GROVE’s specialist Autistic Mentors support Autistic children and teen’s well-being, self-understanding and self-esteem through neuro-affirming 121 mentoring and peer groups.
UK-Based Online Mentors Supporting Autistic Young People Worldwide
ONLINE MENTORING FOR AUTISTIC CHILDREN & TEENS
GROVE provides neuro-affirming online mentoring for Autistic children and young people – we are based in the UK but can support worldwide. Every Mentor is Autistic themselves and many hold advanced academic qualifications in autism (PGCert, BA, MA, PhD), ensuring support grounded in lived experience and deeply specialist knowledge. GROVE’s mentoring is tailored, trauma-informed and low-demand. Our approach is built on authentic connection, developing relational safety and can improve self-understanding, well-being and self-esteem.
~ ACCEPTANCE ~ SUPPORT ~ UNDERSTANDING ~
HELP AUTISTIC CHILDREN UNDERSTAND AUTISM
When a young person is diagnosed they need access to neuro-affirming information about autism – this is an essential way of helping them understand themselves and build a positive Autistic identity. This is where BEING ME is unique – a low-demand, 10-week group programme where Autistic young people can explore their experiences and identity in a neuro-affirming way alongside actually Autistic Mentors. BEING ME supports them in knowing themselves, valuing themselves and being themselves.
~ UNDERSTANDING ~ IDENTITY ~ SELF-ESTEEM ~
ONLINE INTEREST GROUPS FOR AUTISTIC CHILDREN & TEENS
Relaxed, Mentor-supported online groups where Autistic young people can connect through shared passions, optional activities and low-pressure communication. With cameras and mics always optional, everyone can join in however works best for them. Current themes include: Science, Drama, Dragons, Reptiles, Animals, Pokemon – want something different? Submit an expression of interest and we’ll see what we can create for your child!
~ ACCEPTANCE ~ FRIENDSHIP ~ BELONGING ~
AUTISTIC LED TRAINING, CONSULTANCY & SPEAKING
Looking to deepen understanding and shift practice?
Our training, speaking and consultancy is led by Jess – GROVE’s Founder/Director – an Autistic/ADHD educator with 17 years’ experience in schools and leadership. Jess holds a Master’s in Autism (distinction).
We offer personalised, real-world support for both staff and young people.
~ KNOWLEDGE ~ POLICY ~ PRACTICE ~
HOW GROVE'S AUTISTIC LED MENTORING IS UNIQUE
WE ARE TRULY NEURO-AFFIRMING
Neuro-affirming isn’t a slogan – it’s at the heart of our work.
We:
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Reject deficit-based and pathologising models of neurodivergence.
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Centre Autistic identity, dignity and self-understanding.
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Support Autistic young people to be themselves but also understand the safety needed for this.
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Train others in what real neuro-affirming practice looks like.
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We also reject ‘performative’ neurodiversity-lite.
View our Neuro-affirming Foundations here.
WE ARE ALL AUTISTIC
We believe that every Autistic young person should have access to other Autistic people – this community connection can be transformative for self-understanding, self-acceptance and well-bring. GROVE’s specialist Autistic Mentors understand first-hand the challenges of living in a neuro-normative world and can therefore empathise, support and guide in a deeply attuned way.
Learn more about Autistic mentoring for Autistic young people here.
WE ARE HIGHLY QUALIFIED & EXPERIENCED AUTISM SPECIALISTS
Our team is uniquely qualified, blending years of experience with advanced training and deep community insight. GROVE’s Autistic Mentors bring diverse, high-level qualifications in autism studies, including Postgraduate Certificates, BAs, MAs to PhDs and we also contribute to research, present and train others nationally and internationally. We don’t believe there is another mentoring organisation in the UK with the depth of knowledge GROVE’s Autistic Mentors have. This ensures your young people are accessing the most up-to-date and neuro-affirming autism knowledge and practice.
