral arrangements described in overseas sources may not apply in Hong Kong.
