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Moment of Calm (5 minutes) - Sensory Breaks with GriffinOT

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What Is Metacognition? Exploring Different Definitions...

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This newsletter provides updates about the latest SEND news, developments and services across Bromley

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This newsletter provides updates about the latest SEND news, developments and services across Bromley

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Fight, Flight, Freeze - A guide to anxiety for children 

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Fight, Flight, Freeze - A guide to anxiety for children 

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Fight Flight Freeze – A Guide to Anxiety for Kids

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You are not your thoughts

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The Worry Tree - How to deal with your worries

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The Worry Tree - How to deal with your worries

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Resources to support young people with ADHD

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Resources to support young people with ADHD

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The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

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Bromley Metal Health and Wellbeing Toolkit

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Bromley Metal Health and Wellbeing Toolkit

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Please find a link for this new and comprehensive toolkit on how to access resources for mental health and wellbeing in Bromley

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Children read more when we Turn On The Subtitles! 

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Children read more when we Turn On The Subtitles! 

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We wanted to let you know how this simple change to children’s existing TV viewing habits can drastically improve their reading skills.

Click on the link below to find out more about the benefits...

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Hello, how are you holding up?

We take our hats off to you and all the hard work it takes to raise children in today's bonkers world. Which is why we wanted to share this brilliantly simple idea with you - turning on the subtitles can double the chances of a child becoming good at reading. Incredible isn't it?

So the next time your child is watching TV or the tablet, there could actually be an opportunity to improve their reading skills at the same time! In fact research has shown that it can double the chance of your child leaving school as a proficient reader. You can turn them on for the whole family or most streaming services will now allow you to do it just for individual children if you like.

If you find this tip useful please do spread the word by sharing the media below.

Stuff to share right away

Share on Twitter and Facebook

Share on Twitter and Facebook

Or if you want some regular text, you can steal this or write your own:
Turning on subtitles while children are watching TV can greatly improve their reading skills. A quick, simple, free way to make TV time, reading time. #turnonthesubtitles
Together we can spread the word and change lives. Thank you!!

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Hello, how are you holding up? We take our hats off to you and all the hard work it takes to raise children in today's bonkers world. Which is why we wanted to share this brilliantly simple idea with you - turning on the subtitles can double the chances of a child becoming good at reading.

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There are lots of ways to feel calmer. It's about finding what works for you. Try some of our breathing exercises, activities, games and videos to help let go of stress, anxiety and worry.

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Pause and notice what you are saying, doing or thinking.

Write it down.

Ask yourself if that thought or activity is helping you or not right now.

If it's not helping, choose to think or do something different.

You could try getting out of bed and doing 10 star jumps, thinking about a happy memory instead of a sad one or chatting to a friend online instead of feeling alone

Find a box, something small like a shoe box or a chocolate box.

Write down what's worrying you on a piece of paper and place it in the box.

Tell yourself that you don't need to think about the worry at the moment and you can let it go and leave it in the box for now.

You can do this as many times as you like.

Remember to keep the box somewhere private.

Breathe in, breathe out

If you're feeling overwhelmed, take some long, deep breaths.

Breathe and sigh

Breathe in through your nose

Make a big sigh and drop your shoulders downwards as you breathe out through your mouth

Repeat 4 times

Calming words

Breathe in while you say to yourself "I feel calm"

Breathe out while you say to yourself "I let go of stress"

Breathe in while you say to yourself "Feel calm"

Breathe out and say to yourself "Let go of stress"

Breathe in as you count 1, 2, 3, 4

Hold as you count 1, 2, 3, 4

Breathe out as you count 1, 2, 3, 4

Hold as you count 1, 2, 3, 4

Keep your counting even and trace your finger along the 4 edges of a box of tissues or a dice if that helps you to keep focus

Repeat 3 times

Write 1 or 2 words about how you're feeling.

Using a notebook, Art box or your mood journal draw a heart or a star for yourself and write 3 kind words or messages to yourself.

Remind yourself that no matter how difficult things feel, you are not alone - someone in your street, neighbourhood, town or city is likely to be feeling similar emotions to you right now.

Draw a heart or a star for someone else who is feeling like you do and write 3 kind words for them too.

You can do this for as many people you like.

Draw the outline of your hand on paper or using the Art box. Follow the outline with your finger or click on it with the mouse to trace the shape as you take a slow, deep breath.

Start at the thumb, move to your other fingers and end with your little finger as you breathe in.

Trace back from the little finger to the thumb as you breathe out.

If you can't make it all the way around, you can start with tracing around the thumb and the first finger while you breathe in and around the first finger and back around the thumb as you breathe out.

You can colour in the hand after.

Imagine 3 months from now.

Draw or write what could look different, what challenges you will have faced and what positive changes you want to make

Try to focus on things that seem possible to achieve like feeling more confident about an exam, starting a new hobby or making a new friend.

If it's hard to think that far ahead, you could start by imagining next week or next month.

Draw yourself as your closest friend or a close family member would describe you. Remember, they can see who you are as a person as well as what you look like.

