Breathwork offers significant benefits for neurodivergent individuals, but without careful facilitation, it can be overwhelming or even harmful. Many wellness practices inadvertently cater to neurotypical needs, overlooking the unique experiences of the estimated 15-20% of people who identify as neurodivergent (Armstrong, 2010). By understanding and addressing these needs, we create more inclusive breathwork spaces, benefiting both neurodivergent participants and the broader community.

Section One: Appreciating Neurological Pluralism

The term neurodiversity encompasses conditions like autism, ADHD, dyspraxia, Tourette's, and dyslexia. These conditions reflect variations in how an individual's nervous system functions, particularly in areas like attention, communication, sensory processing, and movement coordination (Armstrong, 2010). Rather than viewing these differences as deficits, the neurodiversity paradigm recognizes them as natural variations within human experience (Kapp et al., 2013). Similar to how the LGBTQ+ movement expanded our understanding of love and identity in such an incredible way, the neurodiversity movement encourages us to embrace a wider range of cognitive and behavioral expressions. This shift empowers us to design supportive environments where neurodivergent individuals thrive, rather than exhausting themselves trying to conform to neurotypical expectations (Robertson, 2022).

Section Two: The Body's Role in Breathwork & Trauma Response

Breathwork directly interacts with the autonomic nervous system, the part responsible for our "fight, flight, or freeze" responses. For someone with a history of trauma, even subtle shifts in breathing patterns can trigger feelings of overwhelm, panic, or dissociation (van der Kolk, 2014). These reactions are not a sign of the person "doing it wrong" but rather their body signaling a need for greater safety and support. Understanding this helps facilitators respond with compassion and adjust the practice accordingly.

Section 3: Understanding the Neurodivergence-Trauma Connection

Neurodivergent individuals are disproportionately likely to experience various forms of trauma throughout their lives. This includes bullying, social exclusion, ableism, or even well-intentioned but misguided attempts to force them to "fit in" (Kapp et al., 2013). These experiences can leave lasting impacts on the nervous system, making someone more prone to hypervigilance, overwhelm, and difficulty regulating emotions (van der Kolk, 2014). Breathwork facilitators need to be aware of this intersection to create environments that minimize the risk of retraumatization.

Section 4: Common Challenges Facing Neurodivergent Participants

Even well-intentioned breathwork sessions can pose unique challenges for neurodivergent individuals. Here are some common areas where facilitators may need to adjust their approach:

• Overstimulation: Group settings with loud breathing, shifting light levels, unexpected physical contact, or social chatter can overload sensory systems. Neurodivergent individuals often crave predictability and routine in their environments (Robertson, 2022).

• Communication Confusion: Figurative language ("breathe like the ocean") or complex, multi-step verbal instructions can be difficult to process. Neurodivergent individuals often benefit from clear, literal, and concise communication (Kapp et al., 2013).

• Compliance Fatigue: Rigid expectations about "correct" breathing techniques or social hierarchies may feel exhausting and restrictive. Many neurodivergent individuals thrive with a sense of autonomy and less focus on external control (Milton, 2012).

• Discouragement: Expecting immediate mastery or comparing oneself to others can be demoralizing. Breathwork, like any skill, benefits from a gradual approach that acknowledges individual progress and variation (Kapp et al., 2013).

Section 5: Respecting Social-Emotional Needs

• Social interaction, even in supportive environments, can be cognitively and emotionally taxing for many neurodivergent individuals (Kapp et al., 2013). It's crucial to acknowledge this and create options that respect those needs.

• Quiet Zones: Designate spaces away from the main session area where individuals can take breaks to recharge or decompress. These spaces should be made known at the beginning of any session.

• Understanding Exiting: Normalize that participants may need to step out or leave early. Reassure them this is perfectly acceptable and not a reflection of their commitment.

• Touch and Consent: Even seemingly subtle physical adjustments during breathwork can feel intrusive or disruptive, particularly for those with sensory sensitivities or a history of bodily autonomy being violated (Milton, 2012). Always ask for explicit consent before offering any form of physical touch, and respect any "no" without question.

