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Teen Neurodivergent Brains and Emotional Experiences

Daniel Hoadley
Published: 01/26/2026 | Updated: 01/26/2026
Authored by: Daniel Hoadley, B.S. Psychology
Edited by: Jemma Strain, B.S. Psychology
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Put simply, neurodiversity is the natural differences in how people’s brains develop and work. This means that teens can experience the world, process information, and respond to emotions in very different ways, and this can affect daily life at home and school. Teens with learning differences, attention disorders, and mental health conditions may be identified as neurodivergent. Neurodivergent adolescents may experience unique challenges related to emotional processing, executive functioning, and interpersonal relationships.1,2 

Understanding how teen neurodivergent brains handle emotions can help parents and caregivers recognize when their child may need extra support. If your child has been diagnosed with attention-deficit hyperactivity disorder (ADHD), autism, or a similar condition, this article can help you understand the emotional challenges they may be experiencing. 

In the following sections, we will discuss how neurodivergent teens experience emotions and how you can help them develop tools for managing strong emotions.

We will cover the following topics:

  • Characteristics of the adolescent neurodivergent brain
  • Processing emotions in neurodivergent teens
  • Executive functioning difficulties in adolescents
  • Neurodivergence and social interactions
  • Developing emotion regulation skills in neurodivergent teens
Teen girl sitting on chair with leg pulled towards chest crying and wanting a better understanding of teen neurodivergent brains and emotional experiences

Characteristics of the Adolescent Neurodivergent Brain

The function and structure of our brains tend to develop in predictable ways, but there are specific parts that show greater variability between people. For example, parts of the brain that develop later in life, such as the frontal, temporal, and parietal association cortex areas, play an important role in emotional control and decision-making. Differences in how these areas develop can therefore affect how a neurodivergent teen thinks, reacts, and behaves compared to their neurotypical peers.1 

Nervous System Differences (Neurodiversity)

The central nervous system (CNS) contains the brain and spinal cord, which are responsible for complex functions, including sensory perception, motor control, and processing information. The CNS is usually the main focus when looking at nervous system differences and neurodiversity. Differences in how the CNS functions between individuals can manifest as behavioral and emotional responses that deviate from what we typically accept.3

During adolescent brain development, neurodivergent tendencies may present themselves in some of the following ways:2,3

  • Increased sensitivity to internal and external stimuli
  • Difficulty making decisions
  • Problems with memory and learning
  • Social anxiety and poor interpersonal relationships

It is important to note that there is nothing inherently wrong with an adolescent neurodivergent brain. However, when these differences begin to interfere with daily life, they may be tied to conditions like ADHD and autism spectrum disorder (ASD), which may be cause for mental health treatment.[1-3]

Processing Emotions in Neurodivergent Teens

The relationship between neurodiversity and emotional development in teens can be complex. This is because emotional processing in neurodivergent teens can be affected in many different ways. For parents of children with autism or ADHD, understanding how your child processes emotions can make it easier to support them during stressful or overwhelming moments.

Alexithymia 

Many neurodivergent teens experience emotional processing impairments. One example is alexithymia, which is a difficulty in identifying and describing one’s own emotions. Adult studies measuring brain activity have found that people with autism tend to react more strongly to emotional information, but have a harder time telling different emotions apart. As a result, autistic teens with emotional processing impairments may sense when another person is in distress, but struggle to understand exactly what the person is feeling or why.4

Autistic Inertia

Another feature of neurodivergent teens’ emotional experiences is getting stuck on an intense emotion, a concept known as autistic inertia. This is thought to be tied to repetitive thinking and symptoms of rumination, which are also common in anxiety disorders. When a teen experiences this “stuck feeling”, they may be unable to use healthy coping skills, even when they know what usually helps. This, in turn, can lead to emotional dysregulation, which we will address in greater detail later in this article.4,5

Executive Functioning Difficulties in Adolescents

In addition to impairments in emotional processing, neurodivergent teens often have difficulties with executive functioning. Executive functioning and emotions in teens are closely linked by the slow processing speed of both thoughts and emotions.6

