The editorial Multilingualism and Neurodevelopmental Disorders examines the intersection of multilingualism and neurodevelopmental disorders through discussing four key studies, covering autism spectrum disorder (ASD), speech-language impairments, and intellectual developmental disorders. It emphasizes the growing interest in multilingualism’s impact on cognitive and language development and highlights critical gaps in research, particularly concerning children with neurodevelopmental disorders. THantman et al. reveal inconsistencies in how multilingualism is defined across studies, making it difficult to generalize findings. Foster et al. use a national database to explore the relationship between symptom severity, academic success, and socioemotional functioning, finding that while multilingual children with speech-language disorders face unique challenges, their outcomes are comparable to monolingual peers. Gahl identifies disparities in stuttering diagnosis among multilingual children, pointing to the inadequacy of monolingual-based assessment criteria. Finally, Wu et al. demonstrate the potential of computerized cognitive training to enhance adaptive skills in children with intellectual developmental disorders. The editorial underscores the need for consistent definitions and more research on multilingual children with neurodevelopmental disorders. It advocates for a multifaceted approach to understanding and addressing these children’s unique needs.