All posts by Kimberly

The Smoke of War and the Question of Justice

In the searing silence after an airstrike, amid the dust and cries, lies a question that haunts the rubble: Can there be justice in war? And if so, who is held accountable when justice seems absent?

Nowhere is this question more visceral than in Gaza, where the long-standing Israeli-Palestinian conflict has entered yet another blood-soaked chapter. With images of bombed-out hospitals, collapsed schools, and children buried under concrete flashing across our screens, a legal—and moral—reckoning looms. Across the world, diplomats, lawyers, and human rights observers are asking: Should Israel be charged with war crimes for its actions in Gaza?

The term war crime is not rhetorical. It has a legal definition under the Geneva Conventions and international humanitarian law. It denotes violations of the rules that govern the conduct of armed conflict: targeting civilians, using disproportionate force, destroying civilian infrastructure without military necessity, and obstructing humanitarian aid. These are not accusations to be made lightly. But they are not new either.

In recent months, Israel has faced intensifying scrutiny for what many call a campaign of disproportionate retribution. Entire neighborhoods in Gaza—one of the most densely populated regions in the world—have been reduced to ash and twisted steel. The stated target is Hamas, the militant group responsible for deadly attacks on Israeli civilians. Yet the overwhelming force unleashed upon Gaza’s 2.3 million inhabitants, more than half of whom are children, raises a grim question: At what point does self-defense become indiscriminate violence?

International law demands distinction between combatants and civilians. But in Gaza, where militants may fire from rooftops above families, or move through tunnels beneath playgrounds, that distinction becomes tragically blurred. Israel argues that Hamas uses civilians as human shields—a tactic the group has been credibly accused of. Yet legal scholars argue that this does not absolve an attacking army of its obligations. If a target is surrounded by civilians, the laws of war still apply.

In one particularly chilling incident, a refugee camp was bombed in pursuit of a single Hamas commander. The strike flattened buildings and killed dozens, including children. Israeli officials said it was a necessary operation. Critics, including human rights organizations, called it a textbook example of disproportionate force.

The concept of collective punishment—punishing an entire population for the actions of a few—is also at the heart of the case. Israel’s blockade of Gaza has long been a subject of international criticism, but in the latest war, the siege has tightened. Electricity, water, medical supplies, and food are restricted. Aid trucks wait for days or are turned away. UN officials describe Gaza as “hell on earth.” One called it “a graveyard for children.”

These aren’t just the laments of war-weary observers. The International Criminal Court has opened investigations into alleged war crimes by both Israel and Palestinian armed groups. The process is slow, often toothless. But the fact of the investigation matters. It signals that the machinery of justice, however creaky, is engaged.

To some, accusations against Israel amount to political theater, ignoring the atrocities committed by Hamas—suicide bombings, indiscriminate rockets, and hostage-taking. But others argue that accountability must be universal. Justice is not a ledger balanced by who suffered first or most. It is a principle applied without regard to who you are, or which side you fight for.

And so, the question remains: Should Israel be charged with war crimes for its actions in Gaza? The answer may not lie solely in the legal chambers of The Hague, but in our collective willingness to insist that war—even war—has limits.

Because if justice does not reach the rubble of Gaza, where will it reach at all?


References

Amnesty International. Israel/OPT: Unlawful Israeli Attacks Kill Civilians in Their Homes. October 20, 2023. https://www.amnesty.org/en/latest/news/2023/10/israel-opt-unlawful-israeli-attacks-kill-civilians-in-their-homes/

Associated Press. “UN Says 100 Children Are Killed or Injured in Gaza Every Day Since War Resumed.” AP News, April 5, 2025. https://apnews.com/article/un-gaza-children-war-deaths-cc3c58ea21de6a982f20cb82b6e5a2b0

The Guardian. “Israel-Gaza Conflict: IDF Bombing Kills Dozens in Jabalia Refugee Camp.” The Guardian, October 31, 2023. https://www.theguardian.com/world/2023/oct/31/israel-bombing-gaza-jabalia-refugee-camp

