Housekeeping for Squirrels: Struggles of Neurodiverse Adults

Neurodiversity encompasses a range of neurological variations, including conditions such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, and others. While neurodiverse individuals often possess unique strengths, they frequently face challenges in various aspects of daily life, including housekeeping. This article explores the reasons why neurodiverse adults may struggle with daily housekeeping tasks and provides insights based on current research.

Executive Functioning Challenges

One of the most significant factors affecting housekeeping for neurodiverse individuals is executive functioning deficits. Executive functions involve the cognitive processes that enable individuals to plan, organize, and execute tasks. Studies indicate that individuals with ADHD and ASD frequently experience difficulties with these executive functions, making it challenging to manage household chores effectively (Barkley, 2012; Houghton et al., 2021).

For instance, individuals may have trouble prioritizing tasks, which can lead to overwhelming feelings when faced with a long list of chores. Additionally, difficulties in sustaining attention may result in incomplete tasks and increased clutter (Tannock, 2008).

Sensory Sensitivities

Many neurodiverse individuals have sensory sensitivities that can severely impact their ability to perform housekeeping tasks. Those on the autism spectrum, for example, often experience heightened sensitivity to sounds, textures, and smells. These sensitivities can make typical cleaning products overwhelming or even distressing, leading to avoidance of these tasks (Schaaf et al., 2015).

Furthermore, the chaotic environment that can accompany housekeeping—such as the noise of vacuuming or the feel of scrubbing surfaces—may provoke anxiety or sensory overload. As a result, neurodiverse adults may struggle to initiate or complete cleaning activities.

Motivation and Interest Variability

Motivation plays a crucial role in daily functioning, and it can vary significantly among neurodiverse individuals. Research shows that individuals with ADHD often experience fluctuating levels of motivation depending on their interest in a task (Barkley, 2012). Housekeeping may not elicit the same level of engagement as other activities, leading to procrastination or avoidance.

Moreover, some neurodiverse individuals may find mundane or repetitive tasks particularly uninspiring. This can result in a lack of initiative to maintain cleanliness, leading to a cycle of neglect that complicates the task further (Kern et al., 2019).

Overwhelm and Anxiety

Emotional regulation is another area where neurodiverse individuals often face difficulties. The prospect of engaging in housekeeping tasks may provoke anxiety or feelings of being overwhelmed. A cluttered and disorganized space can heighten these emotions, creating a cycle where the thought of cleaning feels too burdensome (Kossyvaki et al., 2021).

Anxiety disorders are more prevalent among neurodiverse adults, which can exacerbate the challenges of maintaining an orderly home. As cleanliness becomes associated with stress, the motivation to engage in housekeeping may diminish, creating an adverse impact on overall well-being (Smith et al., 2022).

Conclusion

Housekeeping can be a significant source of stress for neurodiverse adults due to various interconnected factors, including executive functioning difficulties, sensory sensitivities, motivation variability, and emotional regulation challenges. By understanding these struggles, we can foster more supportive environments that recognize the unique needs of neurodiverse individuals. Strategies such as breaking tasks into smaller steps, using sensory-friendly cleaning products, and providing emotional support can help alleviate some of the challenges faced in daily housekeeping.

References

Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. The Guilford Press.

Houghton, S., Kwan, M. Y. W., & O'Connor, D. (2021). Executive Functioning in Children and Adolescents with ADHD: A Systematic Review. Journal of Attention Disorders, 25(4), 427-444.

Kern, J. K., Geier, C. D., & Carrión, T. (2019). Motivation and Task Engagement in Children with Autism Spectrum Disorder: A Review of the Literature. Journal of Natural Science, Biology, and Medicine, 10(1), 28-33.

Kossyvaki, L., Happe, F., & Papadopoulos, T. (2021). Emotional Regulation in Autism: The Role of Executive Functioning. Journal of Autism and Developmental Disorders, 51(1), 78-89.

Schaaf, R. C., Lane, A. E., & Mailloux, Z. (2015). A Sensory Processing Framework for a Multi-Categorical System: Supporting Neurodiversity. The American Journal of Occupational Therapy, 69(5), 6905180060.

Smith, J., Brown