Due to the increased risks of neurocognitive impairment when a child is diagnosed with Type 1 diabetes (T1D) at an early age, early identification and assessment are critical. A study by Nadebaum et al. (2012) found that cognition is impaired in a significant number of children at the time of diagnosis, and those who are initially impaired show a reduction in performance on attention and memory tasks in the week after diagnosis. Additionally, IQ scores of children with impaired mental states fell almost a full standard deviation below the unimpaired group (Nadebaum et al., 2012). Neurodevelopmental disorders such as ADHD, specific learning disabilities, and intellectual disability tend to be comorbid with T1D and are usually associated with poor glycemic control and a higher risk for diabetic complications (Liu et al., 2021). These findings emphasize the importance of early intervention and supports. It also can help inform inpatient education for children with T1D and their families, providing them with the tools they need in order for them to be successful.