Human Rights Watch. Gaza: Israel’s Warnings Do Not Make Strikes Lawful. October 12, 2023. https://www.hrw.org/news/2023/10/12/gaza-israels-warnings-do-not-make-strikes-lawful

International Criminal Court. Situation in the State of Palestine. Accessed April 30, 2025. https://www.icc-cpi.int/palestine

Office for the Coordination of Humanitarian Affairs (OCHA). Occupied Palestinian Territory: Humanitarian Needs Overview 2024. United Nations. https://reliefweb.int

United Nations. “Gaza Has Become a ‘Graveyard for Children,’ Says UN Chief.” Al Jazeera, November 6, 2023.

Why “Boom Boom Tel Aviv” Became So Popular—and How It’s Making a Difference

A Song That Broke the Internet

Released on June 20, 2025, Boom Boom Tel Aviv instantly ignited a global reaction. Reports estimate the track racked up nearly 600 million views within 24 hours on platforms like TikTok, Instagram, X (formerly Twitter), and YouTube—despite being repeatedly removed due to policy violations. Its virality was so intense that even after takedowns, the song kept resurfacing across the web.

A Political Pop: Using Music as Weaponized Messaging

Rather than a feel-good dance hit, “Boom Boom Tel Aviv” is a deliberately provocative political statement. Its lyrics depict a powerful act of retaliation—offering Tel Aviv a taste of the terror that Palestinians have endured under Israeli military operations:

“This is what you get for all your evil deeds
You were mocking dead kids, but now you’re getting hit
Iranian missiles have your entire skyline lit
Now you feel terror like the Palestinians”

Visually, it pairs stark footage of missile strikes on Tel Aviv with that aggressive refrain, amplifying the song’s symbolic power.

Crafted by a Controversial Creator

The song’s author, Lucas Gage, is a former U.S. Marine turned political artist. In interviews, Gage frames the project as an act of truth-telling against what he perceives as Israeli oppression:

“For a few months now, I’ve been making music to spread the truth about Israel and Jewish supremacy. After Iran’s retaliatory strikes, the idea… just came to me—leading to the creation of ‘Boom, Boom, Tel Aviv.’”

He underscored the power of music to move emotions—a universal language that transcends borders and beliefs:

“If you want to capture the heart and soul… you need music… The enemy has used the music industry… it is only logical for artists to turn music into an antidote.”

A Digital Banner—and Real-World Usage

For many sympathizers, this track became more than music—it became a digital protest anthem. Users strategically paired it with videos of Iranian strikes, turning it into a shared expression of outrage. In some cases, the song was even displayed prominently on a banner at the funeral of an Iranian commander—cementing its symbolic role in resistance narratives.

Divided Reactions: Support, Satire, Criticism

Across regions like Iran, Turkey, Pakistan, and Lebanon, the song received acclaim as a poetic form of retaliation and justice. It resonated with those who believed Israeli aggression had gone unchecked for too long and saw Boom Boom Tel Aviv as retribution delivered creatively.

Why It Struck Such a Chord

The track deploys direct, incendiary lyrics paired with punchy beats—ideal for short-form creation. The repetitive “boom‑boom” hook is instantly memorable, making it irresistible for creators looking to sync visuals or tell a story in 15 seconds.

Unfiltered Messaging

Unlike polished protest songs, this track offers a blunt, almost primal message. The absence of nuance—its unapologetic tone—only amplified its resonance among listeners who felt traditional discourse had failed to hold power accountable.

Sociopolitical Ripples

Digital Solidarity and Protest: The song became a tool for digital activism, bonded across borders under a viral hashtag. It allowed users to express solidarity in a format that blends politics and pop culture.

Censorship vs. Visibility: Attempts to remove the song from platforms only increased its visibility. As Gage put it, censorship only highlighted its unifying power.

Cultural Flashpoint: Boom Boom Tel Aviv has become a cultural divider—embraced by some as anti-imperial expression, and decried by others as extremist incitement. As social discourse evolves, its role remains a litmus test for where cultural satire ends and hate speech begins.