Draw or write the positive qualities they notice about you, especially the ones that you find hard to see yourself. Include things like being kind, patient and fun.

Lots of people use yoga to feel calm. It can help you relax, gently build your fitness and keep you active. And Nicole from Yotism has created a few short activities and routines for you to try.

Remember to take breaks when you need to and only try poses you're comfortable with. If you're worried about your health or mobility, it can help to ask an adult you trust for advice before you start.

Build your happy place

Create your ideal room. Fill it with things that help you feel happy, calm and safe.
Play now

Balloon game

Play our game and feel your worries float away.
Play now

Tower of Confidence

Build a tower made up of all the great things about you.
Play now

Wall of expression

Write your worries on the wall and then watch them crumble away.
Play now

Watching a video can help to distract you from problems and thoughts. Our videos have ideas about things you can do to feel calmer, especially when you're feeling stressed, sad or anxious.

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Pause and notice what you are saying, doing or thinking. Write it down. Ask yourself if that thought or activity is helping you or not right now. If it's not helping, choose to think or do something different.

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Our Wellbeing characters are ready to teach pupils all over the country. Each day has a focus to help pupil's wellbeing.

The focus is on bravery and confidence. Pupils will focus on that strength of character and will find ways to increase their confidence and bravery.

Tuesdays we look at being 'thoughtful'

The focus is on being thoughtful and kind. How they can help others and think about other people's feelings.

The focus is on goals and wishes. How they can set a goal and reach that goal. How that will make them feel.

Thursdays we look at 'thankfulness'

The focus is on gratitude and looking for those little things we appreciate. This will help their positive outlook on life.

The focus is on friendship and how connecting with friends is important for their wellbeing. It will also look at qualities of friendship.

The focus is on looking after minds and bodies by doing things that make them feel good.

The focus is on celebrating their achievements that week. If you look hard enough there is always something to be proud of.

Each PowerPoint has a few slides which you can share remotely from home using screen share, on a whiteboard in the classroom, on an IPAD (install the free PowerPoint app), on a laptop with PowerPoint installed.

Should you want to print this out you could do that by saving the PowerPoint as a PDF and then printing it.

For week one the PowerPoint starts with the character, moves onto vocabulary, then activities which only need paper and pencils. It ends with affirmations. This will change slightly each week. There are plans for 3 weeks worth of PowerPoints and that will be reviewed and extended if needed. You could add other activities or parents you could really focus the whole day on the PowerPoint and find other activities to do to compliment it. Check our free resources for additional resources.

We also have a printable pack with posters and worksheets and you will find the link within each PowerPoint.
WEEK 1 WEEK 2 WEEK 3
If you want to share these resources with parents you MUST ensure our terms and conditions remain on the resource. We use some licensed clipart and it is important that clipart artist is credited. The easiest way is to link to this post for parents to download.

If you want some activities for FEBRUARY please download our FREE Calendar which is linked to Children's Mental Health week. There are 28 activities in PowerPoint and Printable format. Please go to this link 'ELSA Support February Calendar'

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Wellbeing Week Daily Resources - Elsa Support

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Our Wellbeing week daily characters are ready to teach pupils all over the country. Each day has a focus to help pupil's wellbeing.

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Young minds advice for supporting a child with ADHD

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Young minds advice for supporting a child with ADHD

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What is ADHD?

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects behaviour and concentration.

Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go. Some people with ADHD do not experience hyperactivity though, and this is sometimes called attention deficit disorder (ADD).

ADHD is not a mental illness or a learning disability, though children and young people with ADHD may also have other conditions or experience mental health problems.

Living with ADHD can be very challenging, for children and young people as well as for their parents and carers. But the right diagnosis, treatment and support can make a big difference to a child's learning, life skills and relationships, as well as making family life easier. There is also lots you can do as a parent/carer to help your child manage the things they find difficult.

What are the most common symptoms of ADHD?

A child with ADHD may be:

easily distracted, finding it difficult to start or finish tasks

often unable to concentrate

often restless or fidgety

very talkative, often interrupting or blurting things out

impulsive, acting before considering consequences, prone to taking risks

easily angry or frustrated, struggling to deal with emotions

finding making or maintaining friendships difficult

disorganised, for instance often losing things or being late

lacking awareness of time

Every child or young person with ADHD is individual and they may not display all of these behaviours. And many of these traits and behaviours are typical in younger children, or can follow a traumatic experience - they don't necessarily mean your child has ADHD.

Age and gender can also affect how someone with ADHD behaves. This can make it harder to spot signs of ADHD, particularly in girls, who are more likely to be undiagnosed or wrongly diagnosed with other conditions(i).

Typically the symptoms of ADHD develop in early childhood and they may become particularly noticeable at times of significant change, such as starting or changing school.

What to do if you think your child might have ADHD

If your child frequently experiences some of these symptoms; this is affecting their day- to- day life; and it's happening in more than one setting (for instance at home and school), discuss your concerns with your child's GP. Before doing this, talk to your child's teacher and the school special educational needs co-ordinator (SENCO) about what they have noticed.

