This article is a commentary. A commentary is where the authors share their views and ideas on a specific topic.

This commentary looks at how reports written by paediatric neuropsychologists (psychologists who assess how children’s brains affect learning, behaviour, and everyday life) have traditionally focused mainly on what children struggle with and are unable to do. The authors explain that, while it is important to identify challenges, focusing just on problems can be unhelpful for children and their families.

The authors believe that reports should also clearly describe a child’s strengths, interests, and abilities. This is known as a strengths-based approach. Using research, modern health frameworks, and ideas from the neurodiversity movement, the authors explain why strengths-based and neuro-affirming approaches are helpful. A neuro-affirming approach recognises and respects differences in how children’s brains work and views these differences as a natural part of human diversity, rather than something that needs to be fixed. And so, understanding what a child can do, and what they are enjoy, can help families and professionals better support their learning, development, and well‑being.

The authors offered practical suggestions for assessment and report writing. These include using respectful and empowering language, including the views of the child and their family, explaining abilities in everyday terms, and focusing on growth and future development.

Overall, the commentary encourages professionals to shift toward writing reports that describe the child as a whole person. This can help families, schools, and professionals better understand how to support children to thrive.

Citation:

Slykerman, R. F., & Knight, S. (2026). A strengths perspective in pediatric neuropsychological report writing.Journal of Pediatric Neuropsychology, 12(1), 28–34. https://doi.org/10.1037/jpn0000020