WE ARE RESEARCH INFORMED, CONTINUALLY LEARNING
Our team is dedicated to deepening our understanding of Autistic experience and identity through continual learning and reflection. Informed by academic research, lived experience and active engagement with the Autistic community, we remain humble in our approach. Regular professional development and a commitment to staying updated with the latest research guide us in our work with young people.
OUR VISION
GROVE aspires to be a safe community for Autistic young people to connect through shared interests & experiences.
We support young people’s personal growth by fostering a positive & authentic identity through neuro-affirming mentoring, groups & our ‘BEING ME: Knowing Myself, Valuing Myself, Being Myself’ programme.
GROVE’S NEURO-AFFIRMING FOUNDATIONS
- Our approaches are grounded in the principles of Neurodiversity Paradigm.
- We recognise the pervasive role of ableism within society, including the influence of internalised ableism. We aim to challenge ableist narratives about neurodivergent people.
- We are committed to being anti-racist.
- We are committed to being LGBTQIA+ affirming.
- We recognise and respect each individual’s intersectional identity and are committed to unpacking one’s own privilege.
- We aspire to work in a way that is trauma informed.
- We respect all forms of communication and presume competence.
Our Foundations enable us to aspire, wherever possible, to create an accessible and emotionally, psychologically, sensorially, relationally safe space for GROVE’s young people, their families and those with whom we work.
These foundations create the potential for authentic connection, community and growth in a way that is meaningful for each individual – for instance, developing meaningful relationships, a sense of belonging, possibly developing self-understanding, positive self-esteem and neurodivergent identity.
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CONTACT US
FREQUENTLY ASKED QUESTIONS
WHAT IS YOUR SAFEGUARDING APPROACH?
Your child’s safety is of the upmost important to us. Our Safeguarding Policy is comprehensive & is available for viewing. We post a summary on our website. Please view this in conjunction with our Safer Recruitment Policy.
HOW ARE YOU NEURODIVERSITY ALIGNED & NEURO-AFFIRMING?
A little note on language initially:
~’Pathologise’: Considered medically / psychologically abnormal. When autism is pathologised it leads to inappropriate & harmful interventions, treatments & the search for cure. This is because there is an assumption that there is an ideal, normal neurocognitive style of being & any deviation from this is inherently wrong (Chapman, 2021; Walker, 2021).
~’Neurodiversity’: There is infinite variation in human minds – this is just biological fact (Walker, 2021).
~’Neurodiverse’: We are ‘neurodiverse’ as a society due to our collective differences.
~’Neurodivergent’: A value-neutral term for an individual who differs from what is considered ‘typical’ in society. Coined by Kassiane Asasumasu (2000).
~’Neurodiversity paradigm’: A set of beliefs within which the notion of an ideal neurocognitive style of being is rejected & instead neurodiversity & neurodivergence is normalised & valued (Walker, 2021).
~’Neurodiversity lite’: Neurodiversity is trivialised, performative & there is little or no understanding of neurodiversity concepts (den Houting, 2019; Neumeier, 2018; Roberts, 2021) . Crucially the underlying default pathologising of neurodivergent minds remains unchallenged, stereotypes are perpetuated & ableism remains (Chapman, 2021). Ultimately, the belief that there is something ‘wrong’ that needs fixing is still there, even if hiding from plain sight.
GROVE’S approach: We subscribe to the neurodiversity paradigm. We celebrate the value of all neurotypes, we challenge the pathologising of neurodivergent minds, we aim to dismantle ablism & challenge bias (including our own). We are therefore ‘neurodiversity aligned’, neurodiversity affirming & neurodivergent affirming (shortened ‘neuro-affirming’).
With regards to autism specifically – we reject the pathologising, deficit-based framing & instead celebrate our differences notwithstanding the challenges we may experience. We believe that autism is a natural & valuable form of human variation. This does not ignore the challenges that Autistic people experience.
In essence, we will not try to change or fix your child! We practice unconditional acceptance of who they are.
We also continue to reflect upon our practice as there will always be things we can learn & can do better.
