School Distress is increasingly recognised as a major wellbeing and educational issue affecting neurodivergent children and teenagers. School Distress should not be assumed to reflect defiance, unwillingness or a behavioural problem. It can arise through a complex interaction of factors that make school attendance or participation extremely difficult or feel impossible. These factors can include environmental mismatch, unmet support needs, nervous system overwhelm, trauma, anxiety, sensory overload, executive functioning difficulties, social adversity, bullying and exclusion.
In this course, we present an update on the latest research on School Distress, including prevalence, contributing factors, and the lived experience of autistic and ADHD students. We explore the biological, social, cognitive, and environmental contributors that may contribute to school-related distress, attendance difficulties and shutdowns. We describe how to support and accommodate a young person experiencing School Distress across home, school, community, and clinical settings.
In the final section of the day, we outline neuroaffirming therapeutic approaches and collaborative planning strategies that reduce distress, rebuild safety, and support gradual re-engagement (where appropriate). We also discuss alternative education pathways and arrangements to traditional schooling, protective factors, and how to support parents, carers, and professionals navigating School Distress.