Research Library

Depression rates are elevated in autistic and/or ADHD adolescents, but the reasons are unclear. We examine how responses after being upset at school—often pathologised as “emotional dysregulation”—are associated with mental health using the 20-item MERSI.

A sense of belonging supports pupils’ social acceptance and protects against harmful psychological outcomes. However, little research has considered autistic girls’ belonging experiences in mainstream schools or what needs to change to facilitate belonging.

Accounts of emotional dysregulation in autism and ADHD often rely on adult observations based on neurotypical notions of emotional responses, failing to account for neurodivergent people’s experiences and strategies for managing emotional burden, reducing distress and increasing resilience.

This article argues for neurodiversity-affirming, co-produced psychotherapy competence frameworks that are grounded in Autistic people’s lived experiences and prioritise safety, accessibility, collaboration, and harm prevention.

Accounts of emotional dysregulation in autism and ADHD often rely on adult observations based on neurotypical notions of emotional responding, failing to consider the upsetting experiences faced by neurodivergent people.

Social media has been linked to harms and benefits to users’ mental health and well-being, including Autistic people. However, little research exists on these links, and even less is known about Autistic people’s research priorities.

While interest in the relationship between social media use and psychosocial well-being is growing, little is known about this in neurodivergent people. We reviewed studies exploring social (dis)connectedness and SM use in Autistic people and/or people with ADHD.

Over recent years, public awareness of ADHD has increased, alongside a rise in assessment referrals. There is urgent need for large-scale evidence on the prevalence and incidence of recorded ADHD to understand diagnostic coverage in England.

This study explored what school staff felt helped or hindered the delivery of five school-based mental health programmes, and what could affect how well they worked.