Associations Between Processing Speed and Emotion Regulation in School Observations in Adopted Children

Adopted children are at higher risk of being exposed to Adverse Childhood Experiences (ACEs) and consequently developing complex trauma. Abuse and neglect in early childhood have been shown to impact emotion regulation. Given that cognitive processes underpin regulatory success, the extent of neurocognitive influence on emotion regulation is examined in a sample of forty-five adopted children (aged 6-12 years) with developmental trauma presentation. The children underwent a cognitive assessment using the Wechsler Intelligence Scale – Fifth Edition (WISC-V), which measured general ability and cognitive proficiency. In addition, teachers rated the childrens’ emotion regulation within a classroom environment. A multilinear regression model revealed that lower cognitive proficiency was associated with more difficulties with emotion regulation. In an exploratory follow-up, findings suggested that only slower processing speed was associated with more difficulties with emotion regulation. Lower cognitive processing speed may be linked to changes in attention, as cognitive resources might be allocated to manage psychological distress or unpleasant internal experiences. Implications for school include recommendations, including the provision of psychoeducation to support staff with the understanding of learning and other needs of children who are adopted and present with developmental trauma, such as building positive relationships and creating safe environments. Moreover, teachers might consider amending instructions for children who present with processing difficulties provide them with strategies to support their individual learning and development of emotion regulation strategies.