Misunderstood: Trauma, Neurodivergence & What We Miss

Neurodivergence isn’t caused by trauma. But trauma and neurodivergence often walk together.

This webinar explores the complex and often misunderstood relationship between trauma and neurodivergence, especially in children and young people. We’ll unpack the difference between developmental trauma and innate neurodivergence, and explore how developmental trauma itself can lead to long-term neurobiological changes, sometimes resembling or overlapping with neurodivergent traits.

We’ll look closely at why neurodivergent children are more likely to experience trauma: from sensory overload and information processing, to increased social exclusion and misunderstanding. With a heightened sensitivity to their environment and more opportunities for rupture, many neurodivergent individuals live in a near-constant state of nervous system threat.

We’ll also explore the relationship between trauma, chronic stress, and common co-occurring conditions like dysautonomia/POTS, hypermobility/EDS, histamine intolerance, and MCAS.

Finally, we’ll ask: what does effective care look like for neurodivergent people who are also traumatised? And what happens when we stop trying to make people ‘less neurodivergent’ and instead focus on safety, regulation, and healing?

This session is for practitioners who want a deeper, more nuanced understanding of trauma and neurodivergence, beyond surface-level labels and behavioural control.

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🎯 Aim

To support practitioners in developing a deeper, more nuanced understanding of the relationship between trauma and neurodivergence, and how to more effectively support neurodivergent individuals with trauma histories.

🧠 Learning Objectives

By the end of this webinar, participants will be able to:

1. Differentiate between neurodivergence and trauma responses, and understand why one does not cause the other.
2. Describe the neurobiological and relational impact of developmental trauma, including how it can shape sensory and emotional regulation.
3. Identify why neurodivergent individuals, especially children, may be more vulnerable to experiencing trauma.
4. Recognise the common co-occurring conditions (e.g. dysautonomia, POTS, MCAS) that may be linked to chronic stress and trauma in neurodivergent populations.
5. Reflect on the implications for care: what it means to support nervous system regulation rather than suppress symptoms of neurodivergence.
6. Consider appropriate interventions and supports for neurodivergent individuals with trauma histories, including both psychosocial and physiological approaches.