There is an abundance of research related to executive functioning and autism, and a major finding is that cognitive flexibility, working memory, and inhibition are common in adults with ASD. Teens with ADHD show similar impairments in executive functioning. One area of focus in ADHD studies is response inhibition, **which refers to a teen’s ability to pause before acting on an impulse and think about how to respond.6

When studying cognitive flexibility, or the ability to respond differently to changing environments, teens with autism tend to show significant deficits. Cognitive flexibility develops during adolescence and typically matures by age 20. Restricted and repetitive behaviors experienced in autism are often linked to difficulty shifting thoughts or routines. In addition, as a teen enters adulthood, impairments in cognitive flexibility often negatively impact important areas of life, such as working, living independently, and maintaining close relationships.6,7

Neurodivergence and Social Interactions

Teens with autism and ADHD usually begin to show differences in social behavior early in life. For example, they might find it hard to make friends, take part in conversations, or know when to laugh at a joke. There are a few factors that can affect peer relationships for neurodivergent adolescents, which we will explore below.

Social Information Processing

The social information-processing model outlines six steps in how we respond to social cues, beginning with perceiving internal and external information, and ending with a behavioral response. Variability in teen neurodivergent brains and emotions can affect this process because each step is closely linked to emotional processing.8,9

The ability to recognize different emotions and levels of emotional reactivity has a strong influence on how a child interacts in social situations. For example, teens with ASD and ADHD tend to have difficulties identifying others’ emotions based on their facial expressions, which can impact relationships if the child doesn’t understand that a friend is upset or angry.8,9

Social Anxiety and Rejection Sensitivity

Anxiety disorders, particularly social anxiety disorder, tend to affect those with ADHD more than neurotypical children. Social anxiety and emotional sensitivity in teens are partly explained by higher reactivity to non-verbal cues and rejection. Teens with comorbid ADHD and social anxiety may fear rejection and criticism by peers, which can lead to social withdrawal or frequent conflict.10

When it comes to rejection sensitivity in neurodivergent teens, studies have found that avoiding situations where rejection feels possible is common. In addition, by trying to minimize the risk of rejection, some teens limit themselves to only a few close relationships and may react strongly when they feel those relationships are threatened.10

Alongside difficulties reading emotional cues, this heightened sensitivity to rejection means many teens with autism and ADHD face significant challenges making friends and maintaining relationships during a pivotal time of social development.

The Importance of Emotion Regulation Skills for Neurodivergent Teens

Neurodivergent teens often experience strong emotional reactions that can change quickly and are difficult to manage without support. These challenges are tied to impairments in emotion regulation, meaning the child finds it hard to calm down or cope with stress.11  Problems with emotional regulation are also associated with anxiety and depression symptoms in autistic adolescents. Because of this, many mental health programs focus on improving emotional regulation skills for neurodivergent teens.12,13 

Emotion Regulation for ADHD

When looking at ADHD teens’ emotional regulation skills, studies found that group-based cognitive behavioral therapy (CBT) programs are often an effective form of treatment. These programs combine concepts from traditional CBT with dialectical behavior therapy (DBT) and acceptance and commitment therapy (ACT) to give teens coping strategies for when big emotions arise.12

Therapy for emotional dysregulation in adolescents helps with the development of key skills like recognizing emotions earlier, regulating attention, and learning how to pause before reacting when emotions are running high.12

Emotion Regulation for Autism

Emotion regulation training for people with autism uses specific activities such as planned exposure, measuring distress, acceptance, and mindfulness for neurodivergent adolescents. The therapy sessions typically include education, practicing skills, planning for challenges at home and school, and positive reinforcement.13

By building on progress in each therapy session, neurodivergent teens can develop basic skills such as recognizing and labeling emotions before learning to adjust their responses to difficult emotions and use relaxation strategies.13 

Emotional regulation in the adolescent brain is still developing, which means many teens are still learning how to manage strong feelings. Starting therapy early can help them understand what’s going on and find better ways to cope.

