Emotional wellbeing in neurodivergent children and young people
Mindfulness and relaxation techniques
Mindfulness and relaxation practices can help children and young people manage stress and regulate emotions.
Mindfulness involves paying attention to thoughts, feelings and physical sensations in the present moment without judgement. This can reduce anxiety and rumination.
Examples of relaxation strategies include:
- deep breathing exercises
- guided meditation
- progressive muscle relaxation
- gentle stretching or yoga
Even short sessions of five to ten minutes can be helpful.
Some young people may prefer structured supports such as:
- mindfulness apps
- audio-guided relaxation exercises
- visual breathing guides
A commonly used technique is box breathing:
- Breathe in for four seconds
- Hold for four seconds
- Breathe out for four seconds
- Hold again for four seconds
Repeating this cycle several times can help calm the nervous system during stressful situations. However, please note that some children find focusing on the breath can actually increase their feelings of stress or anxiety, so it is important to find a practice that works well for each individual young person.
Supporting emotional regulation
Emotional regulation refers to the ability to recognise, understand and manage emotions.
Some neurodivergent children and young people experience emotions very intensely or find it difficult to recognise emotions and regulate them. They may become overwhelmed more quickly in stressful situations.
Parents can support emotional regulation by helping young people to:
- recognise different emotions
- identify triggers for stress or frustration
- notice early signs of overwhelm
- use coping strategies when emotions feel intense
A key concept is co-regulation. Children and young people often learn emotional regulation through interactions with calm and supportive adults.
Helpful coping tools may include:
- taking a break in a quiet space
- listening to music
- journalling thoughts or feelings
- using sensory tools such as weighted blankets or fidget objects
Over time, these strategies can become self-regulation skills that young people use independently.