The Verdict

Boom Boom Tel Aviv is more than a viral hit—it’s a sociopolitical phenomenon that leveraged the emotional power of music and the immediacy of digital media to become a flashpoint in global conversation. It demonstrates how a short, aggressive track can resonate universally and polarize in equal measure.

By stirring both solidarity and controversy, the song highlights the complicated interplay between storytelling, activism, and identity in our global media landscape. Whether viewed as resistance or propaganda, its ability to spark debate marks it as one of 2025’s most consequential musical statements.

Recognizing and Diagnosing Attention-Deficit/Hyperactivity Disorder

Prevalence and Overview

Attention-Deficit/Hyperactivity Disorder (ADHD) affects an estimated 9.8% of American children aged 13–17 (CDC, 2022f). Globally, about 5% of children and adolescents under 19 are diagnosed with ADHD (Wüstner et al., 2019). While occasional inattention or impulsive behavior is normal for children, ADHD involves more severe and persistent symptoms that disrupt school performance, home life, and peer relationships (CDC, 2021c). Common symptoms include:

  • Daydreaming
  • Forgetting or losing items
  • Fidgeting or squirming
  • Talking excessively
  • Making careless mistakes or taking unnecessary risks
  • Struggling to resist temptation
  • Difficulty getting along with others

Diagnosis

ADHD diagnosis requires a multi-step evaluation by a pediatrician or mental health professional. There is no single diagnostic test. Because other conditions—such as anxiety, depression, sleep disorders, or learning disabilities—may mimic ADHD, assessment typically includes:

  • Medical examination
  • Hearing and vision screening
  • Symptom checklists completed by parents, teachers, and the child

ADHD often persists into adulthood, with about one-third of affected children continuing to meet diagnostic criteria later in life. Adult treatment options include medication, psychotherapy, or both (CDC, 2021c).


Types of ADHD

ADHD is classified into three presentations (CDC, 2021c):

  1. Inattentive: Difficulty organizing tasks, following instructions, or paying attention to details; easily distracted; forgetful in daily routines. Symptoms may be mistaken for laziness.
  2. Hyperactive-Impulsive: Excessive fidgeting, talking, restlessness, or constant movement; impulsive behaviors such as interrupting, grabbing objects, or speaking out of turn; difficulty waiting or listening.
  3. Combined: Equal presence of inattentive and hyperactive-impulsive symptoms. Presentations can shift over time.

ADHD Across the Lifespan

ADHD is not limited to children. Older adults, often undiagnosed, may seek medical advice when they notice increased forgetfulness or difficulty completing tasks. Diagnosis is sometimes prompted by family history, as ADHD is one of the most heritable medical disorders (Collier, 2020).


Nursing Support for Families

Nurses play a key role in supporting families by:

  • Educating parents about strategies such as consistent routines, organized environments, minimal distractions, clear instructions, and positive reinforcement.
  • Encouraging exploration of extracurricular activities to build self-esteem.
  • Promoting healthy habits, including balanced nutrition, physical activity, and adequate sleep.
  • Referring families to community resources while considering cultural, financial, and social contexts.

Clinical and Safety Considerations (QSEN)

When caring for a client with ADHD, nurses should:

  • Recognize that inattention may hinder participation in care.
  • Support involvement in healthy, social activities.
  • Allow decision-making time to respect individual abilities.
  • Screen for co-occurring disorders (e.g., anxiety, depression, learning disabilities).
  • Emphasize injury prevention due to impulsivity and risk-taking behaviors.

Medication Management

Stimulants—such as methylphenidate (Ritalin), dextroamphetamine (Dexedrine), and mixed amphetamine salts (Adderall)—are first-line treatments due to their rapid onset and proven safety record. These medications act on dopamine and norepinephrine systems and are available in short-, intermediate-, and long-acting forms.