The GP may want to refer your child for assessment, as ADHD can only be diagnosed by a specialist such as a child and adolescent psychiatrist or paediatrician.

Sometimes parents are reluctant to pursue assessment. They may be worried about 'labelling' their child or about stigma, or they may prefer to watch and wait. These feelings are normal. But parents and young people who do seek diagnosis can find it helps them access the right support; understand and manage challenges; and identify individual strengths.

We have more information about getting support from the GP, CAMHS or school in our guide.

ADHD diagnosis, support and treatment

ADHD assessment is usually done through the specialist Children and Young People's Mental Health Services, commonly referred to as CAMHS.

Diagnosis is most commonly made in childhood, and in the majority of cases, symptoms affecting daily life continue into adulthood(ii).

There is no single, definitive test for ADHD. Specialists will base clinical diagnosis on a combination of observations of your child; discussions and questionnaires (with you and your child); and information from your child's school.

They will consider how long the symptoms have been present; their impact on your child's daily life; and whether they might be due to another condition. Approximately 60-80% of children with ADHD have at least one other condition,(iii) (such as autistic spectrum disorder, dyslexia, dyspraxia, anxiety or behaviour problems) and your child may be given more than one diagnosis.

Support and treatment options

You and your child should be offered support and advice to help manage ADHD in their day-to-day life.

ADHD can also be treated with medication and/or therapies. These should be discussed with you when your child is diagnosed, and are set out in the National Institute for Health and Care Excellence (NICE) guidelines on ADHD.

ADHD can be treated with therapies such as cognitive behavioural therapy (CBT). For more information about therapy, see our parent guide to counselling and therapy.

There are a number of types of medication. These are not a cure for ADHD, and many children do not take them, but they can help manage some of the symptoms. Medication must be prescribed and overseen by a specialist.

You may also be offered ADHD -focussed parent training. This does not mean your parenting is somehow wrong. It is designed to provide support and specific strategies and skills to help you and your child thrive.

Jack is still perennially late, disorganised and impulsive; but he's also energetic, original and creative. The medication is helping him make the most of all of that.

How can I help my child with ADHD?

Be explicit and consistent about unacceptable behaviour, such as violence. Set appropriate consequences and follow them through, but try to stay calm in the moment to avoid escalation. Dealing with challenging behaviour can be very hard, and our parent guide has helpful advice.

Plan the day so your child knows what to expect. Maintaining regular sleep patterns, physical activity and mealtimes can help your child. Some people find dietary change and/or certain supplements helpful, but there is no clinical evidence for this and medical advice should be sought first(iv). Our young person's guide has helpful advice on sleep problems.

ADHD and your child's mental health

Any child or young person can struggle with their mental health and wellbeing, whether or not they have ADHD. This might be caused by things like family change, bullying, exam stress or a traumatic event.

But having ADHD may also mean your child has extra challenges - such as social difficulties, struggling to manage their emotions or getting into trouble at school - that leave them more vulnerable to low self-esteem, anxiety or depression.

Children and young people with ADHD frequently have other developmental or mental health conditions and it is important to ensure they have the appropriate support for these.

As a parent there is a lot you can do to support your child with their wellbeing and mental health:

encourage your child to talk about how they are feeling with you. Our starting a conversation guide has ideas for keeping communication open

if you feel your child may have a mental health problem or another condition alongside ADHD, discuss your concerns with their GP or ADHD specialist.

Working with school if your child has ADHD

ADHD is a special education need (SEN), and it may be referred to as a specific learning difference (SpLD). Your child is entitled to appropriate support to help them thrive socially and educationally. This could include potential adjustments in certain situations, such as extra time or rest breaks for exams, movement breaks in lessons, written instructions for tasks and a seating plan that minimises distractions.

Discuss the diagnosis and needs with the school's SENCO, taking a list of your concerns and background information to the meeting.

Your child may be entitled to an education, health and care plan (EHC plan) which details the support they need and how it will be provided. (The National Autistic Society has helpful information about EHC plans.)

Good communication between you and school can be really helpful in ensuring your child thrives in education and meets their potential. Our parent guide to support has more advice on talking to school or college.

ADHD in teenagers and beyond

If your child is a teenager or young person, their needs and the support you give may well be different from when they were younger. They may like to read our young person's guide to ADHD and mental health. But there are still many ways you can help.

Looking after your own wellbeing

Parenting a child with ADHD can sometimes be isolating, upsetting or exhausting. Sometimes parents feel judged or blamed by others (unjustifiably as parenting does not cause ADHD). It is entirely understandable if you are finding things difficult.

It's important to recognise the impact the situation is having on you, and think about ways you can take care of yourself - including getting support from other people so that you can take some time off. It's okay to ask for help when you need it, and to share your worries with someone you trust. We have advice on looking after yourself as well as your child.

Our son's challenging behaviour with ADHD had an enormous impact on the whole family, as we and his brothers bore the brunt of his anger.

Where to get further support

If you would to speak to a professional adviser or find out more about how you can support your child, these organisations can help.

