What is Flow in Neurodivergent Children?

Flow is a state of deep focus and absorbtion in a preferred activity

As a SEND parent/carer you may have come across the term flow (and not just in the context of an Oscar winning animation) but not really know what it was or how it looks. In short, flow is the term used to describe a state of deep focus and all-encompassing immersion in an activity. It is what people mean when they talk about someone being “in the zone.” Flow is more than merely intense concentration (although it is also that): it is a powerful cognitive and emotional experience one in which people describe a feeling of time vanishing, distractions fading, and they become completely absorbed in whatever they’re doing; sometimes with detrimental effect.

Flow can show up differently in neurodivergent children, particularly autistic and ADHD children, and often emerges during activities that align with their passions, sensory preferences, or cognitive strengths. Think of it like a rainbow; it’s not always predictable, but when it happens, it can be magical.

Here are some signs that your child might be in a flow state:

• Hyperfocus: they’re deeply engaged in an activity and may not respond to their name being called or to other external stimuli such as a telephone or doorbell ringing.

• Time distortion: hours (and hours) may pass without them noticing.

• Emotional regulation: they may appear calm, content, or even euphoric.

• Persistence: they remain engaged with the activity without breaking to eat, toilet or even sleep.

  
  

Flow isn’t just a pleasant experience for the individual, it can be incredibly beneficial to them:

• Self-esteem: mastery and progress in a chosen activity can build confidence.

• Executive function: skills such as planning, problem-solving, and sustaining attention for prolonged periods, which many neurodivergent children often struggle with, are all exercised during flow.

• Emotional wellbeing: flow can be a refuge from sensory overload or social stress.

• Skill development: whether it’s drawing, coding, building, or storytelling, flow often leads to rapid learning.

  
  

  While flow is largely positive, there can also be challenges:

• Neglect: children may forget to eat, drink, or use the toilet.

• Difficulty transitioning: interrupting flow can lead to meltdowns or shutdowns.

• Isolation: if flow is always solitary, it may limit social development.

• Misinterpretation: adults without proper understanding may mistake flow for stubbornness, avoidance, and/or compulsive behaviour and seek to limit or even end it.

  
  

Understanding the difference between flow and obsession is also key. Whereas flow is joyful and self-directed, obsession is often anxiety-driven and rigid.

Supporting flow means respecting it, nurturing it, and helping children to manage it safely:

• Create space: flow happens best when the circumstances allow uninterrupted time for preferred activities.

• Transition gently: this is good advice for neurodivergent children in general. Give advance warnings before ending flow, and offer choices to ease the shift.

• Support: use visual reminders or timers to prompt breaks for food, hydration, and rest.

• Celebrate: validate your child's interest, even or especially if they seem niche or intense. This is what makes them tick so why not find out more; you might even enjoy it too.

• Balance: encourage collaborative flow (e.g., shared world building games) to support social growth.

SEND Advocacy can support you to advocate for your child and young person and obtain the support they require to thrive not just survive. If you need someone in your corner to help you secure the education your child deserves, contact SEND Advocacy today.