Key considerations:

  • Pre-treatment evaluation: height, weight, vitals, cardiovascular history, substance use assessment.
  • Common side effects: insomnia, appetite loss, stomach pain, headache.
  • Less common: tics, emotional blunting.
  • Abuse potential: classified as Schedule II controlled substances; monitor for diversion or misuse.

Alternatives:

  • SNRIs (e.g., atomoxetine/Strattera): helpful for comorbid depression or anxiety; no abuse potential; black box warning for suicidal ideation in youth.
  • Alpha-2 adrenergic agonists (e.g., clonidine): used alone or with stimulants to reduce hyperactivity or aid sleep.

Behavioral Therapies

Behavioral interventions aim to reduce disruptive behaviors and increase positive behaviors. For children under six, parent training is the preferred first-line therapy. For those over six, a combination of medication, parent training, and school-based support is recommended (CDC, 2023e).


Community Resources

Families can access resources such as:

  • National Resource Center on ADHD (CHADD, 2023): helpline, educational materials, advocacy.
  • American Academy of Child & Adolescent Psychiatry ADHD Resource Center: treatment information, video guides, clinical resources.
  • SAMHSA provider locator for local treatment options.

Pinkies Up! Phones Down!: The Tea Party

It begins, as many rebellions do, with something small. A kettle whistles. A hand reaches for a ceramic cup. The clink of porcelain, the scent of bergamot, the hum of conversation at a volume that does not require raising one’s voice. Somewhere in Orange County, a grown woman is hosting a tea party, and it is not ironic.

The return of the tea party among adults may seem, at first glance, like an indulgence in nostalgia: lace doilies, cucumber sandwiches, a brief flirtation with the trappings of an imagined Edwardian leisure. But spend an hour in the hushed, leaf-scented glow of such a gathering, and something else emerges. This is not regression. It’s resistance.

Our tea party! July 5, 2025

Tea parties have always been about more than tea. In the Victorian era, they were a sanctioned space for women to hold court, discuss politics (obliquely, of course), and perform domestic grace with sharpened edges. In today’s iteration, the performance is gentler, less prescribed. The modern tea party trades status for presence. There is no DJ, no signature cocktail, no pressure to network. Just warm liquids, eye contact, and, occasionally, cake. There is definitely no talk of politics. The hostess once said, “If all my friends talked about politics, I would have no friends left.” So… no politics.

This is not to say tea parties are inherently profound. They can be frivolous, even fussy. But that’s precisely their charm. In a world calibrated for optimization, the act of steeping loose leaves, of ironing napkins, of preparing food too small to be practical—feels like a deliberate reclaiming of the inefficient.

There was no formal menu, no spreadsheet or signup sheet, and yet everything arrived as if preordained. A fancy cake from 85°C Bakery with a smooth lavender fondant. A plate of finger pastries arranged like a constellation. Each guest brought a dish—not out of obligation, but out of care, the kind that says: I thought of you while boiling this jam. The host, meanwhile, had conjured a setting so improbable it felt like a dream remembered from childhood. A table in the garden, draped in linen the color of antique postcards, flanked by thrifted chairs and the rustle of nearby leaves. China cups with gold rims caught the sun in uneven flashes. Everything matched, from the china down to the flowers in the garden. This was not a potluck; it was a quiet choreography of intention. The food was imperfect. The setting was curated. The moment—like the tea—was warm, generous, and wholly unnecessary. Which is to say: perfect.

The adult tea party is not a lifestyle brand or a call to tradition. It is, more often, a soft refusal: of noise, of urgency, of the transactional nature that has come to define so much adult interaction. It is a space where stillness is not awkward, where silence can steep.

Whether it lasts an hour or an afternoon, the tea party offers an elusive intimacy—one that asks only that you show up, sit down, and pour.

Note 1: We forgot garden music! I think that would really add to our ambiance. I love the classical takes on modern songs… like the Bridgerton soundtrack!

Note 2: No images are AI-generated. Yes… that’s really our tea party!

“Child Wants a Coffee!” A Request from Generation 2.5

Child Wants a Coffee

If I walked into a Vietnamese café and wanted to order, I wouldn’t know how to say, “May I please get one coffee to-go?” I might say, “Child wants a coffee.”