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Help Your Child With ADHD | Parents Guide to Support

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What is ADHD? Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects behaviour and concentration. Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go.

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12 Amazing Superpowers of students with ADHD 

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12 Amazing Superpowers of students with ADHD 

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The positives of ADHD are numerous and mighty - creativity, empathy, and tenacity, just to name a few. Here, readers share their amazing superpowers.

Thinking positive to find the plus sides of adhd.

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Problem solving skills are a positive about ADHD.

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Children use their creativity to build a fort.

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A teenager consoles a friend, using her gift of compassion.

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Girl with snorkel by family unpacking van shows her sense of humor.

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The word impossible is written on a chalkboard, with the "im" crossed out, because those with ADHD have perseverance.

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A woman is very observant and employs her keen sense of observation.

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A mom holds her child while also ironing - multitasking is a strength for those with ADHD.

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A man is very focused on writing in his notebook. Hyperfocus is a positive trait of ADHD.

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A group of young children are running with endless energy, another positive trait of ADHD.

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A father and son play airplane together. Their seal for life is an ADHD superpower.

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A green apple in a group of oranges illustrates differences. Kids and adults with ADHD are very accepting.

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A road sign has an arrow pointing to Right and another toward wrong. Those with ADHD have a strong moral compass.

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Faster than a speeding bike! Able to leap stereotypes in a single bound! We asked readers what made them a notch above the rest. These are their answers.

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Some ideas from the ADHD Foundation

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A Good Sleep Routine Guide for a young person with ADHD

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A Good Sleep Routine Guide for a young person with ADHD

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Advice from the ADHD Foundation

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Helping Your Child Sleep - Help and Support

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Helping Your Child Sleep - Help and Support

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Sleep problems affect a child’s learning, behaviour, mood and health, and the physical and mental wellbeing of the whole family.

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Sleep problems affect a child's learning, behaviour, mood and health, and the physical and mental wellbeing of the whole family.

There are some factors beyond your control that can affect your child's sleep. You should get advice from a medical professional if:

your child is in pain

your child's condition can disrupt sleep

your child's medication can affect sleep

Most sleep problems are caused by behaviours that they have learned. Teach your child to self-settle at the onset of sleep so that when they naturally wake during the night, they will be able to fall back to sleep on their own.

You could also try talking to your child to find out if they cannot sleep because they're worried about something. Do this during the day, not at bedtime. Speak to your doctor if you think your child might have anxiety.

Before bedtime

Spend time with your child doing a quiet activity like play dough, massage, jigsaws or colouring as part of their bedtime routine.

Do the bath or shower just before bed, or earlier if your child finds a bath too exciting.

Make sure your child has a supper snack at the start of their bedtime routine if they are still hungry.

In the bedroom

Put away or cover toys, bright colours and noisy items from the bedroom to make it feel calm.

Make sure the bedroom is dark enough. Use Velcro blackout kits or blackout blinds to keep light out.

The best temperature is 16 to 18 degrees Celsius, but try to find out what your child finds comfortable.

Lie on your child's mattress to see if it's comfortable. If possible, ask how it feels to your child.

Settling your child when they wake up

Show your child that you're there to reassure them, but try not to stimulate them.

If they fall asleep with a light on or listening to music, keep these on to avoid potential night wakings due to a change of environment.

Repeat the same phrase, such as "It's time to sleep."

Avoid making eye contact.

Keep the lights off or use a night light.

It's important to wake your child at the same time every day. This includes weekends and school holidays. If you follow this advice for at least 3 weeks, your child's sleeping pattern should get better.

If you have a partner, try to take turns being responsible for your child's sleep. That way at least someone can get a good night's rest.
Keep a sleep diary to monitor your child's sleep patterns and what affects them.
Scope's sleep services

We run sleep services that support families of children with additional needs, aged between 2 and 18, who have severe sleep problems.

These services provide workshops, clinic appointments as well as support by telephone and email.
Scope's Sleep Right service Scope's Sleep Right podcast
If you have any medical concerns, you should contact your Paediatrician or GP.

Talking about how you feel

Speaking to other parents with disabled children can be a good way of getting support and advice.

Last reviewed by Scope on:

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More help with sleep problems

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Helping your child to sleep | Disability charity Scope UK

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Most sleep problems are caused by behaviours that your disabled child has learned. Here are some tips on how to help your child to sleep.

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It's Ok to Make Mistakes Social Story (3)

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It's Ok to Make Mistakes Social Story (3)

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It's Ok to Make Mistakes Social Story (2)

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It's Ok to Make Mistakes Social Story (2)

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It's Ok to Make Mistakes - Social Story (1)

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It's Ok to Make Mistakes - Social Story (1)

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What are social stories and how can they be used effectively?

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Lots of examples of different social stories

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Social Stories for Autistic Children – The Ultimate Guide

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Discover the importance of social stories for autistic children. Learn how they can provide support, understanding, and growth opportunities.

