Neurodiversity and School Distress

2nd August 2024

The COVID-19 pandemic has highlighted a crisis in school attendance and the struggle many children and young people (CYP) face in attending school, particularly those with significant mental health challenges and neurodevelopmental conditions.

Connolly et al (2022) conducted a study looking at the challenges faced by children experiencing difficulty with school attendance. They termed this 'School Distress' - extreme emotional distress before, during, and after school. Researchers administered a questionnaire to 947 parents of CYP experiencing School Distress between February and March 2022. 

An overwhelming 94.3% of parents reported that their children’s school attendance problems were rooted in significant emotional distress. Furthemore, 92.1% of CYP experiencing School Distress were described as neurodivergent, with 83.4% identified as autistic. The odds of autistic CYP experiencing School Distress were notably high, with an Odds Ratio of 46.61.

Autistic children displayed signs of School Distress at a significantly earlier age than their non-autistic peers, and the distress was more enduring. The average number of neurodivergent conditions per child experiencing School Distress was 3.62, indicating that these children often face multiple challenges simultaneously and therefore are in need of additional support. 92.5% of children exhibited clinically significant anxiety symptoms, and elevated demand avoidance was also identified. 

Despite the severe emotional distress and disability reported by parents, there is a concerning lack of meaningful support for neurodivergent CYP at school. Many parents expressed frustration over the inadequate accommodations and understanding from schools. The findings of this study emphasise the urgent need for schools and policymakers to address the unique needs of neurodivergent children, particularly those with autism. This could look like early intervention strategies or tailored support plans to help reduce School Distress, accounting for factors such as sensory processing difficulties and anxiety.

Read the full article here: https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2023.1237052/full

References:

Connolly, S. E., Constable, H. L., & Mullally, S. L. (2023). School distress and the school attendance crisis: a story dominated by neurodivergence and unmet need. Frontiers in Psychiatry, 14, 1237052.