Despite growing up in a Vietnamese household, I barely learned enough to talk to my grandparents. I don’t understand the news. I can’t follow a political debate. And unless someone speaks the exact dialect my family uses, they might as well be speaking Klingon.

What I do know is the basics: how to show respect, how to eat, how to say happy birthday. I really didn’t learn to speak in complete sentences until I was 20. It was difficult and it still is. But when it comes to being polite, precise, or even casually fluent? I’m lost.

Generations

On average, it takes 2 to 3 generations for a family to lose strong ties to their homeland and cultural identity—unless active steps are taken to preserve them. Cultural loss is not inevitable, but it is likely without intention. 

First-generation immigrants often hold tightly to their homeland. They speak the language, observe cultural rituals, and maintain close ties.

Their children—the second generation—are usually born or raised in the new country. They might be bilingual and bicultural, but they often feel pressure to assimilate. Cultural practices shift. Traditions are selectively passed down.

By the third generation, many speak only the dominant language and feel distant from ancestral customs.

Sociologists often refer to the “three-generation model” (sometimes called the “third-generation rule”) which observes that:

“What the son wishes to forget, the grandson wishes to remember.”
Marcus Lee Hansen, historian

Yellow-Americans

You know what’s funny? In Vietnamese, a white United Statesian is called “Mỹ trắng.” A black United Satesian is called “Mỹ đen.” There isn’t a word for a Vietnamese or Asian person born and raised as an American. I once asked my mom, “Wouldn’t I just be Mỹ vàng,’ then?” She laughed knowing that maybe I would be the one who coined this word.

In Vietnamese, a white American is sometimes called “Mỹ trắng” (literally white American) and a Black American “Mỹ đen” (literally black American). But what about someone like me—Vietnamese by ethnicity, but born and raised entirely in the U.S.? One day I asked my mother, “Wouldn’t I be ‘Mỹ vàng’ then?” (literally yellow American) She laughed. I might be the first to coin it.

There is actually another word, “Việt Kiều,” which means “Overseas Vietnamese.” I have been told it is an outdated word.

There isn’t actually a term—no tidy phrase for Vietnamese Americans born here— and that says something. It reflects the tension between being “from” somewhere and being seen as always a bit foreign.

I lean just a bit more American than Vietnamese. (Actually, a lot more). My dad once told me, “Your grandma is Vietnamese, you’re just American.” It was in a joking kind of way, but I think somewhere in the back of his mind, there would be some time in my life that I would lose my Vietnamese identity completely.

This search for a word—any word—that captures who I am linguistically and culturally, reveals the bigger question: what happens when language can’t catch up with identity?

Note: “Yellow-American” is not an appropriate phrase in English. 

Hay quá! Hay quá!

Any non-Vietnamese speaker who married into my family would do their best to learn a few polite phrases in Vietnamese. And the response they would always get is “Hay quá! Hay quá!” (“So good! So good!). But here’s the thing—Vietnamese has no exact word for “good” the way English does. A child being obedient, a person doing well in school, a magical performance—these all require different descriptors. When someone says “Hay quá!” after hearing you attempt Vietnamese, it’s like clapping for a great performance. It recognizes effort, not perfection. And it always makes me smile.

Pronouns, Titles and Third-Person

What I learned in Vietnamese is that everyone has a title. I don’t mean for it to sound fancy, but I was never taught to use pronouns. In English, whomever I am speaking to is “you,” and I would always refer to myself as “me.” That really isn’t a part of the Vietnamese vocabulary. There is “toi,” which is kind of formal, kind of informal, but definitely not familiar. And a really funny thing I learned watching Vietnamese Masterchef… “you” is “bạn” …which literally means “friend,” whether or not you’re friends. That’s always bugged me, because being a worldly traveler myself, I’ve come to learn that whenever you start hearing someone call you, “My friend! My friend!” Run.

