“The brain is built from experience—but not all experiences build it the same way.” — Trauma Divergent
Introduction
We often think of childhood as something we outgrow. But neuroscience tells a different story: childhood doesn’t just pass—it builds us. The brain is shaped by experience, especially in the first few years, and those early experiences leave marks that ripple into our adult relationships, moods, attention, self-worth, and stress responses (Shonkoff et al., 2012; Hesterman, 2021).
Most mental health systems still rely on diagnosis-based models: What disorder is this? What symptoms match the label? But new frameworks like the Trauma-Resilience Integration Model (TRIM), alongside research-informed models such as HiTOP and RDoC, help us understand that psychiatric conditions are often better explained by disruptions in brain systems than by diagnostic categories (Michelini et al., 2022; Smith & Pollak, 2020).
These models show that many adult struggles—emotional volatility, chronic anxiety, shutdowns, compulsions, perfectionism—can be traced back to interruptions in early brain development, often caused by chronic stress or unbuffered adversity (Teicher et al., 2018; Murphy et al., 2022).
In fact, early life adversity doesn’t just shape how we think or feel—it affects brain structure, neurotransmitter systems, stress response circuits, and even gene expression (Jiang et al., 2019; Kaufman et al., 2000; Soga et al., 2021).
So instead of asking, “What’s wrong with me?” many adults might more accurately ask:
“What did my nervous system adapt to—and how is it still trying to protect me?”
Let’s explore what the science says about how brains are shaped by stress, how that process can go wrong, and—most importantly—how it can be supported, rewired, and healed.
Section 1: The Brain Grows in Response to Experience
Your brain is not born fully built. It’s under construction. And what builds it? Not just DNA, but experience.
Neuroscientists call this experience-dependent plasticity (Gotts & Huttner, 2021; Curtis et al., 2011). The brain develops in response to the environment it lands in—adapting to whatever signals it receives.
Children don’t just learn what to think. They learn how to feel, react, and recover—and their brain shapes itself accordingly.
If the world is safe, connected, and stable, the brain wires for trust and exploration. If the world is chaotic, harsh, or disconnected, the brain wires for survival.
Stress Physiology 101
To understand how this shaping happens, we need to understand the HPA axis—the body’s central stress response system. When something stressful happens, the brain signals the body to release cortisol, a hormone that helps us react and recover.
In the short term, this system is adaptive. But when children face chronic or unpredictable stress, without consistent emotional support, their HPA axis gets thrown off. Some children develop overactive cortisol responses (always on edge); others, blunted responses (emotionally flat or shutdown) (Murphy et al., 2022; Juruena et al., 2020).
This disruption isn’t just chemical—it changes the structure and function of the developing brain:
- Amygdala: Grows more reactive, leading to fear, hypervigilance, or anxiety (Teicher et al., 2018; Sheridan & McLaughlin, 2022).
- Prefrontal cortex: Develops less efficiently—impacting planning, impulse control, and regulation (Teicher et al., 2018; Kaufman et al., 2000).
- Hippocampus: May shrink or misfire—affecting memory, learning, and stress recovery (Murphy et al., 2022; Teicher et al., 2018).“The brain remembers what the child can’t explain.”
“The brain remembers what the child can’t explain.”
Whether through hypervigilance, emotional flooding, chronic shutdown, or people-pleasing, these patterns often originated as adaptations (Smith & Pollak, 2020; Jiang et al., 2019).
The brain did its job—it adjusted to the world it thought it had to survive.
Section 2: What Happens Under Chronic Stress?
If a child experiences stress occasionally—getting lost in the supermarket, falling off a bike, starting a new school—and that stress is met with safety, reassurance, and co-regulation, their system learns: “Stress can happen, but I recover.”
But when the stress is chronic, unpredictable, or relationally unsafe—and there’s no consistent adult buffer—the system learns something very different:
“The world is dangerous. I have to stay alert. I can’t relax. I’m on my own.”
This is when stress becomes toxic—and toxic stress doesn’t just affect mood. It biologically embeds itself in the body and brain.
