01 July 2025
Family Talk Live: ADHD, Trauma and the Young Mind - Caring for Children with Complexity
With Professor Helen Minnis and Dr Linda De Casteca
Why are some children harder to care for than others? Is it trauma, ADHD, or both? And how can families break free from the cycle of stress and misunderstanding?
In this Family Talk Live episode, Care Visions’ public health expert Dr Linda De Casteca is joined by internationally renowned psychiatrist Professor Helen Minnis, one of the UK’s leading voices on childhood adversity and mental health. Together they explore how neurodevelopmental conditions, trauma and the digital world collide - and what carers and families can do to help children with complex needs thrive.
Professor Minnis, based at the University of Glasgow, has spent over two decades researching the mental health of abused children. She leads major UK and international studies on ADHD, foster care, developmental trauma, and Dyadic Developmental Psychotherapy - designed to help those who have experienced trauma. Her clinical and academic work is changing how we understand the roots of behaviour - and the interventions that actually work.
Watch: Family Talk Live – ADHD, Trauma and the Young Mind
What You’ll Learn in This Episode – and Why It Matters
ADHD is real – and treatable
Professor Minnis explains ADHD is a well-evidenced condition made up of inattention, impulsivity and/or hyperactivity. While media headlines often raise fears of overdiagnosis, in reality many children - especially girls and those from disadvantaged backgrounds - are still missing out on a diagnosis and the support they need. ADHD left untreated is linked to higher risks of mental illness, school failure, and even addiction or criminality later in life.
What comes first – trauma or ADHD?
Professor Minnis draws on powerful genetic studies (including one using data from over 20,000 Swedish twins) to explain that children with ADHD are more likely to be abused or neglected, not necessarily the other way around. Their impulsive behaviour, emotional outbursts and sensory sensitivities can be overwhelming – and without the right support, families can get caught in vicious cycles of stress and misunderstanding.
Some children carry a “double load” - which needs specialist care
When trauma and neurodivergence co-exist, the risks are higher. These children are more likely to develop multiple overlapping problems, from severe mood disorders to challenges at school and in relationships. Professor Minnis shares her latest findings showing children with both trauma and ADHD traits are twice as likely to develop serious mental illness by adolescence.
The “double jeopardy” of trauma and neurodivergence
When trauma does overlap with ADHD or other developmental conditions, the results can be serious. Her latest research shows that children with both trauma and neurodevelopmental needs are twice as likely to develop serious mental illness by age 15, and may face increased risk of long-term health problems like heart disease.
It’s not always bad parenting – it’s a mismatch of needs
Families often blame themselves. But Professor Minnis says many parents of neurodivergent children are neurodivergent themselves, and simply don’t have the tools or support needed. From sensory overload to executive dysfunction, these traits are often misunderstood. But recognising them early - even without a formal diagnosis - can help break negative cycles.
Hope - and practical ways forward
Whether you’re a foster carer, parent or teacher, this talk is full of real-world advice. From visual prompts and single-step instructions to simple adjustments at home and school, small changes can make a big difference. Professor Minnis also urges families not to wait for diagnosis - there are plenty of evidence-based tools and parenting strategies that can be used now, including Parenting for ADHD courses and apps designed to support behaviour and routines.
ADHD and the digital world – help or hindrance?
Are screens causing ADHD? Not exactly, says Minnis. But children with ADHD traits are more likely to become over-reliant on digital devices, which can worsen symptoms. Still, there’s hope here too – new research is exploring how serious games, telehealth and adaptive tech might actually support kids with ADHD to stay regulated, focused and engaged.
Listen now and discover how science, compassion and everyday tools can help you better support the children in your care.
Professor Helen Minnis leads the Centre for Developmental Adversity and Resilience (CeDAR) at the University of Glasgow. She collaborates globally with teams in Denmark, Sweden and King's College London to explore how trauma and neurodevelopment intersect – and how to intervene early to change lives.