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Ambitious about Autism Covid Home Testing Social Story

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Having a Covid test Social Story example

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Interventions are small group or one-to-one activities that are set up to address a specific area of difficulty that a child is experiencing. The class teacher oversees the progress and development of the child no matter who is leading the intervention. Each intervention has a distinct purpose and works towards very specific targets or outcomes. The attached document shares a selection of the interventions often used at our school:

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Please see the attached tutorial for PowerPoint 'Speak'. This is a tool to support people who can struggle to read or have a diagnosis of dyslexia or dyslexic tendencies. If it is switched on then it will read an entire document aloud and save the stress and anxiety caused by being unable to read.

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Microsoft PowerPoint Read Out Loud Tutorial

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Introduction

This is our very own SEND Padlet page. It contains all our SEND information and support.

Our SENCO is Mrs C Pester (claire.pester@edgebury.bromley.sch.uk)

Our Child and Family Support Manaager is Ms V Mincher (vanessa.mincher@edgebury.bromley.sch.uk)

If you need any support then please do not hesitate to contact us.

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A copy of our ASEND Policy

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At Edgebury Primary School we believe that:
 all children should be valued regardless of their abilities or difficulties
 all children are entitled to a broad and balanced curriculum which is differentiated to meet individual needs
 all teachers are teachers of children with SEN
 all children can be enabled to fulfil their potential through effective teaching and learning, supporting and encouraging
 effective assessment and provision for children with SEN will be secured with partnership with parents/carers, children, the Local Education Authority and any relevant outside agencies

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Please find our SEND Information Report.

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SEND Information Report - Covid 19 additions

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SEND Information Report - Covid 19 additions

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Please find additions to our SEND Information Report, directly related to Covid 19 arrangements and support

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A flow chart to show the SEND Journey at Edgebury

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Universally Speaking - ages and stages of children's communication development for children aged 5 to 11

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Universally Speaking - ages and stages of children's communication development for children aged 5 to 11

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The ages and stages of children's communication development

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This video outlines key features of Dyslexia and some strategy principles.

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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Advice from Autism Practitioner, Gina Davies 

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Advice from Autism Practitioner, Gina Davies 

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Here is a link to Gina Davies' home page where you will find links to advice videos for parents.

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Practical Help with Autism | Gina Davies Autism Centre

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Some time back, I noticed posters like this in our school hallways. I found out from learning support that they were to help the children learn self-regulation. The posters were based on a concept called The Zones of Regulation.

Source: Pinterest

What is Self-Regulation?

Self- regulation is the ability to manage disruptive emotions and impulses, and to think before you react. - Mind Tools

In school, children need to be able to self-regulate to help them be ready to learn. Children whose states of arousal are too high or too low will struggle to focus on the learning task at hand.

Update: new research links self-regulation with greater resilience in young people

Researchers have analyzed whether self-regulation would be a good predictor of resilience. This study shows that helping these young people to bounce back from adversities by acquiring self-regulation skills such as setting goals and adjusting their path after a misstep, equips them better to do well in school and in life. - Science Daily

What happens when children cannot self-regulate?

Children that are unable to self-regulate are prone to the following:

tantrums and outbursts

abusive behaviours - e.g. self abuse, punching, kicking, biting

emotional distress

inattention/distractibility

refusal to participate

How can we help children learn self-regulation?

To help children learn self-regulation, we need to work on their:

executive functioning - memory, planning and behaviour inhibition.

emotional regulation - initiating, inhibiting, or modulating our state or behavior in a given situation.

sensory integration - the process by which we receive information through our senses, organise this information, and use it to participate in everyday activities.

What are the Zones of Regulation

The following video provides a helpful summary on the Zones of Regulation and how they help children with self-regulation.

What do the Zones look like:

The Zones of Regulation is a cognitive behaviour approach for helping students self-regulate their behaviours, emotions, and sensory needs. By using concepts and visuals to help students learn to recognise their feelings and level of arousal, it allows them to employ strategies for optimal learning.

The Zones can be compared to traffic signs. When given a green light or in the Green Zone, one is "good to go". A yellow sign means be aware or take caution, which applies to the Yellow Zone. A red light or stop sign means stop, and when one is the Red Zone, this often is the case. The Blue Zone can be compared to the rest area signs where one goes to rest or re-energize. All of the zones are expected at one time or another, but the curriculum focuses on teaching students how to manage their Zone based on the environment and people around them. For example, when playing on the playground or in an active/competitive game, no one would think twice about one being in the Yellow Zone but that would not be same in the library. - Zones of Regulation

Although the Zones of Regulation is often used to support the needs of children with ASD or ADHD, it is very much applicable to all children, and even adults. The ability to recognise our own state of arousal and to make the necessary adjustment so that it is appropriate for the occasion we face is something we all require to function optimally.

The goals of the zones of regulation are to teach children to:

identify their feelings and levels of alertness

develop effective regulation tools

learn when and how to use the tools

problem solve positive solutions

understand how their behaviours influence thoughts and feelings

ultimately - develop independent regulation

Blue Zone: low level of arousal; not ready to learn; feels sad, sick, tired, bored, moving slowly.

