Safety in Therapy: Creating Secure Spaces for Neurodivergent Children

Safety is the foundation of all therapy. For neurodivergent children, safety means more than the absence of risk. It means environments where they feel understood, respected, and able to be themselves. When safety is prioritised, children can engage, play, communicate, and grow.

Neuroscience and trauma research confirm this. Children cannot learn when they feel unsafe (Porges, 2011; Bath, 2008). For many neurodivergent children who have experienced exclusion, pressure to mask, or repeated correction, therapy will only be effective when their sense of safety is central.

Ten Practical Ways to Build Safety in Therapy

Here are strategies that both parents and professionals can use to support neurodivergent children in therapy.

1. Create predictability: Use visual schedules, timers, or clear routines so children know what to expect. Consistency reduces anxiety and allows children to prepare for transitions.

2. Respect communication in all forms: Recognise gestures, AAC devices, sign, and behaviour as valid communication. Avoid insisting on speech if the child is not ready; acceptance builds trust.

3. Offer choice and control: Provide small but meaningful options, such as which activity to start with. Respect a child’s no. Having control over their experience is central to feeling safe.

4. Prioritise regulation before learning: Begin sessions with calming or grounding activities if needed. For parents, notice your child’s signals at home. Sometimes regulation needs to come before therapy tasks.

5. Adapt the environment: Adjust lighting, noise, seating, and sensory input to match the child’s profile. Have quiet spaces or calming tools available for breaks.

6. Use clear, direct language: Avoid vague instructions or hidden expectations. Clarity supports processing and prevents misunderstandings.

7. Slow the pace: Allow time for children to respond. Wait time reduces pressure and shows respect. For professionals, avoid filling silences too quickly, as processing can take longer.

8. Build trust gradually: Start with connection before challenging tasks. Reliability and warmth from adults build the foundation for children to take risks.

9. Focus on strengths: Notice what children do well and build from there. Strength-based approaches foster confidence and reduce the sense of being fixed.

10. Hold cultural and identity safety: Honour family language, traditions, and identity. For neurodivergent children, affirming difference as valuable is a core part of safety.

    
    

What This Looks Like in Action

• A therapist who pauses when a child turns away, giving them space instead of pushing forward.

• A parent who advocates for their child’s AAC use in therapy, ensuring their communication is always respected.

• A counselling session that begins with a clear explanation of what will happen, reducing uncertainty.

• A therapy space where equipment is introduced step by step, with the child choosing when to engage.

Final Thoughts

Safety is not an extra layer of therapy. It is the ground on which therapy is built. For parents, asking "Does my child feel safe here?" is the most important question. For professionals, embedding predictability, consent, and respect into every session ensures that therapy becomes a place of growth rather than stress.

When children feel safe, they are free to explore, connect, and learn. Not by suppressing who they are, but by being fully themselves.

References

• Bath, H. (2008). The three pillars of trauma-informed care. Reclaiming Children and Youth, 17(3), 17–21.

• Botha, M., & Gillespie-Lynch, K. (2022). Autistic community priorities for autism research: Safety, acceptance, and quality of life. Autism, 26(2), 287–299.

• Light, J., & McNaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs. Augmentative and Alternative Communication, 28(4), 265–269.

• Perry, B. D., & Szalavitz, M. (2017). The Boy Who Was Raised as a Dog. New York: Basic Books.

• Porges, S. W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-regulation. New York: Norton.

• Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. Rockville, MD.