Person-centred care (PCC) has become an increasingly central framework within child and adolescent psychiatry, yet its implementation in the care of children and adolescents with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) remains challenging. This narrative review synthesises current evidence on how the core principles of PCC—agency, shared decision-making, lived experience, collaborative relationships, and respect for individual preferences—can be effectively adapted for neurodivergent young people and their families. Across recent studies, young people with ADHD and ASD are shown to experience communication differences, sensory sensitivities, executive-functioning difficulties, and challenges in expressing internal states. These factors may complicate traditional clinician-led care models and highlight the need for flexible, individualised approaches. PCC reframes the clinical encounter, shifting the emphasis from symptom control toward meaningful partnership, where the child or adolescent is supported as an active participant according to their developmental capacity. Evidence from qualitative and quantitative research suggests that PCC-oriented practices improve engagement, reduce avoidance of care, strengthen communication between families and clinicians, and increase satisfaction with services. Effective strategies include the use of sensory-informed environments, visual communication tools, flexible interviewing techniques, collaborative goal-setting, and strengths-based clinical formulations. Family involvement, while maintaining a clear focus on the young person’s own perspective, is shown to enhance continuity, therapeutic alliance, and ethical alignment. Barriers to PCC implementation include limited time, insufficient training in neurodiversity-informed practice, systemic pressures toward standardisation, and a lack of validated PCC tools tailored for neurodivergent populations. The review concludes that PCC is both feasible and beneficial within ADHD and ASD care but requires organisational support, targeted clinician training, and structured methods to elicit the child or adolescent’s own narrative.