Positive affirmations—simple, intentional statements about self-worth, emotional regulation, and motivation—are everywhere in our environment.
Scroll through social media. Walk through department store aisles. Flip through a magazine and you’re bound to see slogans like, “You’re worth it.” and “Do what you love.”
Research shows regularly repeating positive affirmations can help you think differently, talk to yourself more kindly, and feel more confident. Positive affirmations can feel like supportive reminders, gently guiding you throughout the day.
And hey, if we’re going to talk to ourselves anyway, we might as well say something nice!
This blog post will explore some of the science behind affirmations, share powerful examples tailored for neurodivergent teens and young adults, and provide practical strategies for parents and educators to incorporate them into daily life. Whether used in the classroom or at home, affirmations can help create an environment that supports neurodivergent individuals..
The Science Behind Using Positive Affirmations
How Affirmations Influence the Neurodivergent Brain
The brain is constantly changing and adapting based on our prior learning experiences. That means that the more we repeat certain thoughts, the “stronger” and more frequent those thoughts can become. When we use positive affirmations regularly, research suggests that we can “self-reinforce” or increase time spent with positive thoughts and decrease time spent engaging in negative or unhelpful thoughts.
Research also shows that self-affirmation activates the brain’s reward system. When we repeat positive statements about ourselves, our brains respond as if we’re experiencing something rewarding, like a compliment from a friend. This makes affirmations a simple but effective way to shift mindset and improve emotional well-being.
Affirmations are especially useful for neurodivergent individuals because they:
- Support emotional well-being – Affirmations can help ease moments of frustration or anxiety by promoting calming thoughts, especially during moments of frustration or anxiety.
- Encourage motivation – Many neurodivergent individuals Experience challenges related to executive function. Positive affirmations can self-reinforce the belief that they can complete tasks and stay focused.
- Build self-acceptance – Society doesn’t always recognize the strengths of neurodivergent people, often pushing conformity instead. Affirmations have been shown to increase an individual’s’ report of self-worth and confidence.
- Easy to embed in routines. Affirmations are easy to build into natural daily routines. Whether spoken aloud, written down, or incorporated into a morning routine, they provide consistent, reinforcing messages in the environment.
One of the challenges with studying affirmations is how difficult it is to measure the outcomes of using affirmations. Most studies rely on people describing how affirmations make them feel rather than directly measuring changes in behavior.
A meta-analysis of studies exploring the use of self-affirmation in educational settings suggests that affirmations are most effective when they align with a person’s existing beliefs or when used alongside other supportive strategies. For other individuals, the impacts of using affirmations are small or negligible.
Because of this, it’s important to approach affirmations as an experiment—some neurodivergent teens and young adults may find them empowering, while others may need different tools for self-regulation and motivation. The best approach is to try affirmations in a low-pressure way and adjust based on what shows the greatest impact on your learner’s response.
45 Positive Affirmations for Students with Autism, ADHD, and Neurodivergence
If you’d like to dive into using affirmations, here are 45 different options to get started:
Affirmations for Boosting Confidence
- “I am unique and special just as I am.”
- “I believe in myself and my abilities.”
- “I am proud of what I can do.”
- “I am important and deserve to be heard.”
- “I can do hard things.”
- “My voice matters.”
- “I am strong, smart, and capable.”
- “I trust myself to try new things.”
- “I am always learning and growing.”
- “I am proud of my progress.”
Affirmations for Emotional Regulation
- “I can take deep breaths to feel calm.”
- “I am in control of my feelings.”
- “It’s okay to feel upset, and I can calm down.”
- “I can ask for help when I need it.”
- “I am learning how to stay calm and focused.”
- “I am allowed to take a break when I need it.”
- “It’s okay to make mistakes; I learn from them.”
- “I can find ways to feel better.”
- “My emotions are valid, and I can manage them.”
- “I am proud of how I handle challenges.”
Affirmations for Motivation and Focus
- “I can complete one step at a time.”
- “I focus on one task at a time.”
- “I can ask for help if I need it.”
- “I am capable of finishing my work.”
- “I feel proud when I do my best.”
- “Every day is an opportunity to learn something new.”
- “I am getting better at staying focused.”
