Quick to Rise, Slow to Settle: What Research Says About Emotional Ups and Downs and Behaviour Challenges Such as ADHD
Byline: Chau Sir / chausir.com
This article summarises public research with AI assistance.
What the study looked at
A research team from Iceland, Norway, the Netherlands and Sweden (Njardvik, Wergeland, Fjermestad, Liber, Prentice, Riise, Syversen and Öst) published a systematic review and meta-analysis online in June 2026 in European Child & Adolescent Psychiatry. They looked at how strongly emotion regulation difficulties in children and adolescents are associated with outward-facing behaviour challenges such as ADHD. Emotion regulation difficulties here include both emotion regulation skills and emotional lability, meaning feelings that rise quickly and take a long time to settle. The team searched the literature up to June 2025 and included 75 studies with about 11,913 participants; 63 of the studies focused mainly on ADHD. [1]
What links the review found
Overall, emotion regulation difficulties showed a moderate association with these behaviour challenges (r = 0.35). Looked at separately, emotional lability showed a stronger association (r = 0.47), while emotion regulation skills showed a weaker one (r = 0.24). Factors such as age, sex, study region and who completed the questionnaires did not clearly change this association.
The authors suggest that the "quick to rise, slow to settle" side of emotion deserves particular attention. These are associations drawn from observational research. They do not show that any one emotional pattern causes any one behaviour, or that any one approach always leads to any one result. [1]
Reading the findings with care
This review is about associations, not cause and effect, and it is not a way to judge any individual child. Big emotional swings do not mean a child is being difficult on purpose, and frequent behaviour challenges do not mean a child "cannot talk about feelings". Most included studies drew on samples from Europe and North America, and the measures, family life and school culture differ from Hong Kong, so the findings are a reference only. [1]
Small things Hong Kong parents can notice
Many Hong Kong parents notice that their child is not only "unable to sit still" or "not listening", but also reacts very strongly and takes a long time to calm down. This review is a reminder that what relates more strongly to behaviour is often the "quick to rise, slow to settle" side of emotion, not just whether a child knows the words for feelings.
In everyday life, try explaining the steps before a change of activity, for example "five more minutes of play, then tidy up, then a bath". Leave a little buffer time rather than changing plans at the last minute when everyone is rushing. When a child's feelings are running high, stay alongside them while they slowly settle, and save the talking for after everyone has calmed down. Parents can also share with the school which situations tend to set things off, so home and school can keep a similar rhythm.
From a CRP (Communication, Relationship, Parenting) point of view, when feelings rise fast, relationship and rhythm often matter more than reasoning on the spot: steady each other first, then talk together. The research is a reference only, and every child has their own pace. If emotions and behaviour keep affecting family life and learning, parents can ask the school or a relevant service unit. If a child or parent has ongoing emotional distress, cannot cope with daily life, or has thoughts of self-harm, call 999 or the 24-hour Mental Health Support Hotline 18111.
Sources
1. Njardvik, U., Wergeland, G. J., Fjermestad, K. W., Liber, J. M., Prentice, C. M., Riise, E. N., Syversen, A. M., & Öst, L.-G. (2026). Emotion dysregulation in children and adolescents with externalizing disorders: A systematic review and meta-analysis. European Child & Adolescent Psychiatry. Advance online publication. https://doi.org/10.1007/s00787-026-03090-8
Disclaimer
Educational information, not a diagnosis or medical advice.
Chau Sir's talks and articles are parent education. They do not provide diagnosis, assessment or treatment, and do not provide medical or medication advice. If needed, please consult a qualified professional.
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