Epigenetics: Experience Rewriting Biology
Here’s where it gets even more remarkable—and more sobering.
Chronic stress doesn’t just change how a child feels or thinks. It can alter the expression of their genes.
This is called epigenetics—the process by which environmental factors (like stress, caregiving, or nutrition) affect how genes are “read” and used by the body. Epigenetic changes don’t alter the DNA sequence itself. Instead, they switch genes on or off through mechanisms like DNA methylation.
In children exposed to early trauma, we see altered methylation in genes related to:
- Cortisol regulation: e.g., NR3C1, the glucocorticoid receptor gene (Jiang et al., 2019; Dionisio-García et al., 2023)
- Stress response modulation: e.g., FKBP5, CRHBP (Khan et al., 2025)
- Neuroplasticity and emotion: e.g., BDNF, SLC6A4 (Juruena et al., 2020; Soga et al., 2021)
These changes are linked to depression, anxiety, suicidality, and poor stress recovery in later life—even when trauma occurred decades earlier.
Long-Term Trauma Patterns
Long-term trauma activates survival-based changes in the brain—a process researchers call maladaptive neuroplasticity (Deppermann et al., 2014). The brain rewires around threat. Over time, this creates entrenched patterns that can be incredibly difficult to break:
| Early Adaptation | Adult Manifestation |
| Hypervigilance | Anxiety, social exhaustion |
| Shutdown / dissociation | “Flat” emotions, disconnection in relationships |
| Perfectionism / control | Burnout, rigidity, obsessive tendencies |
| Emotional invalidation | Repressed needs, chronic people-pleasing |
| Unsafe caregiving | Disorganized attachment, fear of intimacy or abandonment |
The same brain that once adapted beautifully to survive is now misfiring in safety, interpreting ordinary stress as threat, or demanding hyper-control just to feel okay.
The trauma isn’t just in the past. It’s in the wiring.
🔁 These Patterns Can Be Passed On
When a parent has unresolved trauma, their stress physiology is often still dysregulated—even during pregnancy. This can impact the development of the child’s HPA axis and even fetal brain connectivity, particularly in the amygdala and stress-related circuits (van den Heuvel et al., 2023; Loheide-Niesmann et al., 2025).
And because epigenetic markers can be passed from one generation to the next, children may inherit not just genes, but gene expression patterns primed by their parents’ lived experiences (Khan et al., 2025).
But here’s the hope: epigenetics is not fate. Just as early stress can alter biology, safety, regulation, and connection can help rewrite it.
“Trauma creates patterns to survive. But healing creates patterns to thrive.”
Section 3: Diagnoses, Labels, and What We Might Be Missing
For decades, mental health systems have been organized around checklists: Does this person meet the criteria for anxiety? ADHD? BPD? OCD?
But the brain doesn’t work in checklists—it works in systems.
That’s why many people find themselves bouncing between diagnoses, carrying multiple labels, or feeling like they don’t “fit” anywhere. Because they’re not broken—they’re adapting. What looks like a disorder may actually be the long-term echo of an early environment (Smith & Pollak, 2020; Teicher et al., 2018).
🧠 New Models: HiTOP, RDoC, and TRIM
Three newer models are helping us see the bigger picture:
- HiTOP (Hierarchical Taxonomy of Psychopathology):
A model that maps mental health traits dimensionally, instead of by diagnosis. It shows how conditions like ADHD, OCD, and anxiety often share underlying traits, such as emotional dysregulation or threat sensitivity (Michelini et al., 2022). - RDoC (Research Domain Criteria):
A neuroscience-based framework that looks at brain systems instead of symptom lists. RDoC organizes mental health around core functions like emotion regulation, attention, motivation, and social connection (Michelini et al., 2022). - TRIM (Trauma-Resilience Integration Model):
A clinically informed model that recognizes how trauma, adversity, genetics, and caregiving interact to shape development—and how supporting brain function directly may be more effective than managing “disorders” (Alpugan, 2024).These models invite a major reframe:
Instead of diagnosing what’s wrong, we can explore what systems are dysregulated—and why.
