Neurodivergent children often have difficulty reading social cues that signal potential danger, while simultaneously being hypersensitive to perceived threats in safe situations. Their literal thinking patterns and differences in processing nonverbal communication can make them vulnerable to exploitation, while their intense fear responses to certain stimuli can create anxiety around genuinely safe experiences. This creates a complex dynamic where children may be both under-protected and over-protected simultaneously.
Traditional safety education often relies on abstract concepts and social intuition that may not translate effectively for neurodivergent learners. Without concrete, explicit safety instruction, these children may struggle to generalize safety rules across different contexts or recognize when trusted adults are behaving inappropriately. Evidence-based safety education builds both protective skills and confidence, helping children distinguish between real dangers and anxiety-provoking but safe situations.
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