The start of the school year often comes with excitement, hope, and a fresh set of routines. For many neurodivergent children and teens—including those with ADHD, Autism Spectrum Disorder, Sensory Processing Disorder, and learning differences—this energy can carry them through the first few weeks. But as the semester progresses, something changes.
What was once manageable can begin to feel overwhelming. Emotional regulation becomes harder. Homework starts piling up. School refusal or shutdowns may appear seemingly out of nowhere. Parents often describe it as if their child “hit a wall.”
This is what many clinicians and educators refer to as the mid-year crash—a common experience for neurodivergent students and families that often goes unseen or misinterpreted.
What Is the Mid-Year Crash?
The mid-year crash is a noticeable drop in functioning that tends to happen 6 to 12 weeks into the school year. Emotional outbursts become more frequent, academic engagement declines, and what were once small stressors can feel insurmountable.
Parents might hear things like:
“I don’t want to go to school anymore.”
“It’s too hard. I can’t do it.”
“Nobody understands me.”
“I’m tired all the time.”
These aren’t signs of laziness or disobedience. They’re often signs that a child has been working overtime—masking symptoms, trying to meet expectations, and navigating environments not built for their unique brain—until their system simply can’t hold it together anymore.
Why It Happens
For neurodivergent students, the school day is filled with invisible challenges that often go unnoticed by others. The physical environment may be overstimulating. The social dynamics may feel confusing or overwhelming. Academic demands can be draining, especially when paired with executive functioning challenges.
Even when things appear to be going “fine,” many children are burning through their emotional and cognitive resources at a faster rate than their peers. In the beginning of the year, they may draw on summer rest, novelty, or motivation to keep up. But over time, fatigue sets in—and when there’s no safety net, burnout takes over.
This crash isn’t a flaw in the child. It’s often a signal that their environment, expectations, or supports need adjustment.
What It Looks Like
The mid-year crash can show up differently for every child, but some of the most common signs include:
Meltdowns or shutdowns after school
Headaches, stomachaches, or vague physical complaints
Refusal to complete homework or attend school
Trouble sleeping or waking
Increased irritability or withdrawal
Loss of interest in once-enjoyed activities
Tearfulness, anxiety, or sudden behavioral shifts
Teachers may notice increased inattention, restlessness, or missed assignments. Parents may feel confused or frustrated that things seemed to be going well and then suddenly deteriorated.
What Parents Often Feel
Many parents describe this season as one of self-doubt and exhaustion. It can feel like no matter what they do, their child is struggling. They may wonder:
“Did we miss something?”
“Is this just a phase?”
“Are we doing enough?”
“Do other families deal with this too?”
If this sounds familiar, you are not alone. The mid-year crash is more common than many realize—and it doesn't mean you’ve failed. In fact, recognizing the signs is the first step toward meaningful support and change.
A Word of Validation
To the parent sitting across from their child’s teacher wondering how things shifted so quickly…
To the teen who’s trying hard but still feeling overwhelmed and behind…
To the caregivers navigating nightly tears or morning battles…
You are not imagining this. Your child is not broken. And you are not failing.
Neurodivergent students often need different pacing, different communication, and different types of support. That doesn’t make them any less capable—it just means their needs have to be acknowledged, respected, and honored consistently throughout the school year.
When to Ask for Help
Sometimes the crash is short-lived. But in many cases, children and teens need additional support to regain their footing and rebuild emotional and academic stamina. Counseling can offer a space to process frustration, strengthen coping skills, and reconnect with their sense of confidence and capability.
At Harvest Counseling & Wellness, we work with neurodivergent individuals and their families to:
Understand emotional patterns and responses
Navigate school stress, avoidance, and overwhelm
Improve emotional regulation and frustration tolerance
Build communication between parents, educators, and students
Offer guidance around educational advocacy when needed
Whether your child is already in crisis or you’re just noticing the early signs, we’re here to help you catch them before the crash—and support them through it if it’s already happening.
You’re Not in This Alone
The school year is long—and for many families, it’s filled with ups and downs. If your child is hitting a wall or slowly wearing down, there is help and hope. Sometimes, a little outside support makes a big difference in keeping kids connected, regulated, and emotionally safe.
Let us come alongside you.
Serving: Argyle, Denton, Northlake, Flower Mound, Southlake, Highland Village, and surrounding DFW communities
At Harvest Counseling & Wellness, we are here to walk alongside you. If your child is struggling in school, or if you want to feel more confident heading into the school year, we can help connect you with trusted counselors and education advocates in the Argyle area and provide therapeutic support tailored to your family’s needs.
Serving: Argyle, Denton, Northlake, Flower Mound, Southlake, Highland Village, and surrounding DFW communities
Looking for help navigating your child’s educational or emotional needs?
Contact us today or call us at 940-294-7061 to learn how our team can support your family this summer and beyond.