🔄 Same Brain Systems, Different Diagnoses
Let’s take emotional dysregulation as an example:
- In ADHD, it shows up as impulsivity and emotional reactivity.
- In BPD, it shows up as intense emotional swings and fear of abandonment.
- In C-PTSD, it shows up as hypervigilance, shutdowns, or explosive outbursts.
- In anxiety, it shows up as excessive worry and avoidance.
But all of these involve the same basic neural systems: the amygdala, prefrontal cortex, HPA axis, and emotion-modulating neurotransmitters like serotonin and dopamine (Teicher et al., 2018; Kaufman et al., 2000; Murphy et al., 2022).
So while the labels differ, the biology often overlaps—and so might the most helpful interventions.
🧬 The Roots of These Traits Often Lie in Childhood
We now know that early adversity impacts:
- Cognitive control → difficulty focusing, planning (Sheridan & McLaughlin, 2022)
- Social learning → misreading cues, withdrawal, masking (Hesterman, 2021)
- Reward processing → sensitivity to rejection or compulsive behavior (Teicher et al., 2018; Michelini et al., 2022)
- Threat response systems → chronic anxiety, perfectionism, shutdowns (Murphy et al., 2022)
The same traits that once helped a child survive can become misaligned in adulthood. That’s not dysfunction—it’s a developmental logic that hasn’t been updated.
“A diagnosis may describe what you’re experiencing. But it rarely explains how you got there.”
Section 4: Intergenerational Transmission & the Prenatal Window
When we talk about childhood trauma, we often start at birth. But research shows that a child’s developmental story begins before they’re even born.
A mother’s history of trauma can shape her stress response system—and through that, affect her child’s neurobiologyduring pregnancy. This is called intergenerational transmission, and it happens through both physiology and epigenetics (van den Heuvel et al., 2023; Loheide-Niesmann et al., 2025).
👶 Trauma Before Birth
Pregnancy is a time of enormous brain development for the fetus. Structures like the amygdala and prefrontal cortexbegin wiring, and the baby’s stress regulation system (the HPA axis) starts to calibrate.
If a pregnant person has a dysregulated HPA axis—especially due to unresolved trauma—the fetus is exposed to elevated cortisol and inflammatory markers. Studies show this can lead to:
- Altered amygdala connectivity in utero (van den Heuvel et al., 2023)
- Higher child cortisol output—but only when maternal trauma combines with elevated prenatal stress or psychopathology (Loheide-Niesmann et al., 2025)
- Increased risk of emotional and behavioral dysregulation in infancy and early childhood (Hesterman, 2021; Shonkoff et al., 2012)
These findings suggest that trauma is not just emotional—it’s biological, and without support, it can pass forward through the body.
🧬 Epigenetics Across Generations
As discussed earlier, early life adversity can lead to epigenetic changes—altering how stress-related genes like NR3C1and FKBP5 are expressed (Jiang et al., 2019; Khan et al., 2025). What’s now clear is that some of these epigenetic markers can be passed from parent to child, especially when the trauma isn’t resolved.
That means a child can inherit not only their parent’s genes—but also a stress-sensitized version of those genes.
But this isn’t a life sentence. Just as trauma can be passed on, so can protection:
- Supportive relationships
- Predictable routines
- Emotional attunement
- And prenatal care that includes mental health and trauma history
All of these can help buffer the impact and alter the child’s biological trajectory (Shonkoff et al., 2012; Hesterman, 2021).
Are we looking at a “difficult child”?
Or are we looking at a nervous system that’s been primed across generations to survive in a world it expects to be unsafe?
Section 5: It’s Not Destiny—The Brain Can Rewire
There’s no question: trauma changes the brain. But so does safety. So does connection. So does time.
One of the most hopeful discoveries in neuroscience is that the brain is not fixed. It’s plastic—meaning it can grow, change, adapt, and recover throughout life. Even in adults. Even after trauma (Gazerani, 2024; Deppermann et al., 2014).
