ADHD & Managing Self-Regulation

Self Regulation

There is a wide range of traumas varying from the loss of a loved one, to attachment issues, to bullying or loneliness. Trauma can be classed as big T traumas or little T traumas and each trauma, can affect brain development. The Neurosequential Model of Therapeutics suggests that trauma can lead to individuals being trapped within the brainstem, which is the brain’s threat detection system. This leaves them in a high state of anxiety or ‘fight or flight’ mode rather than accessing their cortical areas (or thinking brain).

However, the NSMT suggests that we can treat the brain in order to access connections to the midbrain, and then the cortical areas. We do this by performing brain stem soothers. There are 5 principles which brainstem soothers must have, these are regulation, rhythm, relation, respect, reward, and repetition.

Great examples of brain soothers include: walking, dancing, running, aerobics, tapping, singing, breathing e.g. box breathing.

Sensory Processing

At all times, we are interpreting 8 types of sensory information, filtering it, organising it, and deciding how to respond to it. Of the 8 systems, there are three primary sensory systems which have a vital role in regulation. These are:

Vestibular- our balance & movement sense (movement receptors located in the inner ear)

Tactile- (touch receptors in the skin such as pressure, texture, hot/cold, pain)

Proprioception- bodily awareness (messages from muscles, joints, tendons)

These three senses work together with the other senses to influence how alert we are and contribute to effective sensory processing. When these systems are being over or under-processed by the brain, the consequence can be dysregulation or difficulties processing other sensory information. For this reason, to support a person who is experiencing sensory processing difficulties, we may need to provide them with more or less (depending on the person) of the three primary senses, proprioception being the exception (we can’t have enough, so can only ever need more of this one).

Not all neurodivergent people (autistic, ADHD, DCD, Dyslexic, etc) have sensory processing difficulties, AND individuals can experience it without being neurodivergent. However, sensory processing difficulties are more prevalent within the neurodivergent population.

Sensory Circuits

Focusing on the three primary senses is the key to meeting children's sensory needs. Sensory circuits are a great strategy for this and they have just 3 components:

Alerting - vigorous movement such as running, jumping, burpees, star jumps

Organising - balancing & coordinating activities such as obstacle courses, target throwing

Calming - yoga, Pilates, rocking, swinging, push-ups against the wall.

The circuit should be performed in the same order, but the amount of time spent in a certain phase should depend on the child’s needs.

Sensory activities are not always active, passive activities such as receiving a massage or using a weighted blanket for pressure is a good example of a passive regulating activity.

What is important is that regulating activities are practised regularly. This is referred to as a sensory diet; a self-regulation strategy such as a sensory circuit might not be effective if a child is already feeling dysregulated. However, performing a regular sensory circuit can help maintain self-regulation as a proactive strategy.

Self Regulation and ADHD

People with ADHD, experience low levels of dopamine in the brain, which often leads to seeking activities which release dopamine. The brain tries to boost dopamine using the easiest possible route such as listening to music, gaming,  scrolling on a phone, or spending money. However, people are often left feeling guilty, bored and empty afterwards. So practicing meaningful self-regulation strategies can be helpful in releasing dopamine and self-regulating simultaneously.

Evidence suggests that endorphins from regular exercise help you to maintain dopamine levels, so for someone with ADHD, it is incredibly useful to build regular opportunities for physical exercise into their daily routine. Other examples of self-regulation strategies can consist of creative activities, such as drawing or painting, playing music, and using fidget toys.

Introducing self-regulation strategies in the classroom can be very beneficial to children with ADHD. Introducing a standing or walking desk, movement breaks and fidget toys can all be great methods to promote self-regulation within the learning environment.

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