SEND: Dysregulation in Autism and ADHD
Dysregulation in children with autism and ADHD means that, for a period of time, their nervous system is having difficulty managing their emotional, sensory, physical or behavioural state. The way heavy work is used to support dysregulation can look different in autistic children compared with children with ADHD—although there is a lot of overlap, and many children have both autism and ADHD.
What is driving the Dysregulation in Autism and ADHD
In many autistic children, dysregulation is frequently linked to sensory overload, difficulty processing input, unpredictability, or feeling unsafe/overwhelmed.
In many children with ADHD, dysregulation is frequently linked to arousal regulation, impulse control, attention regulation, and needing movement to activate the brain.
Heavy work can support Dysregulation in Autism and ADHD
Heavy work can support dysregulation in children with autism and ADHD, but the purpose, timing, and type may differ.
.. | Autism | ADHD |
Common reason for dysregulation | Sensory overload, unexpected changes, communication demands, too much environmental input | Under/over-arousal, impulsivity, difficulty sustaining attention, emotional intensity |
Main goal of heavy work | Organise sensory input and help the nervous system feel safe and regulated | Adjust alertness, support focus, reduce restlessness and improve self-control. |
Typical response | Often calming/grounding (though not always) | Often alerting and organising, sometimes calming. |
Best approach | Predictable, rhythmic, familiar activities | Frequent movement opportunities and purposeful activity |
Main benefit | "My body feels organised and manageable" | "My brain is ready to focus and control impulses" |
Heavy work for autistic children
For many autistic children, heavy work is used as part of sensory regulation.
The focus is often:
Reducing sensory overload.
Increasing body awareness.
Helping with transitions.
Recovering after overwhelming experiences.
Creating predictability.
Examples:
Carrying a heavy backpack before school.
Pushing against a wall before entering a noisy environment.
Climbing after a busy school day.
Deep pressure activities (if the child enjoys them).
Helping with household jobs.
Timing may be important:
Before known sensory challenges (school assembly, shopping, busy outings).
After sensory-heavy situations to recover.
Before difficult transitions.
For example:
A child who becomes overwhelmed after school may not need more stimulation—they may need organising input, quiet, and predictable heavy work to help their nervous system settle.
Heavy work for children with ADHD
For many children with ADHD, heavy work is often used to support arousal regulation and executive function.
The focus is often:
Getting the brain into an optimal alert state.
Providing appropriate movement.
Improving readiness for tasks.
Supporting impulse control.
Examples:
Carrying books to class.
Pushing a weighted trolley.
Animal walks before homework.
Resistance exercises.
Outdoor climbing or running followed by a seated task.
Timing may be important:
Before activities requiring concentration.
Before sitting for long periods.
During breaks between tasks.
When restlessness begins building.
For example:
A child who struggles to start homework may benefit from 10 minutes of heavy work first, because their body has had a chance to move and their attention system is more ready.
A useful difference: "calming" vs "organising"
A common misunderstanding is that heavy work is always calming.
For some autistic children:
Heavy work = grounding, calming, reducing overload.
For some ADHD children:
Heavy work = activating, organising, helping the brain become ready.
The same activity can have different effects.
Example: jumping
An autistic child who is overwhelmed may find repetitive jumping helps them regulate.
A child with ADHD may become more energised from jumping and need a transition into a quieter activity afterwards.
The question is not:
"Is this activity calming?"
The better question is:
"Does this activity move this child's nervous system toward a state where they can participate?"
How to tell if heavy work is working
Look for functional changes, not just whether the child looks quieter.
Signs it may be helping:
Easier transitions.
More flexible thinking.
Better ability to follow instructions.
Less escalation.
Improved attention.
More successful play or learning.
Faster recovery after frustration.
Signs it may not be the right input:
The child becomes more frantic.
More impulsive.
More sensory seeking.
More upset after the activity.
Difficulty moving on to the next task.
Many children need a combination of Autism and ADHD
A child with autism + ADHD may need both approaches:
Sensory protection and predictability (autism support).
Movement and activation opportunities (ADHD support).
A personalised sensory regulation plan might include:
Heavy work.
Movement breaks.
Visual schedules.
Quiet spaces.
Emotional regulation tools.
Executive function supports.
Co-regulation with adults.
The most useful question is usually not "Does this child need heavy work?" but:
"What state is this child in right now, and what type of sensory input helps them get to a state where they can think, communicate, and participate?"
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