Description

What actually is a ‘meltdown’, and when do big feelings in kids become a problem that families and schools can’t ignore? In this episode of Mind the Kids, hosts Dr. Jane Gilmour and Professor Umar Toseeb sit down with Associate Professor Erin Gonzalez from the University of Washington School of Medicine, to unpack meltdowns in real-life, everyday language rather than just research jargon. Drawing on her clinical work with families in crisis, Erin explores what happens in a child’s brain and body during a meltdown, why these episodes are so common in neurodivergent children, and how screens, sleep, and anxiety can create a ‘perfect storm’ for explosive behaviour. She offers practical, evidence-informed strategies for parents and teachers, including how to respond in the moment, why “doing less” can sometimes de-escalate faster, and how to use meltdowns as opportunities to build emotional literacy instead of shame. This episode is essential listening for parents, carers, educators, and clinicians supporting children whose emotions sometimes feel bigger than they are.

Learning Objectives

1. Why meltdowns occur and why different terminology is used for meltdowns based on age.

2. The importance of understanding the quality of emotions during meltdowns.

3. Explore why children with more anger in meltdowns may face externalizing issues.

4. Examine how parental responses can significantly influence the outcome of a meltdown.

5. Consider how time-outs can serve as a cooling down period for both child and parent and why emotional competence is essential for managing meltdowns effectively.

6. Improve your understanding of how screens can contribute to meltdowns due to overstimulation and how meltdowns can be opportunities for learning emotional regulation.

7. Recognise why neurodevelopmental conditions increase the likelihood of experiencing meltdowns.