Motivation and emotion/Book/2025/Neurodivergence and trauma

Neurodivergence and trauma:
What are the impacts of trauma on neurodivergence and what can be done about it?

Overview

Figure 1. Trauma can impact learning by impairing attention, communication, information retention and language development, especially in neurodivergent populations.

This chapter lays the foundation for better understanding and behaviour change. You will find out what neurodivergence and trauma actually are and how they can significantly impair one’s life including learning (see Figure 1). You will also be able to identify trauma-related behaviours you would like to move forward and make a positive change.

Focus questions

Understanding neurodivergence

What is neurodivergence?

Neurodivergence is a non-medical term, referring to the variations in how human brains function, process information and behave. These neurological differences are made of a range of mental health conditions diverging from the societal norms and what is considered as typical (Butcher & Lane, 2024; Wilson et al., 2024).

Common neurodivergent conditions: strengths and challenges

Understanding trauma

What is trauma?

An emotional response to a single or a series of distressing, harmful or even life-threatening event/s that overwhelm one's ability to cope at the time and and function life normally.

Types of trauma

  • Developmental trauma and ACEs

(Gajwano & Minnis, 2022; Wilson et al., 2024)

  • Complex trauma and PTSD

(Kliethermes et al., 2014)

  • Interpersonal trauma

(Kalisch et al., 2025)

The impact of trauma on neurodivergence

  • Neurobiological effects

(Cross et al., 2017)

  • Increased vulnerability

(Patilima, 2005)

  • Trauma-induced masking and burnout

(Grove et al., 2025)

Interventions and support strategies

Therapeutic approaches

  • Mindfulness


  • Cognitive behavioural therapy (CBT)


  • Eye movement desensitisation and reprocessing (EMDR)


Environmental and social supports

Trauma-informed inclusive environments

UDL (Patilima, 2005)

Community support

  • Awareness


  • Neurodivergent-led and peer-supported groups


Professional trainings

Case study


Focus questions


Tables
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Table 1. Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model

Known to self Not known to self
Known to others Open area Blind spot
Not known to others Hidden area Unknown
Quizzes
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True
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True
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Conclusion

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See also

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References

Cleary, M., West, S., Kornhaber, R., & Hungerford, C. (2023). Autism, discrimination and masking: Disrupting a recipe for trauma. Issues in Mental Health Nursing, 44(9), 799–808. https://doi.org/10.1080/01612840.2023.2239916

Cross, D., Fani, N., Powers, A., & Bradley, B. (2017). Neurobiological development in the context of childhood trauma. Clinical psychology: science and practice, 24(2), 111–124. https://doi.org/10.1111/cpsp.12198

Gajwani, R., & Minnis, H. (2023). Double jeopardy: implications of neurodevelopmental conditions and adverse childhood experiences for child health. European Child & Adolescent Psychiatry, 32(1), 1–4. https://doi.org/10.1007/s00787-022-02081-9

Grove, R., Clapham, H., Moodie, T., Gurrin, S., & Hall, G. (2025). ‘Nothing about us, without us’: Research priorities for autistic girls, women and gender diverse people in Australia. Journal of autism and developmental disorders, 55(7), 2522–2538. https://doi.org/10.1007/s10803-024-06330-5

Hartley, G., Sirois, F., Purrington, J., & Rabey, Y. (2023). Adverse Childhood Experiences and Autism: A Meta-Analysis. Trauma, Violence, & Abuse, 25(1), 1–19. https://doi.org/10.1177/152483802312133

Kalisch, L. A., Lawrence, K. A., Howard, K., Basu, S., Gargaro, B., Kypriano, K., Spencer-Smith, M. & Ure, A. (2025). Recommendations Provided to Families of Neurodivergent Children with Histories of Interpersonal Trauma across Two Clinical Assessment Services within a Major Metropolitan Children’s Hospital in Melbourne, Australia. Journal of Child & Adolescent Trauma, 18(2), 467–480. https://doi.org/10.1007/s40653-024-00684-9

Kliethermes, M., Schacht, M., & Drewry, K. (2014). Complex trauma. Child and Adolescent Psychiatric Clinics, 23(2), 339–361. http://dx.doi.org/10.1016/j.chc.2013.12.009

Patilima, H. (2025). Neurodiversity and trauma in early childhood: Implications for inclusive learning. South African Journal of Childhood Education, 15(1), 1–9. https://doi.org/10.4102/sajce.v15i1.1704

Wilson, C., Butler, N., Quigg, Z., Moore, D., & Bellis, M. (2024). Relationships between neurodivergence status and adverse childhood experiences, and impacts on health, wellbeing, and criminal justice outcomes: findings from a regional household survey study in England. BMC medicine, 22(1), 592. https://doi.org/10.1186/s12916-024-03821-1

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com/watch?v=8gm-lNpzU4g We Can Prevent ACEs] (Youtube)

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