Elevated Emotional Challenges for Neurodivergent Adolescents at School
Neurodivergent adolescents face twice the emotional burden from negative school experiences, increasing their risk of depression and anxiety. New research emphasizes the importance of supportive, neurodiversity-informed school environments.
Recent research conducted by the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King's College London, in collaboration with University College London and Anna Freud, highlights the significant emotional impact that school experiences have on neurodivergent adolescents, including those with autism and ADHD. The study found that these students face twice the emotional burden from negative school interactions compared to their neurotypical peers. This increased emotional load is strongly linked to higher rates of depression and anxiety within this population.
The study, published in the Journal of Child Psychology and Psychiatry, aimed to better understand why up to 50% of autistic adults and 30% of individuals with ADHD develop depression or anxiety later in life. The researchers propose that emotional regulation difficulties and heightened emotional burden from everyday school events contribute to this mental health risk.
Participants aged 11-16 completed the My Emotions in School Inventory (MESI), which assessed the frequency and emotional impact of common upsetting events, such as misinterpreting social cues or being accused of disruptive behavior. Findings revealed that neurodivergent adolescents experienced these events more frequently and with greater emotional intensity than their neurotypical counterparts. The calculated emotional burden, which considers both the frequency and intensity of upsetting experiences, was notably higher in neurodivergent students.
Autistic students often reported that social misunderstandings, peer rejection, and difficulty interpreting social interactions were significant sources of distress. Conversely, students with ADHD more frequently cited upsetting events involving interactions with teachers. These findings underscore the importance of tailored school-based interventions aimed at reducing upsetting experiences and helping students manage emotional responses.
Professor Edmund Sonuga-Barke, senior author of the study, emphasized that addressing emotional burdens in schools could mitigate the development of depression and anxiety. He advocates for inclusive, neurodiversity-informed approaches within educational settings to foster emotional resilience.
The research underscores the need for schools to recognize and address the unique emotional challenges faced by neurodivergent adolescents, promoting environments that support mental health and emotional well-being.
Source: https://medicalxpress.com/news/2025-07-neurodivergent-adolescents-emotional-burden-school.html
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