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Safety First: Teaching Street Smarts to Neurodivergent Young Adults

  • Writer: Cody Thomas Rounds
    Cody Thomas Rounds
  • Jun 1
  • 4 min read

5 Key Points:

  1. Neurodivergent young adults may face unique challenges in learning personal safety skills due to differences in processing, social understanding, and situational awareness.

  2. Structured teaching of safety concepts—like identifying safe spaces, reading social cues, and handling emergencies—builds confidence and autonomy.

  3. A personalized approach that integrates adaptive strategies and coping techniques enhances skill retention and real-world application.

  4. CIISA safety assessments help identify specific strengths and gaps in personal safety readiness, enabling tailored support plans.

  5. Parents can use targeted workbooks, real-life practice, and ongoing coaching to help neurodivergent young adults develop practical street smarts for independence.


Three people in bold, vibrant colors sit thoughtfully against a bright orange and yellow background, evoking a contemplative mood.

Neurodivergent young adults, including those with autism and related profiles, often require explicit, individualized teaching to develop effective personal safety skills. These skills go beyond basic rules; they encompass social understanding, environmental scanning, situational problem-solving, and adaptive coping—areas where many neurodivergent individuals face challenges.

A comprehensive approach begins with assessing current safety readiness, incorporating both observed behaviors and self-reported comfort levels. CIISA safety assessments provide a detailed profile of areas like boundary-setting, hazard recognition, and help-seeking behavior, revealing both competencies and vulnerabilities.

Teaching Safe Boundaries and Personal SpaceMany neurodivergent young adults need direct instruction in recognizing and respecting personal space, both their own and others’. This includes:

  • Identifying appropriate physical distances in public settings.

  • Understanding the concept of “safe people” and recognizing when to seek help.

  • Practicing polite but firm boundary-setting phrases (e.g., “Please step back” or “I’m not comfortable with that”).

  • Learning to interpret body language cues that signal discomfort or danger.

Visual supports, social stories, and role-play scenarios can reinforce these concepts, helping learners generalize them to real-world environments like public transit, stores, or campuses.

Environmental Awareness and Hazard RecognitionStreet smarts also involve recognizing environmental cues and potential hazards. Instruction should include:

  • Scanning surroundings for exits, emergency equipment, and safe locations.

  • Identifying and avoiding unsafe areas, such as poorly lit streets or isolated spaces.

  • Understanding common urban hazards like busy intersections, construction zones, or aggressive panhandlers.

  • Practicing situational awareness through guided walks in familiar and unfamiliar environments, gradually increasing complexity.

For neurodivergent individuals, sensory processing challenges may affect hazard recognition. Using wearable reminders (e.g., wrist alarms) or buddy systems can provide added layers of support.

Emergency Response and Help-SeekingExplicit training in handling emergencies is crucial. This involves:

  • Memorizing personal information (address, phone number) and emergency contacts.

  • Identifying safe places to seek help (e.g., stores, public service officers).

  • Practicing using a phone to call trusted contacts or emergency services.

  • Learning scripts for asking for help (e.g., “I’m lost and need assistance. Can you help me find…”).

  • Using apps or devices with emergency alert functions tailored to sensory or cognitive needs.

Reinforcement through repetition, visual cues, and real-life simulations (e.g., staged lost scenarios) increases confidence and response readiness.

Navigating Social Situations and Peer PressureUnderstanding social norms and managing peer pressure are integral to personal safety. Neurodivergent young adults may misinterpret intentions or struggle to assert themselves. Skill-building should cover:

  • Recognizing red flags in social interactions, such as feeling pressured, isolated, or unsafe.

  • Developing assertiveness scripts for declining unwanted invitations or disengaging from uncomfortable conversations.

  • Discussing the difference between friendly teasing and coercion.

  • Role-playing peer-pressure scenarios and rehearsing exit strategies.

Integrating CIISA social and coping data into safety planning helps tailor instruction to the individual’s social profile, emphasizing strengths and addressing areas needing growth.

Leveraging Technology for SafetyTechnology can augment street smarts by offering real-time supports:

  • GPS tracking apps that allow parents or trusted contacts to monitor location.

  • Check-in reminders set on mobile devices for scheduled reports of safety status.

  • Apps with one-touch emergency alerts or silent distress signals.