Teen boy sitting outside on steps with friends smiling after seeking support with teen neurodivergent brains and emotional experiences

Mission Prep: Supporting Neurodivergent Teens and Their Emotional Well-being

At Mission Prep, we offer a variety of therapeutic options for neurodivergent teens. Therapy for emotional dysregulation in adolescents may involve residential mental health treatment or outpatient programs, depending on the level of support your child needs.

If you think your child may benefit from a Mission Prep mental health treatment program, please contact us today. A member of our team will take the time to understand your child’s situation and help you decide which option may be the best fit.

References

  1. Goldberg, H. (2023). Unraveling neurodiversity: Insights from neuroscientific perspectives. Encyclopedia, 3(3), 972–980. https://doi.org/10.3390/encyclopedia3030070
  2. Doyle, N. (2020). Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa021
  3. de Oliveira Santana, M. V., Marchiori, C. H., de Paula Malheiros, K., & de Melo, È. M. (2025). Integrative neuroscience: Linking neuroanatomophysiology and neuropsychopharmacology in understanding neurodivergence and neurological disorders. Saudi Journal of Medicine, 10(8), 421–440. https://doi.org/10.36348/sjm.2025.v10i08.007
  4. White, S. W., Siegle, G. J., Kana, R., & Rothman, E. F. (2023). Pathways to psychopathology among autistic adults. Current Psychiatry Reports, 25(8), 315–325. https://doi.org/10.1007/s11920-023-01429-5
  5. Buckle, K. L., Leadbitter, K., Poliakoff, E., & Gowen, E. (2021). “No way out except from external intervention”: First-hand accounts of autistic inertia. Frontiers in Psychology, 12, Article 631596. https://doi.org/10.3389/fpsyg.2021.631596
  6. Johnston, K., Murray, K., Spain, D., Walker, I., & Russell, A. (2019). Executive function: Cognition and behaviour in adults with autism spectrum disorders (ASD). Journal of Autism and Developmental Disorders, 49(10), 4181–4192. https://doi.org/10.1007/s10803-019-04133-7
  7. Uddin, L. Q. (2021). Brain mechanisms supporting flexible cognition and behavior in adolescents with autism spectrum disorder. Biological Psychiatry, 89(2), 172–183. https://doi.org/10.1016/j.biopsych.2020.05.010
  8. Iturmendi-Sabater, I., Anagnostou, E., Fournier, M. A., Crosbie, J., Schachar, R., Nicolson, R., & Lai, M. C. (2025). Understanding social behaviours across neurodiverse young people: Roles of social cognition and self-regulation. BJPsych Open, 11(1), Article e22. https://doi.org/10.1192/bjo.2024.831
  9. Chan, J. K., & Leung, P. W. (2022). Common outcome, different pathways: Social information-processing deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder. World Journal of Psychiatry, 12(2), 286–299. https://doi.org/10.5498/wjp.v12.i2.286
  10. Jakobsson Støre, S., Van Zalk, N., Granander Schwartz, W., Nilsson, V., & Tillfors, M. (2024). The relationship between social anxiety disorder and ADHD in adolescents and adults: A systematic review. Journal of Attention Disorders, 28(9), 1299–1319. https://doi.org/10.1177/10870547241247448
  11. Wijeratne, K., Pham, S. N., Shroff, D. M., Ollendick, T. H., & Breaux, R. (2025). Self-regulation in neurodivergent children and adolescents with and without co-occurring anxiety and depression. Journal of Autism and Developmental Disorders, Advance online publication, 1–11. https://doi.org/10.1007/s10803-025-07029-x
  12. Carroll, P., Hirvikoski, T., Lindholm, C., & Thorell, L. B. (2023). Group-based emotion regulation skills training for adults with ADHD: A feasibility study in an outpatient psychiatric setting. Applied Neuropsychology: Adult, 30(1), 71–82. https://doi.org/10.1080/23279095.2021.1910512
  13. Weiss, J. A., Thomson, K., Burnham Riosa, P., Albaum, C., Chan, V., Maughan, A., & Black, K. (2018). A randomized waitlist-controlled trial of cognitive behavior therapy to improve emotion regulation in children with autism. Journal of Child Psychology and Psychiatry, 59(11), 1180–1191. https://doi.org/10.1111/jcpp.12915
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