This ability is called neuroplasticity, and it’s the reason why therapy works. Why relationships heal. Why the child who was wired for fear can slowly learn safety again.
🧠 Plasticity Is Strongest Early—but It Never Goes Away
The first years of life are a time of massive neural change—new neurons, new connections, and rapid development of regulatory systems. But plasticity continues throughout the lifespan. It just becomes more effort-based in adulthood (Curtis et al., 2011; Gazerani, 2024).
Neuroplasticity involves:
- Strengthening and weakening of synaptic connections—the brain’s core learning mechanism (Luby et al., 2019)
- Creation of new neurons in key brain regions like the hippocampus (Curtis et al., 2011)
- Changes in gene expression through ongoing epigenetic activity (Juruena et al., 2020)
Even in trauma-exposed brains, new circuits can form with the right relational and sensory input, such as:
- Therapy and co-regulation (Hesterman, 2021; Shonkoff et al., 2012)
- Movement and play (Menke et al., 2021; Gazerani, 2024)
- Nutrition and rest (Magalhães-Barbosa et al., 2021)
- Consistent, attuned caregiving (Sheridan & McLaughlin, 2022; Shonkoff et al., 2012)
The same brain that was wired for threat can be rewired for trust.
🧠 Rewiring Through Relationship
Research shows that relational buffering—consistent, emotionally attuned caregiving—can reshape how the brain handles stress (Shonkoff et al., 2012; Hesterman, 2021). When children are met with:
- Warm eye contact
- Predictable routines
- Space for emotions
- Repair after rupture
…their brain gets new messages: “You’re safe now.” “You’re not alone.” “Stress doesn’t last forever.” (Hesterman, 2021; Shonkoff et al., 2012)
These experiences build regulatory capacity—not just behaviorally, but neurologically.
🧬 Epigenetic Reversibility
Just as adversity can silence protective genes, safety and co-regulation can reverse those changes. Studies show that some trauma-linked methylation patterns (e.g., in NR3C1, BDNF) can shift back toward baseline through:
- Therapy (Juruena et al., 2020; Khan et al., 2025)
- Emotional support (Soga et al., 2021)
- Mindfulness and body-based practices (Deppermann et al., 2014; Gazerani, 2024)
- Reduced inflammation and cortisol exposure (Khan et al., 2025; Menke et al., 2021)
This gives us a profound truth: healing isn’t just emotional—it’s biological.
“Neuroplasticity doesn’t mean the past didn’t matter. It means the future isn’t fixed.”
🔹 Section 6: What This Means for Parents, Professionals, and Systems
If childhood shapes the brain, then everything surrounding children—their relationships, environments, and even ourunderstanding of their behaviour—can either support or stress their development.
But this isn’t about blame. It’s about awareness and attunement. About shifting the lens from “what’s wrong with this child?” to:
“What has this child’s nervous system adapted to—and how can we help them feel safe and supported now?”
👪 What We Can Offer as Caregivers and Adults in Their Lives
- You don’t have to wait for a diagnosis to begin supporting regulation. Children benefit from consistent caregiving, relational warmth, predictable routines, and co-regulation regardless of diagnosis (Shonkoff et al., 2012; Hesterman, 2021).
- Simple co-regulation rituals—like quiet transitions, rhythm and movement, eye contact, and bedtime stories—can support emotional regulation and stress buffering (Hesterman, 2021; Sheridan & McLaughlin, 2022).
- Behaviors often carry meaning. What looks like defiance may be hypervigilance; withdrawal may signal nervous system overload or fatigue (Teicher et al., 2018; Smith & Pollak, 2020).
But it’s also important to recognize that if a child remains in an environment of danger, chaos, or neglect, the first priority must be ensuring safety. No regulation or resilience-building strategy can work in the absence of felt and actual safety (Shonkoff et al., 2012; Murphy et al., 2022).