Green Zone: calm state of alertness; optimal level to learn; feels happy, calm, feeling okay, focused.

Yellow Zone: heightened state of alertness; elevated emotions; has some control; feels frustrated, worried, silly/wiggly, excited, loss of some control.

Red Zone: heightened state of alertness and intense emotions; not an optimal level for learning; out of control; feels mad/angry, terrified, yelling/hitting, elated, out of control.

What Zone are You in?

Blue Zone - your body is running slow, like when you're tired, sick, sad or bored.

Green Zone - like a green light, you feel "good to go". Your body may feel happy, calm and focused.

Yellow Zone - when you start to lose control, like when you feel frustrated, anxious, worried, silly or surprised. Use caution when you are in this zone.

Red Zone - when you experience extreme emotions. When you are in this zone, you are out of control, you have trouble making good decisions, and you need to STOP!

For the Blue Zone - increase arousal: For the Green Zone - maintaining:

think happy thoughts

talk about your feelings

rub hands together

run on the spot

shoulder rub

ask for a hug

swinging or spinning

stretching or jumping jacks

strong scents

vibration

drink water

crunchy foods

bright lights

listening to loud music

For the Yellow - decrease arousal:

keep your eyes on the teacher

remember your daily goals

finish your homework

think happy thoughts

be a good friend

help others

work hard

smile

For the Red Zones - decrease arousal:

talk to my parents/friends

take 3 deep breaths

do a wall push up

use a fidget

go for a walk

take a break

read

deep pressure

slow movement

heavy work to muscles

soft lighting

listen to music

chewy foods

take three deep breaths

how big is my problem - the size of your reaction should match the size of the problem. How big do others see the problem? How big should your reaction be?

jump on a trampoline

relax your muscles

talk to an adult

sensory break

push the wall

count to 20

walk away

STOP!

deep pressure

slow movement

heavy work to muscles

soft lighting

listen to music

chewy foods

Can you be in more than one zone at a time? Should children be penalised for being in the RED zone?
Common Questions on the Zones of Regulation
Can you look like one zone on the outside and feel like you are in another zone on the inside?
Yes. Your child may feel tired (blue zone) because she did not get enough sleep, and anxious (yellow zone) because she is worried about an activity or contest at school. Listing more than one zone reflects a good sense of personal feelings and alertness levels.

It's best for children to experience the natural consequences of being in the RED zone. If a child's actions/choices hurt someone or destroys property, he needs to repair the relationship and take responsibility for the mess they create. Once the child has calmed down, use the experience as a learning opportunity to process what the child would do differently next time.

Yes. Many of us "disguise" our zone to match social expectations. We use the expression "put on a happy face" or mask the emotion so other people will have good thoughts about us. Parents often say that their children "lose it" and goes into the RED zone as soon as they get home. This is because children are increasing their awareness of their peers and expectations. They make every effort to keep it together at school to stay in the GREEN zone. Home is when they feel safe to let it all out.

Tips for Practicing the Zones of Regulation
What is it? What to put in it?

Know yourself and how you react in difficult situations before dealing with your child's behaviours.

Know your child's sensory threshold. We all process sensory information differently and it impacts our reactivity to situations.

Know your child's triggers.

Be consistent in managing your child's behaviour and use the same language you use at home.

Empathise with your child and validate what they are feeling.

Have clear boundaries/routines and always follow through.

Do not deal with an angry, upset child when you are not yet calm yourself.

Discuss strategies for the next time when you are in a similar situation.

Remember to ask your child how their choices made you feel (empathy).

Praise your child for using strategies. Encourage your child to take a sensory break to help regulate their bodies.

Sensory Tools on Amazon
Make a Coping Skills Box

A coping skills box is a place to keep things that help to calm you down in periods of distress. Having everything gathered in one place helps you remember to use your coping skills rather than using negative behaviours.

1. Self-Soothing Objects that help to calm you through your five senses:

2. Distractions to take your mind off the problem for a while, e.g. puzzles, books, artwork, crafts, knitting, crocheting, sewing, crossword puzzles, sudoku, positive websites, music, movies, etc.

3. Opposite action - do something that is opposite to your impulse that is consistent with a more positive emotion:

affirmations and inspiration - e.g. looking at drawings or motivational statements

something funny or cheering - e.g. funny movies, books

Put it all together
4. Emotional Awareness - tools for identifying and expressing your feelings, e.g. a chart of emotions, a journal, writing supplies, art supplies.

5. Mindfulness - tools for centering and grounding yourself in the present moment, e.g. meditation or relaxation recordings, grounding objects (rock, paperweight), yoga mat, breathing exercises.

5. Crisis Plan - contact info of supports and resources for when coping skills aren't enough, e.g. family/friends, therapist, psychiatrist, hotline.

Once you have gathered everything, put them together into a box and decorate it. Keep the box in a place where you'll remember it and USE IT!

