Dr. Emily WH

03/31/2026

Today is Transgender Day of Visibility 💙

I feel really grateful to know and support gender-diverse adolescents and adults.

One thing I’m reminded of again and again is how much it matters to be accurately understood, and not questioned, minimized, or pathologized.

I see this every day in my work, and it’s something that also matters deeply to me on a personal level.

If you or your child are exploring gender identity, or just looking for a space where you can be supported and understood without judgment, you’re not alone.

You deserve care that sees you clearly and respects who you are.

Thinking of and celebrating the trans and gender-diverse community today 💙

03/27/2026

One thing I care deeply about in my work:

Evaluations that don’t just identify challenges, but actually help people understand themselves.

Many of the adolescents and adults I work with have spent years feeling “off,” “behind,” or unsure why things feel harder than they should.

A good evaluation should provide:
– Clarity (what’s going on?)
– Context (how does this fit together?)
– Direction (what actually helps?)

I take a strengths-based, neurodiversity-affirming approach to ADHD, autism, and dyslexia evaluations, so that clients walk away not just with answers, but with a clearer sense of how to move forward.

If you’re wondering whether you or your child might benefit from an evaluation, or just feeling unsure about what you’re seeing, I’m happy to talk through whether it makes sense.

I have a few openings coming up, so feel free to reach out.

03/11/2026

I’m grateful to have been featured in an interview with Voyage Ohio, where I shared a bit about my professional journey and the work I care deeply about.

My practice focuses on supporting neurodivergent and gender-expansive individuals and helping families navigate the intersection of mental health and broader systems through therapy, consultation, and comprehensive evaluations.

If you’re curious about the path that led me here, you can read the interview below.

Thank you to Voyage Ohio for the opportunity to share my story.

Today we’d like to introduce you to Emily Wojniak-Heselton. Hi Emily, we’re thrilled to have a chance to learn your story today. So, before we get into specifics, maybe you can briefly walk us through how you got to where you are today?I began my career as a mental health counselor and quickly k...

02/21/2026

On my desk this week 🤍

I continue to learn from neurodivergent voices and evidence-based approaches as I support autistic, ADHD, and gender-expansive adolescents and adults.

I currently have limited openings for:
• ADHD & Autism evaluations (kids, teens & adults)
• Therapy (15+)
• Parent consultation

If you’re navigating questions about school, identity, or next steps, I’m always happy to connect.

02/05/2026

Some mornings, I walk into my school building and catch a sky like this.

It’s a quiet reminder of how grateful I am to get to work in both worlds ~ public education and private practice.

Working in an urban school district keeps me grounded in the daily realities many families face: limited resources, long waitlists, complex systems, and the very real impact of policy decisions on kids’ lives.

My private practice gives me space to slow down, listen deeply, and support people and families in ways that aren’t always possible within larger systems alone.

Holding both roles keeps me honest about what actually helps, and what many are up against.

Good care has to make sense not just on paper, but in real lives. 💛

01/30/2026

A quick note in case it’s helpful —

I’m currently accepting new therapy and psychological evaluation clients (including ADHD and autism), with in-person options in Central Ohio and virtual availability.

Sharing here in case this is useful for anyone supporting someone navigating waitlists or next steps.

01/23/2026

Feeling stuck on a waitlist? Or unsure where to even start?

I’m hearing from a lot of families, teens, and adults right now who are exhausted from:
• long evaluation waitlists
• unanswered questions about ADHD or autism
• anxiety, burnout, or school and workplace stress that just keeps piling up
• feeling misunderstood or “too much” in systems that weren’t built for them

This is the work I do.

I provide neuroaffirming therapy and psychological evaluations for:
• autistic and ADHD individuals
• gender-diverse and trans clients
• teens and adults navigating anxiety, executive functioning, identity, and burnout

If you’ve been thinking “we should probably reach out” — this is your sign.

✨ I’m currently accepting new therapy and evaluation clients
✨ Columbus / Central Ohio (virtual options available)

You’re welcome to message me here or submit an inquiry through my website.

01/14/2026

✨ “It’s a lonely road. You’ve got to struggle.”

That’s how one trans, autistic student described moving through school: having to navigate systems that weren’t designed with their nervous system, identity, or learning style in mind.

