Why are grounding techniques so important?

Grounding techniques are incredibly important for neurodivergent children because they provide a powerful tool to manage the heightened stress, sensory overload, and emotional dysregulation they often experience. While I cannot, unfortunately, provide a handbook of techniques and say they work every single time, because if you have a child on the spectrum, you will know very well there are some days they do, and some days they don’t. 

My PDAer’s favourite sentence (accompanied by an eye roll is always: “THAT’S NOT going to work on me.” I am not a patient person. So, believe me when I say I very much get the frustration involved here. And even worse: there are no short cuts. None. I am just throwing spaghetti at a wall and waiting to see what sticks. Granted, it is well researched spaghetti but nevertheless, there is no ONE tried and trusted method… at least in my house.

 For a very long time, my daughter referred to her Sensory ladder daily to let me know how she was feeling, as she got older, she became less reliant on it. We are back to it now after her latest clinic admission and it is my saving grace. Olivia has what I lovingly refer to as her “funeral face.” I remember giggling nervously at Christmas when she was small when friends and relatives would wait in anticipation for the look of excitement that was bound to take over her little face when my child opened the gift said gift giver had bestowed upon her only to be met with… nothing. I would babble something about how she LOVED the present she just gets very overwhelmed when having to express emotion in front of so many people. I do not do that anymore. If Olivia wants to explain her reactions or lack thereof, she can, otherwise, people need to deal. We are not all made for the stage. 

But while we can try to get friends and family o be understanding with our neurodivergent children, there is still an entire world that is not, and more who do not want to be educated about it. Olivia often chooses not to go out with me when I take her siblings somewhere. She is almost 15, very responsible and she is happier and safe in her home environment and by now I know that if she tells me an outing is not something she can handle that day, I listen.

 But there are times when she will elect to go somewhere, and we are invariably met with AN INCIDENT (cue horror music). A shop assistant came up to Olivia, touched her elbow, looked her in the eye, and asked if she required assistance. The poor man did not know quite how many rules he had broken with that interaction. It initiated an overactive stress response for Olivia, who was already anxious as she is out of her home environment and in an unfamiliar place. Liv shouted, “No” and hightailed it from the store. But luckily, we are now prepared for such incidents. I always have her noise cancelling headphones. She carries this plushy with her everywhere that she strokes and of course, she is always clad in very holey hoodies, which for her purposes, we will say are edible. So the hoodie goes up, the chewing begins, and we abandon ship. I have accepted that very few tasks are more important than de-escalating my child. 

Here’s a breakdown of why de-escalating and co-regulating are so crucial: * Regulating the Overactive Stress Response: As discussed, neurodivergent children often have an overactive stress response (HPA axis dysregulation), leading to elevated cortisol and adrenaline. Grounding techniques help to directly interrupt this cycle, bringing the nervous system back into a more regulated, calmer state. By focusing on the present moment, they shift attention away from internal anxieties or overwhelming external stimuli that trigger this response. * Managing Sensory Overload: Many neurodivergent children experience sensory sensitivities, where everyday sounds, sights, smells, or textures can become intensely overwhelming. Grounding techniques, particularly those that engage the senses in a controlled way (like the 5-4-3-2-1 method), and chewing help to: * Redirect focus: Instead of being bombarded by uncontrolled sensory input, the child can intentionally choose to focus on specific, less overwhelming sensations. * Provide a "sensory anchor": By focusing on a specific touch, sound, or sight, they create a point of stability amidst chaotic sensory information, helping them regain control. * Preventing and De-escalating Meltdowns/Shutdowns: When a neurodivergent child becomes overwhelmed, they may experience a meltdown (an outward expression of distress) or a shutdown (withdrawal). Grounding techniques, when used proactively or at the first signs of dysregulation, can: * Prevent escalation: By bringing the child back to the present, they can avoid reaching a point of complete overwhelm. * Facilitate de-escalation: If a meltdown or shutdown is already occurring, gentle grounding techniques can help bring the child back to a state where they can process and regulate. * Improving Emotional Regulation: Neurodivergent children often struggle with identifying and managing their emotions. Grounding techniques teach them to: * Connect with their body: By focusing on physical sensations (e.g., breath, feet on the ground), they become more aware of how emotions manifest in their body. * Create space from intense feelings: Grounding doesn't make emotions disappear, but it helps the child create a sense of detachment, allowing them to ride out the intensity without being consumed by it. * Develop coping skills: Regular practice builds a toolkit of strategies they can use independently throughout their lives. * Enhancing Focus and Attention: For children with ADHD, whose minds might be constantly racing or easily distracted, grounding techniques offer a way to anchor their attention. By focusing on one sense or task, they can rein in their focus and reduce internal chaos. * Building Self-Awareness and Resilience: Through consistent use, neurodivergent children learn to: * Recognize their triggers: They become more attuned to what makes them feel overwhelmed or anxious. * Understand their own emotional states: They can better identify when they are starting to feel dysregulated. * Develop a sense of agency: They learn that they have tools within themselves to manage challenging feelings, fostering confidence and resilience. In essence, grounding techniques empower neurodivergent children by giving them concrete, actionable strategies to navigate a world that often feels overwhelming. They help shift children from a state of reactivity to a state of calm awareness, promoting better emotional well-being, improved focus, and greater independence.