Image Source: Pinterest

See also: Essential Life Skills for Kids - Stress Management

Sensory Break: Sensory Activities for Sensory Integration

Some time back I wrote about sensory processing disorders (SPD) identifying sensory difficulties that affect some children and the sensory integration activities that can help address their sensory hotspots. The following image helps teachers and parents identify some of the common sensory hotspots that some children may have:

Sensory activities that can help children with these hotspots may be proprioceptive, vestibular, or tactile in nature.

Proprioception

Proprioception is the sense of knowing the relative positions of the various parts of our bodies and strength of effort we employ during a movement. Children with proprioceptive needs can benefit from the following activities:

carrying heavy baskets or objects

jumping jacks

leaning against a wall or table palm presses

pushing or pulling boxes; wheelbarrow walk

jumping on a trampoline

crawling through a tunnel

pushing against objects, wall push-ups

standing on toes and stretching

finger fidgets

Vestibular

The vestibular system is responsible for the sense of balance and spatial orientation for the purpose of coordinating movement with balance. Children with vestibular sensory needs can benefit from the following activities:

bounce on a yoga ball

walk on a balance beam

bear/crab/snake walk

roll neck slowly in a circular movement

imitation game - e.g. Simon Says

gentle rocking

jump up and down; try to touch the door frame

sit and spin / yoga seat

roll on the mat

Tactile sensory needs can be fulfilled with "touch" activities, such as the following:

Sensory Activities at Home

When your child needs a sensory break at home, try these activities:
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"kid-sandwich" - pushing down on them between two pillows

"kid-burrito" - rolling them in lycra and gently pressing down and pretending to eat them

roll out the "cookie dough" with a yoga ball firmly over the back and limbs

pillow fight

mopping or sweeping the floor

stirring cookie dough or cake batter

jumping jacks

chewing gym, eating crunchy foods (pretzels carrots, small ice chips, or sipping water from a cup with a thick straw while doing seated work)

pushing or pulling boxes or laundry baskets with a few toys or books in it

carrying or pushing pillowcases of stuff animals around the house

helping with chores, pulling a heavy trash can, vacuuming, water plants

removing couch cushions, piling them on the floor and "crashing" into them

roller-skating uphill, ice skating, jumping rope, marching, hopping and skipping

walking on a treadmill set to go uphill

pulling other kids around on a sheet or blanket

crawling through a t-shirt tunnel

yard work, such as raking leaves, pushing the wheelbarrow, water the flowers

shoveling sand into a bucket

crossing monkey bars

swinging on a swing

pulling heavy items in a wagon

More Resources:

Related:

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Self-Regulation and the Zones of Regulation

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Some time back, I noticed posters like this in our school hallways. I found out from learning support that they were to help the children learn self-regulation. The posters were based on a concept called The Zones of Regulation. Source: Pinterest What is Self-Regulation? Self-regulation is the ability to manage disruptive emotions and impulses, and to...

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From Young Minds UK

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If the current news on coronavirus (COVID-19) is making you feel anxious, concerned or stressed, here are some things you can do.
Feeling concerned or overwhelmed by the news is understandable, especially if you are struggling with your mental health or you have a physical illness. It might be that you're anxious about your own health, the health of someone in your family, or what impact the virus will have on your life. Here are some steps you can take if you are feeling anxious:

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What to Do if You're Anxious About Coronavirus | Blog

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If the current news on coronavirus (COVID-19) is making you feel anxious, concerned or stressed, here are some things you can do. Feeling concerned or overwhelmed by the news is understandable, especially if you are struggling with your mental health or you have a physical illness.

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The Zones of Regulation is a framework designed to foster self -regulation and emotional control.  This is an approach we use at school to help pupils.  It is based on the concept that individuals identify and then describe their emotional state.  They then use a chosen suite of  'tools'  to self regulate.  Tools can be their own  strategies such as self talk, reading a favourite book, playing with a lego set, skipping, dancing to music. Other tools can include support from those around them such as having a hug, seeking reassurance, reading together etc.

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THE ZONES OF REGULATION: A SOCIAL EMOTIONAL LEARNING PATHWAY TO REGULATION

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A website with lots of useful information. Have a look at the top tips videos.

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Welcome to the Parent Portal, our award-winning speech and language support website for parents, carers and families.

At Speech and Language Link, we understand that supporting your child's language learning, alongside everything else that life demands from you, can be challenging. The Parent Portal provides ideas and advice, information and activities for developing your child's understanding, talking and listening in a way that works for all of your family.

How to use the site? Visit the development tab to help you work out what the next steps are for your child's learning and then go to the stage-appropriate activities section. You don't always need to create a special time for working on listening and talking, use our everyday activities turn many routine tasks into support activities.

Our speech and language therapists have devised support videos for you. Check out the 'Can I have your attention please?' series to help get your child in the right frame of mind for learning and access super fun games and ideas to encourage a range of language skills.

Our activities are designed to fit around normal family life and by implementing some of them every day you can make a real difference to your child's language development.

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Supporting Parents and Carers who support children with SLCN - Speech and Language resources, information and activities

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Advice and Support from Evelina Speech and Language Therapy Service

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Advice and Support from Evelina Speech and Language Therapy Service

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The Duchess of Cambridge visits Evelina London for National Portrait Gallery creative arts workshop

Her Royal Highness The Duchess of Cambridge visited Evelina London Children's Hospital, to meet children, young people and their families, taking part in a creative arts workshop led by the National Portrait Gallery.

