Many neurodivergent children—those with autism, ADHD, anxiety, or sensory challenges—struggle with emotional regulation because their "upstairs brain" (logic, self-control) can't function during meltdowns; only the "downstairs brain" (survival responses) is active. Parents should practice co-regulation: calming themselves first, then offering warmth and presence to help children return to calm before teaching coping skills.

Growing evidence suggests that girls with ASD often present differently, making their symptoms easier to overlook by parents, teachers, and even trained clinicians.

Neurodiverse students often require additional support to navigate transitions, adapt to new routines, and access learning environments effectively. Here are key considerations and practical strategies for families and educators as students return to school.