Social Prescribing in Mental Health Care

The Role of Social Prescribing in Mental Health Care

Written by: Kanwar Singh, March 2025

At Acorn and Anchor, we recognize that neurodiverse individuals—including those with ADHD and gifted traits—thrive when provided with support that extends beyond traditional therapy. Social prescribing is an emerging approach that connects individuals with non-clinical community resources such as art programs, peer support groups, and structured activities to enhance well-being (Bickerdike et al., 2017). For neurodiverse children, teens, and adults, these resources can provide essential opportunities for social connection, self-expression, and personal growth.

Understanding Social Prescribing for Neurodiverse Clients

Therapy often focuses on cognitive and emotional processing, but for neurodiverse individuals, engagement in structured social and creative activities can be just as impactful. Many individuals with ADHD or gifted traits struggle with feelings of isolation, sensory sensitivities, or difficulties finding like-minded peers (Mowszowski et al., 2021). Social prescribing offers a way to bridge this gap by integrating community-based supports into their care plans.

For example, a teenager with ADHD with executive functioning challenges might benefit from joining a structured peer group that offers accountability and social interaction. A gifted young adult experiencing social isolation could engage in a specialized art collective that provides intellectual stimulation and shared creative expression. By making space for these opportunities, social prescribing acknowledges the importance of environment and connection in fostering well-being (Chatterjee et al., 2018).

Benefits of Social Prescribing for Neurodiverse Individuals

Research highlights several key advantages of social prescribing for neurodiverse populations:

Fostering Peer Connections: Many neurodiverse individuals experience challenges in forming and maintaining relationships. Structured peer support groups provide an accepting space for connection (Kellezi et al., 2019).
Supporting Executive Functioning: Engaging in organized activities, such as volunteer programs or structured workshops, can help ADHD clients improve planning and follow-through (Tamm et al., 2018).
Enhancing Emotional Regulation: Activities like music therapy, drama groups, and mindfulness-based social programs have been shown to support emotional self-regulation in neurodiverse individuals (Stein et al., 2021).
Encouraging Strength-Based Growth: Many neurodiverse clients thrive when they engage in strengths-based, interest-driven pursuits that align with their abilities and passions (Bailey & Scerif, 2021).
Reducing Social Anxiety and Isolation: Structured opportunities provide safe ways to engage socially without the unpredictability that can lead to distress (Thomson et al., 2021).

Considerations for Implementation

While social prescribing holds significant promise, it must be tailored to the unique needs of neurodiverse individuals. Some may require additional support in navigating new social environments, and activities should be structured in a way that considers sensory sensitivities, attention challenges, and differences in communication styles (Husk et al., 2020). Therapists also work collaboratively with clients to ensure that prescribed activities align with their interests and comfort levels.

Additionally, therapists can work with community organizations to identify opportunities for prescribed activities that are appropriate for their clients’ unique perspectives, personalities and needs.

Conclusion

Social prescribing offers an innovative, holistic approach to mental health care for neurodiverse clients. By incorporating structured peer connections, interest-driven activities, and strengths-based interventions, this model fosters resilience, belonging, and personal growth. At Acorn and Anchor, we are committed to integrating participation and social inclusion into our therapeutic practice to ensure that gifted, ADHD, and neurodiverse individuals have access to the supportive environments they need to thrive.

References

Bailey, C., & Scerif, G. (2021). Executive function challenges in neurodiverse youth: Supporting skill development through structured interventions. Developmental Psychology, 57(3), 412-429.
Bickerdike, L., Booth, A., Wilson, P. M., Farley, K., & Wright, K. (2017). Social prescribing: Less rhetoric and more reality. A systematic review of the evidence. BMJ Open, 7(4), e013384.
Chatterjee, H. J., Camic, P. M., Lockyer, B., & Thomson, L. J. (2018). Non-clinical community interventions: A systematised review of social prescribing schemes. Arts & Health, 10(2), 97-123.
Husk, K., Blockley, K., Lovell, R., Bethel, A., Lang, I., Byng, R., & Garside, R. (2020). What approaches to social prescribing work, for whom, and in what circumstances? A realist review. Health & Social Care in the Community, 28(2), 309-324.
Kellezi, B., Wakefield, J. R., Stevenson, C., McNamara, N., Mair, E., & Bowe, M. (2019). The social cure of social prescribing: A mixed‐methods study on the benefits of social connectedness on quality and effectiveness of care provision. BMJ Open, 9(11), e033137.
Mowszowski, L., Batchelor, J., & Naismith, S. L. (2021). The impact of structured social engagement on mental health in neurodiverse populations. Neuropsychology Review, 31(2), 245-259.
Stein, M. L., Miller, S., & Fleming, M. (2021). Social and emotional learning interventions for neurodiverse youth: Examining the role of group-based programs. Journal of Child Psychology and Psychiatry, 62(6), 657-670.
Tamm, L., Nakonezny, P. A., & Hughes, C. W. (2018). An intervention to improve time management skills in adolescents with ADHD: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 57(2), 131-139.
Thomson, L. J., Lockyer, B., Camic, P. M., & Chatterjee, H. J. (2021). Effects of museum-based social prescribing on loneliness, wellbeing, and social inclusion: A mixed-methods pilot study. Arts & Health, 13(1), 82-101.