The Power of Self-Advocacy

In this episode, Catherine Asta is joined by Heidi and Theo, a single mother and her only son from Wakefield in West Yorkshire, for a powerful and hopeful conversation about autistic burnout, rebuilding confidence, and the power of self-advocacy.

When Theo was 15, he crashed out of school in what was later understood as significant autistic burnout. What followed were five years of navigating complex systems, challenging decisions, and fighting for his right to an education that truly met his needs. During that time, both Heidi and Theo were diagnosed as autistic and ADHD; a pivotal shift that reframed their past and reshaped their future.

Now studying zoo management at university, Theo shares how he chose where to go based not on course appeal or location, but on the level of support available. Supported by Disabled Students’ Allowance and his assistance dog, Bertie, whom they describe as life-changing and life-saving, Theo reflects on building self-knowledge, independence, and the confidence to advocate for what he needs.

Theo speaks openly about learning to understand his nervous system, recognising his limits, and communicating them clearly, skills that have become foundational to both his wellbeing and his success.

Heidi speaks candidly about the emotional complexity of sending your neurodivergent child to a university that isn’t close to home, and why trust, safety, and the right support structures matter. Together, they explore transition, sensory worlds, and the importance of asking the right questions when navigating education systems.

Heidi also shares practical strategies for parents and carers; how to challenge decisions constructively, how to prioritise safety, and how modelling honesty and resilience helps young people develop their own voice.

This episode offers practical insight for families supporting neurodivergent young people, alongside an honest reflection on resilience, overcoming barriers and hope. It’s a conversation about the emotional and practical considerations of transitioning to university, about building self-advocacy skills early, and about choosing the right support over the “right” course, and what can happen when someone is finally given the space and understanding to come back to themselves.

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