Study Highlights Ways to Reduce Emotional Strain for Neurodivergent Students in Schools

August 22, 2026 3 Min Read

Understanding Emotional Challenges for Neurodivergent Students

Neurodivergent students, such as those diagnosed with autism or ADHD, often face heightened emotional challenges in school compared to their neurotypical peers. These challenges, described as an increased emotional burden, can negatively affect their mental health. A recent study explored both student and school staff perspectives to better understand the sources of this emotional strain and identify strategies to alleviate it.

Research Approach and Participants

The study involved focus groups with 11 students aged 11 to 16 who had autism or ADHD diagnoses, alongside 12 school staff members. Researchers used multimedia methods to facilitate communication and ensure active participation from all involved. This dual perspective approach is notable, as previous research often examined student or staff views separately.

Key Findings: Triggers of Emotional Burden

Through reflexive thematic analysis, the researchers identified three main themes reflecting the emotional experiences and support challenges within schools.

1. Upsetting Experiences in School

Overwhelming and Uncertain Physical Environment: Sensory overload and unpredictable surroundings were common stressors for neurodivergent students.
Lack of Belonging and Understanding: Students often felt socially isolated or misunderstood by peers and staff.
Inflexible School Policies: Rigid rules and procedures sometimes failed to accommodate individual needs.
Overemphasis on Academic Achievement: Pressure to meet academic standards added to students’ emotional strain.

2. Staff-Specific Barriers to Support

Staff Wellbeing: Educators acknowledged their own stress and wellbeing impacted their ability to support students effectively.
Inconsistent Understanding and Support: Variability in staff knowledge about neurodiversity led to uneven support practices.

3. Promoting Emotionally Healthy School Environments

Whole School Collaboration and Action: Coordinated efforts across staff and administration were seen as essential.
Positive Approaches and Student Agency: Encouraging student participation and empowerment helped foster wellbeing.
Building Trust, Understanding, and Belonging: Establishing supportive relationships was key to reducing emotional burden.
Close Staff Relationships, Training, and Supervision: Ongoing professional development and supportive supervision for staff improved their capacity to assist students.

Implications for Schools and Families

Both students and staff shared insights into the stressors affecting neurodivergent students, with students providing perspectives on internal emotional experiences and staff observing behavioral indicators. Environmental modifications emerged as a primary strategy to accommodate student needs and reduce emotional distress.

Moreover, the study highlights the importance of supporting staff wellbeing and providing consistent training to enhance understanding of neurodiversity. These combined efforts can contribute to creating more inclusive and emotionally supportive school environments.

Considerations and Next Steps

While the findings offer valuable guidance, it is important to note that the study involved a relatively small sample size and focused on specific diagnoses. Further research is needed to generalize these insights across diverse educational settings and neurodivergent populations.

Overall, this research underscores the value of incorporating both student and staff voices when developing policies and practices aimed at reducing emotional burdens in schools.

For more detailed information, see the original study published in the Journal of Autism and Developmental Disorders: Reducing Emotional Burden Carried by Neurodivergent Students in School: Perspectives From Students and School Staff.