In my work, I see this often:
bright, thoughtful people who aren’t failing; they’re doing their best to adapt in environments that don’t fully understand them.

What actually helps isn’t pushing harder.
It’s being listened to.
It’s being understood.
It’s support that looks at the whole person: neurodivergence, anxiety, executive functioning, and identity, together, not separately.

I provide neuroaffirming therapy and psychological evaluations for neurodivergent, ADHD, autistic, and gender-diverse individuals.

✨ I’m currently accepting new therapy and evaluation clients, and I’m happy to connect with families, educators, or professionals navigating long waitlists or searching for affirming care.

01/09/2026

DOUBLE INVISIBILITY.

It’s what happens when a person is seen for one part of who they are,
and unseen in another.

Many of the people I have the privilege to work with aren’t only neurodivergent.
They aren’t only transgender or gender non-conforming.

They are both.

And that matters more than most systems realize.

Through both my clinical work and my research, I see this pattern again and again. Support is often designed one piece at a time.

Gender support in one place.
Disability support in another.
Mental health support somewhere else.

Each well-intentioned.
Each incomplete.

On paper, supports may exist.
In real life, they still fail.

Affirming language may be used, but sensory needs are overlooked.
Inclusion may be stated, but true participation still requires constant effort, masking, and self-advocacy.

What that creates is double invisibility.

People aren’t “too sensitive” or “not trying hard enough.”
They are carrying the weight of adapting to environments that were never designed with their full selves in mind.

What I’ve learned is this: we don’t just need more supports.
We need better-designed supports.

When people are seen only in parts, inclusion stays partial.
When people are seen whole, real belonging becomes possible.

💚

12/12/2025

Here’s something I wish more schools understood:

Belonging isn’t created just by policies or programs.
It’s created in moments.

Policies matter. They protect rights and create access. But they can’t replace human connection.

I see this all the time in my work with neurodivergent and gender-diverse kids, teens, and young adults. Even in schools that are well-intentioned, students often tell me they’re still working hard just to get through the day - managing sensory overload, masking parts of themselves, or trying to stay under the radar to avoid being misunderstood.

What makes a difference can sometimes be very simple.

It’s a teacher who uses a student’s name and pronouns without hesitation.
An adult who notices when someone is overwhelmed and offers a break.
Someone who listens before reacting.
Someone who sees strengths before challenges.

These moments don’t require special training or perfect language.
They require presence.

For parents navigating schools right now: if your child is struggling despite “inclusive” policies, trust your instincts. Belonging is relational, not just procedural.

And for educators: the smallest interactions often carry the greatest weight.

Belonging isn’t something we announce.
It’s something we practice.

What are the small moments that have made you or your child feel seen at school?

11/21/2025

Yesterday was Trans Day of Remembrance.

Today, I’m holding space for the trans and gender-expansive individuals and families in our community who face fear, misunderstanding, and discrimination every day.

In my work, I’m committed to offering care that is:
🌿 affirming
🌿 identity-supportive
🌿 trauma-informed
🌿 grounded in safety and dignity

If you or someone you love is navigating gender identity, neurodivergence, or both, you’re not alone, and you’re deeply valued. 💜

🌈 Local Resources:
• Kaleidoscope Youth Center (Columbus): https://www.kycohio.org/
• TransOhio
• Black Transmen of Ohio
• The Trevor Project (24/7 support)

Proud to be the largest and longest standing organization in Ohio serving q***r youth.

11/06/2025

🌈 “My child marches to the beat of their own drum…” 🥁

It’s something I hear often, and it’s one of the most beautiful things a parent can say.

Autism and gender diversity often overlap, and that intersection can be both complex and incredibly powerful. Research shows autistic individuals are 3–6x more likely to identify as gender-diverse, but what matters most isn’t the numbers, it’s belonging.

When kids are given room to be fully themselves, without pressure to fit a mold, they show amazing authenticity, creativity, and empathy. When that space is missing, anxiety and isolation often follow.

💚 What helps most?
✨ Clear, affirming communication
🤝 Collaboration between home, school, and clinicians
🌿 Communities that understand and support diverse identities

Every young person deserves to feel safe and celebrated exactly as they are.

👉 Learn more: dremilywh.com