📘 What I Hope to Incorporate in Clinical Practice
As a future clinician, here’s what I hope to keep learning and exploring:
- Integrating models like TRIM, HiTOP, and RDoC to better understand the brain-based roots of distress (Michelini et al., 2022)
- Exploring relational interventions that help parents regulate so they can co-regulate their children (Hesterman, 2021; Shonkoff et al., 2012)
- Supporting prenatal mental health and postnatal relational care as part of early intervention (Loheide-Niesmann et al., 2025; van den Heuvel et al., 2023)
This is a growing field—and these models help shift the focus from labeling behaviors to understanding nervous system adaptations.
🌍 What Systems Might Consider
Research suggests we benefit from shifting away from deficit-based models (“What’s wrong?”) toward development-informed, regulation-first frameworks (“What’s needed to support this brain?”) (Smith & Pollak, 2020; Shonkoff et al., 2012).
Potential areas of investment include:
- Early relational health programs (Hesterman, 2021; Sheridan & McLaughlin, 2022)
- Trauma-informed educational environments (Teicher et al., 2018)
- Perinatal and infant mental health care (Loheide-Niesmann et al., 2025; Shonkoff et al., 2012)
- Caregiver support networks that offer connection, guidance, and regulation resources (Murphy et al., 2022)
Ultimately, a regulated child needs a regulated environment. That means adults, systems, and communities need support too.
“What if the future of mental health isn’t about fixing broken children—but building strong, supported nervous systems?”
🔹 Section 7: Nutrition, Brain Development, and Resilience
We often think of nutrition as something that supports the body. But it’s also one of the most powerful regulators of brain development, especially in the first 1,000 days of life—and continuing through adolescence and adulthood (Magalhães-Barbosa et al., 2021; Gazerani, 2024).
The developing brain needs specific nutrients to build and sustain:
- Neurons and synapses (Gazerani, 2024; Hesterman, 2021)
- Myelin, the fatty coating that speeds up neural signaling and helps different brain regions communicate (Luby et al., 2019)
- Neurotransmitters like serotonin, dopamine, and GABA, which regulate mood, reward, impulse control, and calm (Soga et al., 2021; Menke et al., 2021)
- The architecture of emotion regulation, attention, and memory systems—especially in the prefrontal cortex and limbic system (Kaufman et al., 2000; Curtis et al., 2011)
🧠 Core Nutrients That Support Brain Development
| Nutrient | Role in Brain Health |
| Omega-3 fatty acids (DHA, EPA) | Neuron structure, myelination, anti-inflammatory |
| Vitamin B6, B9 (folate), B12 | Neurotransmitter synthesis (serotonin, dopamine), methylation |
| Iron | Myelin formation, oxygen transport to the brain |
| Zinc | Neurogenesis, emotional regulation, immune support |
| Magnesium | NMDA receptor regulation, calm and sleep support |
| Choline | Memory, myelin synthesis, acetylcholine production |
| Vitamin D | Neuroimmune regulation, dopamine function |
These nutrients don’t just support brain growth—they help build resilience: the capacity to recover from stress and adapt under challenge (Magalhães-Barbosa et al., 2021; Khan et al., 2025).
🧒 It’s Never Too Late to Support Brain Health
Even without trauma, children today face overstimulation, school pressure, and emotional disconnection. And adults healing from trauma often carry nutritional deficiencies that can amplify stress, fatigue, or mood instability (Menke et al., 2021; Murphy et al., 2022).
That’s why eating to support the brain is for everyone—not just for kids and not just for the early years.
Taking care of our brains helps us take care of our minds.
Whether it’s stabilizing blood sugar, reducing processed foods, or adding in missing micronutrients, these small shifts can create powerful biological conditions for recovery, focus, and emotional regulation.
“You can’t always control your environment—but you can strengthen the brain that navigates it.”
You don’t grow out of childhood stress. But you can grow with it—and eventually, beyond it.
A Personal Note
By no means am I an expert on all of this. These posts reflect the work I’m doing as a student—taking time to deeply understand the topics I believe are fundamental to becoming a thoughtful, compassionate psychologist. This is my learning process, and my way of exploring what matters.
Thank you for joining me on this journey of growth, questioning, and discovery.
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Traumadivergent 