ArticleJournal of child psychology and psychiatry, and allied disciplines2025
Emotional burden in school as a source of mental health problems associated with ADHD and/or autism: Development and validation of a new co-produced self-report measure.
Article in Journal of child psychology and psychiatry, and allied disciplines, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- Considering Autism in Binge-Type Eating Disorders: Broadening Beyond an Anorexia Nervosa-Focused Model.Current psychiatry reports · 2026Review
- Reducing Emotional Burden Carried by Neurodivergent Students in School: Perspectives From Students and School Staff.Journal of autism and developmental disorders · 2026Article
- Article
- Autistic and ADHD adolescents respond differently to upset in school: evidence from a new questionnaire co-designed from the neurodivergent point of view.European child & adolescent psychiatry · 2026Article
- Article
- Comparing qualitative thematic analysis and machine-based topic modelling in the analysis of autistic and ADHD young people's accounts of emotions.Scientific reports · 2026Article
- The missing piece in inclusion: addressing school avoidance among children with autism.Frontiers in psychology · 2026Article
- Socioemotional wealth, family governance, and organizational belonging in multigenerational family firms: a social identity perspective.Frontiers in psychology · 2026Article
- Situating emotion regulation in autism and ADHD through neurodivergent adolescents' perspectives.Scientific reports · 2025Article
- "Constantly overwhelmed and desperate for help": Parents' experiences of supporting their autistic child with mental health difficulties in the United Kingdom.PLOS mental health · 2025Article
- Fit-for-purpose Psychological Interventions to Support the Well-Being of Autistic Adults: A Systematic Review.Autism & developmental language impairmentsReview
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Authors and funding
11 authors.
Funding
Abstract
backgroundMental health problems are elevated in adolescents with ADHD and/or autism. Emotion regulation deficits (ERD) have been hypothesised as a key driver of such difficulties. The Regulating Emotions - Strengthening Adolescent Resilience (RE-STAR) programme is examining an alternative pathway from neurodivergence to mental health problems, mediated by elevated emotional burden (EB) resulting from the interplay of increased exposure and an unusually intense emotional reaction to commonly upsetting events (CUEs). We present the development and application of the My Emotions in School Inventory (MESI), a self-report questionnaire co-produced with neurodivergent young people, focusing on EB in schools - a setting thought to be of particular significance in this regard.
methodsThe MESI, containing 25 school-related CUEs rated on their frequency and the intensity of negative emotions they induce, was completed by secondary school students meeting symptom cut-offs on clinically validated scales of ADHD (n = 100), autism (n = 104), ADHD + autism (n = 79) and neurotypical students (n = 452). Psychometric properties were examined. The ability of the MESI to discriminate adolescents with ADHD and/or autism from neurotypical adolescents, and to predict depression and anxiety, independently of ERD, was explored.
resultsAdolescents in the ADHD and/or autism groups experienced higher CUE frequency and intensity of reaction than their neurotypical peers. Overall levels of EB, most robustly indexed by 24 MESI CUEs, were higher in the three neurodivergent groups, though they did not differ from each other. EB in the autism and ADHD groups was generated by distinctly different CUEs. EB and ERD each contributed independently to the prediction of higher depression or anxiety.
conclusionsOur findings illustrate the potential value of the MESI as an instrument to measure the contribution of EB alongside ERD in relation to adolescent mental health risks in ADHD and/or autism. Future studies need to investigate its role longitudinally.
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