- “I believe in my ability to finish tasks.”
- “I am motivated to keep learning.”
- “I can stay on track and reach my goals.”
Affirmations for Social Skills and Communication
- “I am a good friend.”
- “I can listen to others and share my thoughts.”
- “It’s okay to ask questions and learn from others.”
- “I am learning how to work with my classmates.”
- “I can express myself clearly.”
- “I am kind and respectful to others.”
- “I enjoy making new friends.”
- “I am good at solving problems with others.”
- “I can share my ideas with confidence.”
- “I am learning how to communicate better.”
Affirmations for Overcoming Challenges
- “I can face challenges and learn from them.”
- “I am capable of finding solutions.”
- “I am stronger than I think.”
- “I can handle changes and new situations.”
- “Every challenge is an opportunity to grow.”
How to Use Affirmations in the Classroom
For neurodivergent students, the classroom can sometimes feel stressful or discouraging. By incorporating affirmations into daily routines, teachers can create a more positive and supportive environment. A key benefit of affirmations is that they promote a growth mindset—the belief that skills and intelligence can improve with effort. When students hear and repeat affirmations that reinforce perseverance and self-worth, they may become more open to challenges and mistakes as part of the learning process.
Practical Strategies for Implementation
Teachers can introduce affirmations in several simple, effective ways:
- Morning Affirmation Circles – Start the day by having students say or write an affirmation aloud, setting a positive tone for learning.
- Journaling Exercises – Have students write affirmations in a daily or weekly reflection journal, reinforcing self-awareness and positive thinking.
- Affirmation Posters and Visuals – Display affirmations on classroom walls or desks as reminders of self-worth and resilience.
By embedding affirmations into the classroom culture, teachers can help neurodivergent students feel more confident, capable, and motivated to learn.
Limitations of Affirmations
When Affirmations Alone May Not Be Enough
Affirmations can help, but they don’t solve every problem. Some neurodivergent individuals may struggle to believe affirmations if their experiences strongly contradict them. For example, saying “I am good at making friends” may feel untrue to a student who has faced repeated failures in social situations. In these cases, affirmations should be paired with practical strategies and interventions.
The Importance of Pairing Affirmations with Action and Support
Affirmations work best when combined with behaviors that reinforce them. If a student struggles with focus, saying “I can stay on task” is helpful—but providing tools like timers, checklists, or movement breaks can make the affirmation a more effective prompt for behavior change. Parents and teachers should encourage affirmations alongside structured support systems to help neurodivergent individuals thrive.
Avoiding Toxic Positivity and Acknowledging Real Challenges
It’s important to recognize that affirmations should not dismiss real struggles. Posting statements like “Just think positive!” can evoke emotional responses if someone is facing genuine difficulties with executive functioning, anxiety, or sensory overload. Instead, effective affirmations recognize real challenges while promoting resilience and self-compassion.
For example, instead of “Everything is fine,” a more balanced affirmation could be “This is hard, but I am learning how to handle it.”
Affirmations are a powerful tool, but they should always be used in a way that feels supportive, realistic, and empowering for the individual.
TL;DR: Too Long, Didn’t Read
Affirmations can be a useful tool for neurodivergent teens and young adults, helping with self-worth, emotional regulation, motivation, and perseverance.
While research suggests affirmations can reinforce positive thought patterns, the evidence is mixed, and their effectiveness varies by individual. This blog explores the science behind affirmations, provides 45 tailored examples, and offers practical strategies for using them in the classroom. However, affirmations should be paired with real actions and support systems to avoid toxic positivity and ensure they are truly beneficial.
The key takeaway? Affirmations can be powerful, but they work best when used thoughtfully and as part of a broader executive functioning interventions.
Further Reading
- Casico, et al., (2016) – Self-affirmation activates brain systems associated with self-related processing and reward and is reinforced by future orientation
- Life Skills Advocate – A Guide to Effective Morning Routines for People with ADHD
- Life Skills Advocate – 15 Strategies for Cultivating a Growth Mindset in Teens & Adults
- Scholar, et al., (2024) – Effectiveness of Self-Affirmation Interventions in Educational Settings: A Meta-Analysis