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

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Kakoulidou, M., Pavlopoulou, G., Low, L., Chandler, S., Baker, S., Johnson, A., Lukito, S., Hurry, J., Sonuga-Barke, E. J., team, t. R., Sonuga-Barke, E. J., Chandler, S., Danese, A., Downs, J. M., Funnell, E., Griffiths, K., Prasad, U., Kakoulidou, M., Low, L.,..., & Wilson, A. (2026). Reducing Emotional Burden Carried by Neurodivergent Students in School: Perspectives From Students and School Staff. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-026-07470-6

Publication date: 21 Aug 2026 Added to AutiHub: 9 Oct 2026 Type: Article Article language: English
Publisher source (DOI) Full text OpenAlex source

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Authors

Publication authors
48
Publication authors identified as autistic
3 / 48 (6.2%)
  1. Myrofora Kakoulidou
  2. Georgia Pavlopoulou
  3. L. Low
  4. Susie Chandler
  5. S. Baker
  6. A. Johnson
  7. S. Lukito
  8. J. Hurry
  9. Edmund J.S. Sonuga-Barke
  10. the RE‐STAR team
  11. Edmund J.S. Sonuga-Barke
  12. Susie Chandler
  13. Andrea Danese
  14. Johnny M. Downs
  15. Eloise Funnell
  16. Kirsty Griffiths
  1. Umaya Prasad
  2. Myrofora Kakoulidou
  3. Lauren Low
  4. Steve Lukito
  5. Angus Roberts
  6. Emily Simonoff
  7. Daniel Stahl
  8. Anna Wyatt
  9. Georgia Pavlopoulou
  10. Jane Hurry
  11. Sylvan Baker
  12. Graham Moore
  13. Amy Edwards
  14. Dennis Ougrin
  15. Amanda Roestorf
  16. Rebecca Kirkbride
  1. Jordan Altimimi
  2. Beta Balwani
  3. Saskia Barnes
  4. Tiegan Boyens
  5. Zoë Glen *
  6. Cj Harris
  7. Charlotte Hillman
  8. Luke Harvey-Nguyen
  9. Issy Jackson
  10. Amber Johnson *
  11. Elisa Ly
  12. Elizabeth Macauley
  13. Maciej Matejko *
  14. Dorian Poulton
  15. Anya Rose
  16. Archie Wilson

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.

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Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 17 Oct 2026 01:28.

Cited references
107
With a DOI
96
Without a DOI, from raw bibliography text
11
7 / 107 (6.5%) cited references include at least one author identified as autistic.
References with data to complete
50 / 107 (46.7%)
References with detected author names
96 / 107 (89.7%)
Without detected author names
11
Without a structured title
50
Without a stable identifier
11
References with raw author names still to review
11
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
295
From DOI or external metadata
295
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
18
114 / 295 (38.6%) names are linked to an author already present in AutiHub. 181 / 295 (61.4%) names are not yet linked.
Names linked to a person identified as autistic
14 / 295 (4.7%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 14 / 114 (12.3%). Distinct people identified as autistic: 11 / 257 (4.3%).
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