Everyone
At AutismBC, our Stories That Spark series highlights voices that deepen understanding, compassion, and inclusion across communities. In this feature, we are pleased to share Dr. Jillian Roberts—psychologist, professor at the University of Victoria, author, and Globe and Mail columnist (“Ask a Child Psychologist”)—as she reads from her book What Makes Us Unique.
Through her work, Dr. Roberts invites children and families into conversations about diversity, belonging, and the importance of recognizing that differences are a natural and valuable part of being human.
Watch Dr. Jillian Roberts Read from What Makes Us Unique
In this reading, Dr. Roberts shares a selection from What Makes Us Unique, offering a message that speaks directly to children about understanding difference, building empathy, and embracing inclusion as a shared community responsibility.
Her work reminds us that inclusion is not accidental—it is something we actively choose, model, and nurture in everyday interactions with children.
Q&A with Dr. Jillian Roberts
Following her reading, Dr. Roberts reflects on her work, her approach to child psychology, and the importance of fostering inclusion and understanding from an early age.
Q: What inspired you to write What Makes Us Unique, and what message were you hoping to share with children and families?
What Makes Us Unique was inspired by the many children and families I work with who are trying to make sense of differences—whether those are related to learning, attention, emotions, or social experiences. I wanted to create something that felt both affirming and honest.
At its core, the message is that differences are not problems to be fixed, but part of what makes each person who they are. When children understand this early, it changes how they see themselves—and how they treat others. My hope was to give families a language that is both compassionate and empowering.
Q: The book emphasizes that differences are something to be understood and celebrated. What do you hope children take away about inclusion and acceptance of others?
I hope children come to see that inclusion is not just about being “nice”—it’s about being curious, thoughtful, and intentional in how we treat others.
When a child understands that everyone has their own way of thinking, learning, and experiencing the world, differences become something to explore rather than judge. That shift—from judgment to curiosity—is where real acceptance begins.
Q: You write about inclusion as something we actively choose as a community. How can caregivers, educators, and communities help children develop this worldview early in life?
Children learn how to include others by watching the adults around them. It’s less about what we say and more about what we consistently do.
This includes how we talk about differences, how we respond when a child is struggling, and whether we make space for a range of abilities and personalities. Small, everyday moments matter—inviting someone to join, making adjustments so everyone can participate, or naming differences in a respectful way.
When inclusion is modeled as a shared responsibility, children begin to see it as something they are part of—not something left to adults.
Q: How do we help children understand that everyone has differences, without framing those differences as something negative or to be hidden?
The key is normalization without minimization. We want to be open and matter-of-fact about differences, while also respecting that some differences come with real challenges.
Language matters. When we speak about differences in a neutral or strengths-based way—rather than as deficits—children take their cues from that. We can say, for example, that some brains need more movement, or more time, or more support—and that this is part of how people vary.
Importantly, we also want children to see that needing support is not a weakness—it’s part of being human.
Q: What led you to specialize in psychological assessments, and what drew you to that area of practice?
I was drawn to assessment because it allows us to truly understand a child—beyond surface-level concerns. Families often come in feeling worried or unsure, and assessment gives us a way to bring clarity, context, and direction.
At its best, assessment is not about labeling—it’s about explaining. It helps us understand how a child learns, what they need, and how to support them in a way that is both effective and respectful of who they are.
Q: In your work as a psychologist conducting assessments, how does this clinical perspective inform your writing and your approach to supporting children and families?
My clinical work keeps my writing grounded in real experiences. I see firsthand how children interpret their struggles and how families try to support them, often with limited guidance.
That perspective shapes how I write—I aim to translate complex psychological ideas into language that is accessible, practical, and respectful. It also reinforces the importance of framing: how we explain something to a child can either build them up or leave them feeling defined by their challenges.
Q: How do your roles as a psychologist, University of Victoria professor, Globe and Mail columnist (Ask a Child Psychologist), and author inform and strengthen one another in your work with children and families?
Each role informs the others in a meaningful way. My clinical work keeps me connected to the day-to-day realities of children and families. My role at the University of Victoria allows me to teach and mentor the next generation of psychologists. Writing for The Globe and Mail challenges me to communicate clearly and concisely for a broad audience.
Together, these roles create a feedback loop—clinical insight informs my writing and teaching, and those roles, in turn, sharpen how I think about supporting families in practice.
Q: Do you have a personal connection to autism or neurodivergence that has influenced your work in this area?
My connection is primarily through my clinical work and the many families I have had the privilege of working with over the years. Those experiences have been incredibly formative.
Listening to children describe their inner worlds, and hearing from families about both the challenges and the strengths they see, has deeply shaped how I understand neurodivergence. It has reinforced for me the importance of moving away from deficit-based narratives and toward a more balanced and respectful understanding.
Q: If there is one key message you would want our community to walk away with, what would it be?
That every child wants to do well and to feel that they belong.
When we understand behaviour through that lens, our responses shift—from correction to support, from judgment to curiosity. And when we create environments where children feel understood and included, we are not just helping individual children—we are shaping healthier, more compassionate communities.
About Dr. Jillian Roberts
Dr. Jillian Roberts is a registered clinical psychologist and professor in the School of Child and Youth Care at the University of Victoria. She is widely recognized for her work supporting children and families through both clinical practice and public education.
She is the author of several books for children and families, including What Makes Us Unique, which focuses on helping children understand diversity, inclusion, and emotional wellbeing in age-appropriate and accessible ways.
In addition to her academic and clinical work, Dr. Roberts writes the popular Ask a Child Psychologist column for The Globe and Mail, where she provides insight and guidance on child development, parenting, and mental health. Her work bridges research, practice, and public education—making psychological knowledge more accessible to families across Canada.
About Stories That Spark
“Sharing my story could help others.” — AutismBC Motto
One of the ways AutismBC puts Hope in Action is by centering real-life experiences and stories from our community—voices that inspire empathy, deepen understanding, and spark creativity.
To celebrate Autism Acceptance Month, we are proud to introduce Stories That Spark: a series of webinars, book readings, workshops, discounts, and giveaways, all grounded in literary experiences and storytelling.
Join us throughout April as we highlight engaging and thought-provoking events that amplify neurodiverse, intersectional, and Canadian voices, and celebrate the power of stories to build connection and understanding.
Through this series, we feature lived experiences and community voices that help bring Hope in Action to life by connecting people through shared storytelling, learning, and dialogue.
Continuing the Conversation
Dr. Roberts’ work highlights an essential truth: inclusion is not just a concept we teach—it is a practice we model, reinforce, and choose every day as families, educators, and communities.
By helping children understand that differences are expected, normal, and worthy of respect, we build a foundation for empathy that lasts well beyond childhood.
We are grateful to Dr. Roberts for contributing her voice to Stories That Spark and for helping us continue these important conversations about inclusion, identity, and belonging.