So, I learned that we speak in 3rd person and everyone has a title (kind of). I don’t mean a title like Sir Elton John. But we all get some sort of title. For example, I am my parents’ child, so they call me “child,” and they would call themselves “mom” and “dad.” There is no “you” or “me.” Here’s an example (if my mom and I spoke Vietnamese with each other):

Mom: Hello, Child! Is Child hungry?

Me: No Mom, Child is not hungry.

Mom: Are you sure, Child? Mom can make Child something to eat.

Me: Child does not need Mom to make anything. Child is not hungry.

Yes… you read that right. No matter how old I get, I will still call myself “child” when speaking to my mom…

It sounds absurd in English. But in Vietnamese, it’s natural. The structure reflects hierarchy, respect, and relationships. You always know where you stand with someone—literally, by the word you use for them.

How Fluent is Fluent?

In my opinion, true fluency in a language goes far beyond everyday conversation. You aren’t truly fluent until you can understand legal jargon, follow a president’s State of the Union address—whether it’s inspiring or laced with propaganda—or make sense of a scientific report or complex medical terminology. By that standard, the only person I know who is truly fluent is my mom.

Generation 2.5

I will probably never be fluent in Vietnamese. I can speak bits of it, but I don’t consider myself bilingual. I can’t read legal documents, I can’t follow debates, and I can’t switch registers the way fluent speakers can. I don’t even speak “Vietlish,” the casual mix of Vietnamese and English some families use. Mine didn’t teach me slang or informal speech. I learned phrases for meals, birthdays, and ceremonies—not for daily life.

So when someone asks, “Do you speak Vietnamese?” I say, “Not really.” I know words. I don’t know jokes. I know titles. I don’t know the language the way it lives and breathes.

And yet, I feel tied to it. I’m part of that in-between generation. Not quite second-generation, not quite third. Maybe 2.5. We exist in a gap—not fluent in the language of our ancestors, and never fully embraced by the country they left behind. But we carry the sounds. The laughter. The echo of what was almost lost.

That’s the funny thing about being 2.5 generations removed: you feel both close and far, fluent and frozen, local and foreign—all at once.

And sometimes, you just want a coffee. Even if you have to ask for it like a child.

*The image of a woman with a coffee is AI-generated

When Learning Changes: What I Learned from Supporting a Student with Young-Onset Dementia

This image is AI-generated

When I first started working in special education (SPED), I knew that it would be a different type of challenge. I never thought that I would also work with adults who are neurodiverse. This job came with many issues that I was never taught to deal with in school, and it took much research and heart to really give the students the best resources necessary.

Like any other job, your education doesn’t stop in the classroom, and you never really stop learning about your field. Tailoring Individualized Education Programs (IEP) for students is an ongoing job that requires constant monitoring and changes.

I have worked with many students who need different types of support. However, it was only recently that I started working with a young adult who lives with a condition I had never heard of.

Young-onset dementia (YOD), also known as early-onset dementia, refers to any form of dementia that begins before the age of 65. It accounts for approximately 5–10% of all dementia cases and can start as early as age 30. The most common causes include Alzheimer’s disease, frontotemporal dementia (FTD), vascular dementia, and Lewy body dementia, though some cases result from rare genetic or metabolic disorders.

While symptoms such as memory loss, communication difficulties, and impaired judgment are typical, YOD can present differently than late-onset forms, often with early personality or behavioral changes— particularly in cases of FTD. Because dementia is unexpected in younger individuals, it is frequently misdiagnosed as depression, anxiety, or stress, leading to delays in treatment. Diagnosis typically requires neuropsychological testing, brain imaging, and specialist evaluation.

The impact of YOD is profound: individuals are often still employed, raising children, or paying off loans, and support services tend to be limited for this age group. The emotional and financial burden can be significant. According to the Alzheimer’s Association and research by Rossor et al. (2010) in “The Lancet Neurology,” early diagnosis and age-appropriate support are critical to improving quality of life and care outcomes for those affected by YOD.

