Bridging worlds: Georgia Scott’s journey from undiagnosed AuDHD to advocate

Georgia Scott’s odyssey through life, academia, and mental health advocacy paints a portrait of someone who is not just accommodating the challenges of being neurodivergent in a neurotypical world but is actively redefining the narrative around it. 

I have always been an AuDHDer – I just didn’t know it until I was 26 years old when my mental health issues came to a peak, and I needed to find out why. This curiosity, coupled with my struggles to adapt to a world I didn’t inherently understand, drove me to study psychology and social anthropology to try to understand the world even before I knew I was AuDHD, Georgia says.

A symphony of intellect and curiosity

Born in Auckland to a family with an environment rich with knowledge, Georgia’s childhood was full of intellectual curiosity. Here, dinner table discussions delved into the intricacies of medical conditions and scientific phenomena, a norm in her family that she and her sister absorbed with astonishing rapidity. We learned things very, very quickly, Georgia remembers, And we just thought that was ‘normal’.

Yet ‘normal’ was a relative term for Georgia. Her three-year-old self, barely tall enough to peek over counters, was drawn to the grandeur of a double bass in a music shop. It was an instrument that mirrored her presence in the world – larger than life yet not quite fitting. Her choice to settle with the violin and her ability to play complex pieces by ear at the age of five was not only a testament to her innate talent, but also an early indicator of her unique sensory processing – a facet of her autism that went undiagnosed for years.

Navigating the terrain of ‘neurodivergence’

The rhythm of her early years was composed of high academic achievement, a tune that resonated with the intellectual vibrancy of her household. But as adolescence approached, the melody began to waver. The support from her mother, so pivotal in her early life, could not shield her from the storm of depression and anxiety that accompanied her teen years. The school, a place that had been a playground for her mind, turned into a maze of social expectations and sensory overstimulation, pushing her to the edge of dropout.

"I ended up almost dropping out of school because of severe depression, anxiety, struggling with social things as well," Georgia recollects, marking a significant turning point in her life. It was the first stark indication that her journey was diverging from the paths taken by her peers. A visit to an educational psychologist at sixteen brought some clarity. A ceiling-breaking score on the adult Wechsler Intelligence Scale confirmed her exceptional intellect, earning her a place in Mensa. But still, the question of her differences remained unanswered.

Eight years of perseverance

Her years at Massey University were marked by persistence and a profound desire to understand the human mind, hers and others. Majoring in Psychology and Social Anthropology, Georgia embarked on an eight-year marathon to earn her bachelor’s degree. I had all the knowledge in my head, she says, It was just trying to get it onto paper, that was impossible.

The transition from physical classrooms to online learning was a revelation. Removed from the overwhelming sensory environment, Georgia found her academic footing. I recognised just how difficult everything was just to be in the environment where there was lights, noise, social expectations, she explains. The virtual world offered her a sanctuary where her mind could roam free, less affected by the physical constraints that had so often left her lost.

Lived-experience approach

At 24, Georgia relocated to Australia, continuing her part-time online studies at Massey. This move enabled her to financially afford the comprehensive evaluation that uncovered years of concealed behaviours, exploring the social ‘mask’ that had quietly accompanied her throughout her life. Reflecting on the discovery, Georgia says, I’ve developed this mask over many years, from a very young age, to feel secure when interacting with others. I don’t naturally make a lot of facial expressions. I also don’t naturally have a lot of up and down in my voice. This insight initiated a readjustment phase, providing a framework for understanding her challenges and abilities. It marked the beginning of a journey where her life’s direction became clear.

Working in Youth Residential Care in Western Sydney and later as a Family Mental Health Practitioner in one of the lower socioeconomic urban areas in Queensland, she found her calling. She encountered many young girls and gender-diverse young people whose experiences mirrored her own – misunderstood, their neurodivergence often unrecognised and unsupported due to their ability to mask their neurodivergence effectively. It became her passion to bring to light the nuanced needs of these individuals, so often lost in the noise of misdiagnosis and misunderstanding.

I felt very privileged that, even though I had many barriers to getting my diagnosis, just seeing these people who were being provided with the least amount of support, due to ingrained systemic barriers was (and still is) just unacceptable, she reflects. Georgia saw the urgent need for an accessible and neuroaffirming (neurodivergent-affirming) approach to mental health care, education and employment systems – a call she answered by developing comprehensive assessment packs to start. These packs were not just collections of resources; they were carefully curated guides that empowered families to advocate for their children, despite significant financial and social barriers, in a system that often failed to recognise their needs.

Georgia researched and collated multiple existing robust lived-experience frameworks from across the world and created her own frameworks (such as ‘The Neuroaffirming Hierarchy of Needs’) of effective and ethical practice when working with neurodivergent people to assist other mental health professionals. Safely and effectively share my story with clients; I do it very carefully, Georgia notes, emphasising the delicate balance between sharing and safeguarding in lived-experience practice. This method of connecting, she found, allowed for rapid rapport-building with clients, which in turn expedited the therapeutic process in a safe, authentic and meaningful way. Families responded with gratitude, finding comfort in the presence of someone who truly understood the nuances of their experiences while providing them with appropriate psychoeducation and support strategies customised to their needs.

Looking to the future

With her postgraduate studies at Massey, Georgia stands at the threshold of a new chapter, one where her focus is sharp: to fortify the bridge between neurodivergent individuals and the world around them, inclusive of all neurotypes as part of the solution. Her research into diagnostic tools is not just academic rigour but a personal crusade to refine the lens through which autism is viewed and understood underpinned by the social model of disability, neuroaffirming and lived-experience practice.

My degree at Massey helped me broaden my understanding of how culture presents in many different ways and the importance of identity in working with all kinds of people on a daily basis. I continue doing my Postgraduate Diploma in Psychology this year via distance learning. The flexibility of learning at Massey has been key for me to be able to study when in-person learning was difficult.

Georgia’s advice to current and prospective students resonates with the wisdom of her experiences: take the time to know yourself before diving into university life. Embrace part-time and online study if it suits you, and remember that each journey is as unique as the individual embarking upon it. She emphasises the value of neurodivergent individuals in the field of psychology, mental health support, leadership and policy-making, for they bring the richness of lived experience that is so desperately needed.

Learn more about Georgia’s work, click the link to the article/blog she wrote in partnership with the Black Dog Institute in Australia, a major mental health advocacy, research, and education organisation.