Mental Health of Neurodivergent Learners

For more information about my speaking and training work, visit: https://www.pookyknightsmith.com/speaking/

1. Understanding and Supporting

Mental Health in
Neurodivergent

Learners

Poly Real

@PookyH

com | pookyknightsmith.com

2. Sometimes my
brain feels too
loud and nobody
understands why

I need to hide
under the table

@Pookyh

3. Neurodivergence
& Mental Health

Social

Communication

Anxiety &

Sensory

Emotional
Regulation

Processing

Bringing it
all together

4. Neurodivergence
6 Mental Health

5. Neurodiversity is natural human variation, not a deficit
Neurodivergent children experience mental health
challenges at 3X higher rates

Challenges often present differently and are
misinterpreted as behavioural issues

With appropriate support, children can thrive

L dd

6. Mental health challenges look the same for all children

Challenging behaviour is separate from mental health

Strategies for neurotypical children work for all

7. Mentatheatth-chattengestook-the-sameforattchitdren
Presents differently in neurodivergent children
Challenging behavieutis-seperate-frommentatheatt

Often direct communication of mental health needs

Different approaches needed

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12. A x 3 5 CL EA i ee he?

Key Indicators E Warning Signs

* Covering ears or 3 ©) Strong preferences Physical complaints

distress in noisy for certain clothing (headaches, tummy

environments or foods aches)

MCE
dcr
dl School
_. non-attendance or
MR 4 reluctance
e *

18. - Steps Towards a Regulation-Supporting School -

Consistent
Regulation

stations in each
classroom

Staff training in
emotional

Behaviour policies

co-regulation
vocabulary

that recognise
techniques regulation needs
across school 4

19. |

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20. — Tomorrow's Toolkit —

CD
CHECK

Identify one
child
showing

anxiety signs
and observe
for sensory
triggers

©
SAY

Replace
"calm down"
with
"let's find a
quieter
space"

[=
DO

Create a
simple
sensory

break card
students can
use

@PooksH

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25. == e à
Recognising Regulation Challenges

Difficulty

recovering from

Rapid shifts from

calm to extreme

Rigidity as attempt
to mana
emotional episodes E =

distress uncertainty

Meltdowns that

seem to come “out

Shutdown or

withdrawal when after emotional

Self-criticism

of nowhere” overwhelmed episodes

de Pecks
tal ee Zu

28. Co-Regulation Before Self-Regulation

29. D 0.

31. Preventing Dysregulation

Regular movement breaks throughout the day
Predictable schedules with visual supports
Advance warning of changes or transitions
Designated safe spaces for regulation

Recognition of early dysregulation signs

32. - Steps Towards a Regulation-Supporting School -

Consistent | ’

Regulation Staff training in Behaviour policies
emotional |
stations in each co-regulation that recognise
vocabulary

classroom techniques | regulation needs

across school

33. =
=
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—
a
3
[o]
h
=
(o)
3
[o]
>

<>
CHECK

Identify one
recurring
trigger for
emotional
dysregulation
in your
classroom

routine

©
SAY

"We don't cry
over small
things" with
"It's okay to
have big
feelings. Let's
find a way
through."

Create a visual
"feelings
toolkit"
showing 3-4
regulation
strategies
children can

choose from

34. =
wo

is
=
3
O

A

35. SUO!4995194U] yylea} [e + US

37. I understand exactly what you say,
not what you might mean

I need more time to process your words
before I can respond

Looking at you makes it harder for me
to listen to what you're saying

The social rules everyone seems to
know naturally are a mystery to me

39. Ses

Challenges with à

| idioms, sarcasm, or 7

Stress during
unstructured

playground time implied meanings À

a
Difficulty with D} Social exhaustion \ Qnestided
group work without after school N conversations about

clear structure | (masking) special interests À

41. Practical Communication Strategies

Visual supports alongside verbal information
Processing time after questions (10+ seconds)
Alternative communication methods

Concrete, specific language

Written/visual instructions for multi-step tasks

ePooksHt

43. Structured Social Opportunities

Structured activities during break times
Visual conversation starters or topics
Adult-facilitated small group activities

Clear beginning/middle/end to social activities

Teaching social skills in natural contexts