  • Wearable tech that tracks physiological stress indicators, offering prompts to engage coping strategies before overwhelm escalates.

Instruction on how to use these tools effectively—including practice in low-stress situations—ensures that they become second nature.

Developing Personalized Safety PlansNo two neurodivergent individuals have identical needs or learning styles. CIISA safety assessments help identify specific areas of vulnerability, enabling the creation of individualized safety plans. These plans might include:

  • A checklist of daily safety routines (e.g., locking doors, carrying ID).

  • Personalized scripts and social stories for likely scenarios.

  • Scheduled skill check-ins to reinforce learning and adjust strategies as needed.

  • Collaborative planning with support teams to ensure consistency across environments.

Parental Involvement and Gradual Release of ResponsibilityParents play a pivotal role in teaching and reinforcing safety skills. Gradual transfer of responsibility—moving from direct supervision to supported practice and, eventually, independent application—builds both competence and confidence. Strategies include:

  • Practicing skills together in low-stress settings, gradually introducing complexity.

  • Encouraging self-reflection after real-world practice, asking what felt comfortable and what needs adjustment.

  • Using positive reinforcement to celebrate successes, reinforcing motivation.

  • Establishing a trusted support network (friends, mentors) who can assist during times of stress or uncertainty.

Teaching street smarts to neurodivergent young adults involves balancing explicit instruction with real-world practice, adaptive supports, and continuous encouragement. By integrating CIISA safety assessments with skill-building strategies, parents and support teams can equip neurodivergent young adults with the street smarts they need to navigate the world with greater autonomy and security.

Additional Resources

Empowerment Through Personalized Insight

Whether you’re an educator, therapist, or family member supporting a loved one—or an individual seeking a deeper understanding of your personal capabilities—the Comprehensive Independence and Interpersonal Skills Assessment (CIISA) offers an empowering pathway. By illuminating strengths, clarifying challenges, and guiding growth, this process cultivates greater independence, resilience, and authentic connections.


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Editor in Chief

Cody Thomas Rounds is a licensed clinical psychologist- Master, Vice President of the Vermont Psychological Association (VPA), and an expert in leadership development, identity formation, and psychological assessment. As the chair and founder of the VPA’s Grassroots Advocacy Committee, Cody has spearheaded efforts to amplify diverse voices and ensure inclusive representation in mental health advocacy initiatives across Vermont.

In his national role as Federal Advocacy Coordinator for the American Psychological Association (APA), Cody works closely with Congressional delegates in Washington, D.C., championing mental health policy and advancing legislative initiatives that strengthen access to care and promote resilience on a systemic level.

Cody’s professional reach extends beyond advocacy into psychotherapy and career consulting. As the founder of BTR Psychotherapy, he specializes in helping individuals and organizations navigate challenges, build resilience, and develop leadership potential. His work focuses on empowering people to thrive by fostering adaptability, emotional intelligence, and personal growth.

In addition to his clinical and consulting work, Cody serves as Editor-in-Chief of PsycheAtWork Magazine and Learn Do Grow Publishing. Through these platforms, he combines psychological insights with interactive learning tools, creating engaging resources for professionals and the general public alike.

With a multidisciplinary background that includes advanced degrees in Clinical Psychology, guest lecturing, and interdisciplinary collaboration, Cody brings a rich perspective to his work. Whether advocating for systemic change, mentoring future leaders, or developing educational resources, Cody’s mission is to inspire growth, foster professional excellence, and drive meaningful progress in both clinical and corporate spaces.

Disclaimer

The content provided on this blog is for informational and educational purposes only. While I am a licensed clinical psychologist, the information shared here does not constitute professional psychological, medical, legal, or career advice. Reading this blog does not establish a professional or therapeutic relationship between the reader and the author.

The insights, strategies, and discussions on personal wellness and professional development are general in nature and may not apply to every individual’s unique circumstances. Readers are encouraged to consult with a qualified professional before making any decisions related to mental health, career transitions, or personal growth.

Additionally, while I strive to provide accurate and up-to-date information, I make no warranties or guarantees regarding the completeness, reliability, or accuracy of the content. Any actions taken based on this blog’s content are at the reader’s own discretion and risk.

If you are experiencing a mental health crisis or require immediate support, please seek assistance from a licensed professional or crisis service in your area.

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