Reducing Emotional Burden Carried by Neurodivergent Students in School: Perspectives From Students and School Staff

Abstract

Abstract Purpose Compared to neurotypical peers, neurodivergent students experience increased exposure and more intense responses to commonly upsetting events (emotional burden), contributing to poor mental health. Student and staff perspectives offer insights into sources of emotional burden in school and how they can be managed and reduced. However, student and staff perspectives are rarely explored together. Methods Focus groups with students (11–16 years, n = 11) with autism or ADHD diagnoses, and school staff (n = 12) were used to explore the impact of the school environment on students’ emotions. Multimedia methodologies supported communication and participation. Results Reflexive thematic analysis generated three themes: Theme 1 “Upsetting experiences in school that trigger negative emotions” with subthemes: (i) an overwhelming and uncertain physical environment; (ii) a lack of belonging and understanding; (iii) inflexible school policies; (iv) an overemphasis on academic achievement; Theme 2 “Staff-specific barriers to supporting neurodivergent students” with subthemes (i) staff wellbeing; (ii) inconsistent understandings of, and support for, neurodivergent students; and Theme 3 “Promoting emotionally healthy school environments” with subthemes: (i) whole school collaboration and action; (ii) positive approaches and agency; (iii) building trust, understanding and belonging; (iv) close staff relationships, training and supervision. Conclusion Staff and students had shared understandings of stressors, staff through observing behaviour, students through internal experience. Both reported helpful practices, primarily environmental adaptations to accommodate students’ needs. Staff also reflected on their own wellbeing, training and supervision. These insights offer a nuanced understanding of student and staff knowledge to inform policy, practice, and research in school settings.