REFERENCES:
- Chapman, R. (2021c). Negotiating the Neurodiversity Concept Towards epistemic justice in conceptualising health. Psychology Today. https://www.psychologytoday.com/gb/blog/neurodiverse-age/202108/negotiating-the-neurodiversity-concept
- den Houting, J. (2019). Neurodiversity: An insider’s perspective. Autism, 23(2), 271-273. https://doi.org/10.1177/1362361318820762
- Walker, N. (2021). Neuroqueer Heresies. Autonomous Press.
- Neumeier, S. (2018) “To Siri With Love’ and the Problem With Neurodiversity Lite”. Rewire News Group. https://rewirenewsgroup.com/article/2018/02/09/siri-love-problem-neurodiversity-lite/
IS MENTORING ONLY ONLINE?
Yes. We are very happy to discuss accommodating your child’s preference & needs with regard communication style & cameras & we understand working online does not suit everyone.
WILL YOU ACCOMMODATE DIFFERENT FORMS OF COMMUNICATION? FOR INSTANCE PEOPLE WHO USE AAC?
Yes! Absolutely. We will discuss with you how best to support your child’s needs & preferences.
DO YOU TEACH 'SOCIAL SKILLS'?
We believe there are important skills all children & young people benefit from learning, irrespective of their neurotype. Skills such as: self-advocacy, boundaries, consent, self-respect, self-understanding. Additionally gaining understanding of different communication styles, social interaction & the Double Empathy Problem is also important for all. We do not encourage our children & young people to use what are regarded as neurotypical ‘social skills’ that may suppress their authentic Autistic nature. Guided by your child, we may seek to understand neurotypical social skills & how Autistic socialisation, interaction & communication may differ, but teaching the use of these may encourage masking & that can have a hugely detrimental impact on mental health.
In line with this GROVE does not support the use of ABA (Applied Behaviour Analysis), PBS (Positive Behaviour Support) or PBIS (Positive Behaviourial Intervention & Supports). We do however, acknowledge the position of privilege from which we are able to take this stance & understand that for far too many Autistic people supressing Autistic authenticity is necessary for safety & thus there is nuance needed with any discussion of this nature. We will work hard to be part of the movement to dismantle racist & ableist systems that lead to interventions such as these & necessitate masking for safety.
DOES MY CHILD NEED A FORMAL DIAGNOSIS?
No! Awaiting assessment, self-diagnosis/identification, exploring the possibility of being Autistic are all fine as long as your child is fully aware.
WHAT RESEARCH & EVIDENCE BASE WILL YOU WORK FROM?
We will draw upon a wide range of up-to-date, neuro-affirming research on areas such as: Double Empathy Problem (Milton, 2012), Monotropism (Murray, 2005), self-determination theory, diversity of social intelligence & cognition, models of disability (social, social-relational, human rights), minority stress, epistemic injustice/justice (Fricker, 2007), intersectionality, trauma informed practice. We are committed to continuing to engage in the most up-to-date academic & lived experience research to inform our work.
REFERENCE:
- Fricker, M. (2007). Epistemic injustice power and the ethics of knowing. Oxford University Press.
- Milton, D. (2012). On the ontological status of autism: the ‘double empathy problem. Disability & Society, 27(6), 883-887. https://doi.org/10.1080/09687599.2012.710008
- Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism and the diagnostic criteria for autism. Autism, 9(2), 139–156. https://doi-org.hallam.idm.oclc.org/10.1177/1362361305051398
WILL YOU ALSO SUPPORT FAMILY / FRIENDS / WIDER PEERS TO UNDERSTAND AUTISM?
For non-autistic children & young people we will soon have a range of resources & educational programmes/approaches for them to learn about autism & neurodiversity both at home & in schools. Whilst these are in development we would be happy to conduct individual, paired or small group mentoring sessions between siblings / friends / family members seeking to understand one another, please contact us to discuss.
CAN GROVE BE FUNDED BY MY CHILD'S EHCP, EOTAS / EOTIS?
Yes! We are registered with many Local Authorities as an approved provider too. If you need support gaining funding for our specialist Autistic mentoring please contact us and we can write a personalised letter of recommendation based on the EHCP.