It's also important to be mindful of activities like icebreakers or authentic relating games. While these can be valuable, many involve social pressure or complex rules that can feel overwhelming for neurodivergent individuals (Kapp et al., 2013). Opt for activities with a shared external focus (like collaborative art), opportunities for opt-in participation, or non-verbal connection exercises. Emphasize that there's no single "right" way to participate, fostering a safe and inclusive atmosphere for all.

Section 6: Clear Information Builds Trust

Uncertainty can be a significant source of anxiety for many neurodivergent individuals (Robertson, 2022). Provide a clear and detailed breakdown of what participants can expect during your breathwork sessions. This includes specifics like the types of breathing techniques used, the lighting and overall environment, whether it's a group or individual format, and any other relevant details. By reducing the unknown, you empower participants to prepare themselves mentally and emotionally, making the experience feel safer and less overwhelming.

Offering a designated contact person for participants to reach out to with questions or concerns beforehand is another way to build trust. This lessens the social burden they might feel about asking questions during the session itself and provides a clear avenue for support (Milton, 2012).

Section 7: Trauma-Informed Adaptations

Creating explicitly welcoming and accessible breathwork environments for neurodivergent participants yields benefits that extend far beyond that population. If you've been exploring concepts like cognitive load, vagus nerve states, and trauma in previous articles, you'll recognize that many of the same principles apply to supporting a broader range of needs. Here are some key considerations for any facilitator seeking to empower participants who might benefit from adaptations:

• Choice Fosters Safety: Providing options for positions (lying down, seated with support), eye contact, and participation levels puts people in control of their own experience. This is vital for those with chronic pain, past trauma, or heightened sensory sensitivities.

• Starting Gentle is Key: Intense breathing techniques can be overwhelming, particularly with dysregulated vagus nerve states. Short, accessible practices build trust and allow for gradual exploration at the individual's comfort level.

• Simplifying Instructions: Clear, literal explanations with minimal steps reduce cognitive load, benefiting both neurodivergent individuals and those easily distracted by pain or anxiety. Visual aids can also be helpful.

• Honoring "No" is Essential: Respecting boundaries and the right to opt out of certain aspects signals respect for bodily autonomy – crucial for trauma survivors and anyone with a history of their needs being disregarded.

• Avoid Assumptions: Don't presume someone's abilities or limitations based on diagnosis or appearance. Invite open communication about what feels supportive and safe for each person.

By embracing these adaptations, we cultivate spaces where everyone feels safe to explore the transformative potential of breathwork within their unique experiences and needs.

By understanding and thoughtfully addressing the needs of neurodivergent participants, we create breathwork spaces that are not only safer and more accessible but ultimately more welcoming for everyone. The accommodations that foster a sense of safety, understanding, and belonging for neurodivergent individuals are often the very elements that allow all people to tap into the transformative potential of breathwork more deeply.

It's important to remember that every individual's experience is unique. The goal is not to create a single, rigid mold, but to offer flexibility, options, and a deep respect for bodily autonomy within the practice. By embracing the principles of inclusivity and trauma-informed care, we empower all participants to discover their own authentic breathwork journey. This allows us to honor the full spectrum of human experience within a shared space, ultimately leading to a community where everyone breathes a little easier.

References

• Armstrong, T. (2010). Neurodiversity: Discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences. Da Capo Lifelong Books.

• Kapp, S.K., Gillespie-Lynch, K., Sherman, L.E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49(1), 59-71.

• Milton, D. E. M. (2012). On the ontological status of autism: the ‘double empathy problem’. Disability & Society, 27(6), 883-887.

• Robertson, S. M. (2022). Neurodiversity, quality of life, and autistic adults: Shifting research and professional focuses onto real-life challenges. Disability Studies Quarterly, 33(1).

• Sinclair, J. (2013). Why I dislike "person first" language. Autonomy, the Critical Journal of Interdisciplinary Autism Studies, 1(2).

• van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.