Situating emotion regulation in autism and ADHD through neurodivergent adolescents’ perspectives

Accounts of emotional dysregulation in autism and ADHD are typically based on external adult observations anchored in neurotypical notions of appropriate emotional responses1. These often fail to account for neurodivergent people's efforts to regulate in the context of the upsetting experiences they face, and to explore how neurodivergent young people manage emotional burden or find effective strategies to reduce distress and increase resilience. We interviewed 57 adolescents (11-15 years; 19 females) with diagnoses of ADHD (n=24), autism (n=21) or both (n=12), about their experience of upsetting events using a codesigned semi-structured interview schedule. We analysed data using reflexive thematic analysis which generated shared themes with diagnostic nuances. Three themes were found: (1) What helps prevent experiences from becoming upsetting, (2) Managing emotional responses during periods of upset and (3) Leveraging own strengths. Participants highlighted the importance of consistent, neurodivergent-affirming environments, flexible supports, and being genuinely accepted. Autonomy in choosing self-regulation strategies, co-regulation and expressing distress without stigma were key to emotional wellbeing. These findings underscore the value of stable, trusting relationships and the need for predictable routines. Results offer actionable insights for educators, caregivers, and professionals aiming to foster inclusive, emotionally supportive environments for neurodivergent youth.

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Publication Details

Journal
Scientific Reports
Published
2025-10-27
DOI
https://doi.org/10.1038/s41598-025-21208-x
Citations
3
Primary Topic
Autism Spectrum Disorder Research
Type
article
Field-Weighted Citation Impact
4.29

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article

Situating emotion regulation in autism and ADHD through neurodivergent adolescents’ perspectives

S. B. Barnes, Amanda Wilson, Amber Johnson, Luke Harvey‐Nguyen et al.
3 citations
Scientific Reports
Autism Spectrum Disorder Research
4.29
article

Situating emotion regulation in autism and ADHD through neurodivergent adolescents’ perspectives

S. B. Barnes, Amanda Wilson, Amber Johnson, Luke Harvey‐Nguyen, Susie Chandler, Elisa Ly, Elaine Funnell, Johnny Downs, Lauren Low, Jane Hurry, Claire Lewis, Dennis Ougrin, Zoë Glen, Emily Simonoff, Georgia Pavlopoulou, Charles H. Hillman, Rebecca Kirkbride, Myrofora Kakoulidou, Isabel Jackson, Andrea Danese, Steve Lukito, Amanda Roestorf, Kirsty Griffiths, Cj Harris, A Rose, Maciej Matejko, Daniel Ståhl, Angus Roberts, Edmund Sonuga‐Barke, Ian Jackson, Sylvan Baker, Tiegan Boyens, Dorian Poulton, Beta Balwani, David A. Webb, Graham Moore, Anna Wyatt, Elizabeth Macauley, Umaya Prasad, Jordan Altimimi
article en
3 citations

Abstract

Accounts of emotional dysregulation in autism and ADHD are typically based on external adult observations anchored in neurotypical notions of appropriate emotional responses1. These often fail to account for neurodivergent people's efforts to regulate in the context of the upsetting experiences they face, and to explore how neurodivergent young people manage emotional burden or find effective strategies to reduce distress and increase resilience. We interviewed 57 adolescents (11-15 years; 19 females) with diagnoses of ADHD (n=24), autism (n=21) or both (n=12), about their experience of upsetting events using a codesigned semi-structured interview schedule. We analysed data using reflexive thematic analysis which generated shared themes with diagnostic nuances. Three themes were found: (1) What helps prevent experiences from becoming upsetting, (2) Managing emotional responses during periods of upset and (3) Leveraging own strengths. Participants highlighted the importance of consistent, neurodivergent-affirming environments, flexible supports, and being genuinely accepted. Autonomy in choosing self-regulation strategies, co-regulation and expressing distress without stigma were key to emotional wellbeing. These findings underscore the value of stable, trusting relationships and the need for predictable routines. Results offer actionable insights for educators, caregivers, and professionals aiming to foster inclusive, emotionally supportive environments for neurodivergent youth.

Scientific ReportsVol. 15(1)
University of Liverpool (GB), Queen Mary University of London (GB), City, University of London (GB), King's College London (GB), Royal Central School of Speech and Drama (GB), Anna Freud Centre (GB), University Hospitals of Leicester NHS Trust (GB), Language Science (South Korea) (KR), Autistica (GB), Liverpool Womens NHS Foundation Trust (GB), University College London (GB), Cardiff University (GB)
South London and Maudsley NHS Foundation Trust, National Institute for Health and Care Research, King's College London, NIHR Maudsley Biomedical Research Centre, Medical Research Council
Openalex Percentile: Top 5%
Autism Spectrum Disorder Research
4.29
DOIOpen Access PDFOpenAlex
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