Helping a college student cope with young-onset dementia (YOD)—defined as dementia diagnosed before age 65—requires an interdisciplinary and compassionate approach that supports cognitive, emotional, and social well-being.

1. Academic Accommodations:
Universities can offer academic accommodations through disability services, including extended time on tests, note-taking support, and flexibility in course loads. Individuals with YOD benefit from environmental adjustments that reduce cognitive load and improve routine predictability. 

2. Cognitive Rehabilitation:
Cognitive rehabilitation strategies, such as memory aids, electronic calendars, and organizational apps, can help students maintain daily functioning. A study by Clare et al. (2019) found that goal-oriented cognitive rehabilitation improved self-efficacy in those with early-stage dementia.

3. Peer and Emotional Support:
Social isolation can worsen cognitive decline. Facilitating peer support groups or connecting students with others facing similar challenges is essential. Van Vliet et al. (2011) emphasize the psychological burden of YOD and the need for early psychological intervention to address grief, stigma, and identity disruption.

4. Mental Health Services:
Therapy and psychiatric care are crucial. Depression and anxiety frequently co-occur with YOD, impacting academic performance and quality of life. Early mental health intervention improves coping mechanisms and emotional resilience (American Journal of Geriatric Psychiatry, 25(3): 291–300).

5. Inclusive Campus Policies:
Institutions must create dementia-inclusive environments. Dementia-friendly initiatives, such as faculty training and signage improvements, foster dignity and reduce stress for students with YOD (Clemerson et al., Dementia, 13(6): 700–717).

Support must be person-centered, emphasizing autonomy, dignity, and participation in academic and social life. Interventions should evolve in tandem with the student’s needs, promoting inclusion and psychological safety.

The Cognitive Benefits of Video Games for Neurodiverse Children

For decades, hundreds—if not thousands—of research papers by respected professionals have outlined the potential benefits of video games for children and adults with neurological conditions such as autism, sensory processing disorders, and even epilepsy, provided the individual is not photosensitive.

When deemed safe, individuals with epilepsy may benefit from specific types of video games, particularly those that involve puzzle-solving or survival-based gameplay. Certain forms of epilepsy are associated with memory and cognitive processing challenges, and in such cases, the brain may require more frequent stimulation than a neurotypical brain. Memory-based games, such as Dr. Kawashima’s Brain Training and Big Brain Academy, can help strengthen recall and cognitive endurance, while more complex open-world games offer continuous opportunities to exercise both memory and problem-solving skills. In fact, as one study notes, “The well-defined structural problem-solving of neuropsychological tests likely is fitted to reflect aptitude in algorithmic thinking, whereas the ill-defined and iterative problem-solving required in real-life situations draws more upon awareness and reflective thinking.”

Despite recent efforts by parents and educators to limit screen time, if a game demonstrably supports a child’s cognitive or emotional development, it should be considered part of their allowed screen time. That said, if a child prefers to use their screen time for other activities, there are alternative ways to stimulate their brain outside of gaming.

It is critical that games do not induce stress, as elevated stress levels can trigger seizures or exacerbate symptoms in children with neurological conditions. The goal is therapeutic support, not overstimulation. Games that promote exploration and critical thinking in low-pressure environments are ideal.

One example is The Legend of Zelda: Breath of the Wild. This open-world game allows players to move at their own pace, free from the stress of strict time limits or punitive consequences. If a particular challenge becomes frustrating or overwhelming, the player can simply walk away from the task or exit the game altogether without penalty. The game also offers both short-term and long-term goals, allowing players to track their progress. This structure helps develop a sense of accomplishment, sustain motivation, and cultivate planning and time-management skills over time.

From personal experience, I’ve seen video games help neurodiverse children enhance their problem-solving abilities. That said, parents must be mindful in selecting games that support growth rather than provoke frustration. Like any tool, video games can become harmful if misused—excessive screen time or gaming addiction can interfere with responsibilities and contribute to emotional dysregulation. Ultimately, it is up to each parent to evaluate whether gaming is beneficial for their child and to maintain a healthy balance.