A schoolgirl can walk and talk thanks to care at Evelina London

A girl who was locked in her body is now able to talk and take steps after receiving life-changing treatment.

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Evelina London Children's Hospital and community services are part of Guy's and St Thomas' NHS Foundation Trust. We are the second largest provider of children's services in London. Our vision is to be a world leading centre of life-changing care for children, young people and their families.

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Helping Your School Aged Child to Put Words Together

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Helping Your School Aged Child to Put Words Together

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Advice from Afasic.org

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Helping Your School Aged Child  to Listen

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Helping Your School Aged Child  to Listen

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Advice from Afasic.org.uk

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Raa Raa The Noisy Lion Parent Information from the Communication Trust

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Raa Raa The Noisy Lion Parent Information from the Communication Trust

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This programme is available on BBC Iplayer. Designed with Speech and Language Therapists, the programme includes lots of Repetition, Rhyme, Rhythm and Retelling.

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Suggestions from the Communication Trust for Younger Learners

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Suggestions from the Communication Trust for Younger Learners

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The Communication Consortium is a membership body made up of more than 35 community and voluntary sector (not for profit) organisations which support children’s speech, language and communication development. This can be either for all children or children with particular speech, language and commu…

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Suggestions from the Communication Trust for Primary School Age Learners

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Suggestions from the Communication Trust for Primary School Age Learners

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The Communication Consortium is a membership body made up of more than 35 community and voluntary sector (not for profit) organisations which support children's speech, language and communication development. This can be either for all children or children with particular speech, language and communication needs.

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Have fun drawing characters from Ed Vere's book Max and Bird.
Drawing is not only enjoyable and creative - it's great for developing fine motor skills too!

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If you're a parent helping your child to learn a new skill, backward chaining is a useful approach. You can use this for mastering a range of skills such as dressing and undressing, doing up and undoing zips and buttons as well as writing letters and drawing.

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Kim Griffin is a paediatric OT who has a You Tube channel with a range of motor skills videos and information about sensory processing disorder.

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"sensory processing disorder" children "special education" "occupational therapy" "sensory integration" "fine motor activities" "gross motor activities" dysp...

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GriffinOT helps children children to achieve their full potential by providing supports their parents and educators. Our expert advice and online training is specifically designed for educators and parents who want to know how they can help their children succeed.

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The Evelina Resource Pack for school aged children

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The Evelina Resource Pack for school aged children

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Lots of activities here to focus on specific areas of difficulty.

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Practise counting along or back using a hundred square. Use the hundred square for addition or subtraction.

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Use bricks to help you add amounts.

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Build your number bonds using Lego bricks!

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Practise counting along a number line to help you add or take away.

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Welcome to ictgames. Here you'll find free to play educational games aimed at children between 5 and 8 years old; written by a UK teacher with 20 years experience. The games are linked to the UK KS 1 and 2 curricula. Here are some help videos to get you started.

&nbsp Number - number and place value

&nbsp Number - addition & subtraction

&nbsp Number - multiplication & division

&nbsp Geometry - properties of shapes

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Free educational games aimed at children between 5 and 8 years old. Made by a UK teacher with 20 years of experience in education.

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iPad apps for Learners with Dyscalculia 

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iPad apps for Learners with Dyscalculia 

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Many children struggle with learning disabilities that can hinder their ability to process and understand information. Dyscalculia is a developmental disorder that involves difficulty conceptualizing and performing mathematics. The following are several practical ways that parents can help a child who struggles with dyscalculia.

Play With Dominoes
Playing games that use dominoes can help a child more easily understand simple math concepts. Specialist Ronit Bird states that a child should learn to recognize the number patterns on the dominoes and dice instead of counting the individual dots each time. Start by using dominoes and dice by themselves so your child feels comfortable with these objects. Next, find a game your child enjoys that uses these items.

Resist Using Worksheets
Whenever possible, parents should play games with their children to reinforce math facts instead of relying on worksheets. Games are almost always more interesting for kids. They present math as fun challenges to solve instead of boring concepts to memorize. If worksheets are used, it may be necessary to highlight important numbers in the instructions and throughout various problems. Allow your child to use a variety of colored pencils when completing worksheets, as it may help them more easily organize their work.

Use Manipulatives
Seeing and handling a tangible object will help a child better understand the abstract principles of mathematics. Legos and simple blocks can be used to teach addition and subtraction. TheSchoolRun.com suggests using a counter when working with children. Actually covering a certain number of counters with your hands will enable your child to more easily visualize different groups of numbers.

Learn the Language of Math
Parents should encourage their child to talk out loud as they work through a problem or new math concept. Children who struggle with math may have good language skills that could help make the mathematical process easier. It's a good idea for children to learn several synonyms for a variety of math terms. For example, when discussing addition problems they could use terms such as "plus," "increase" and "more than." Explain basic terms to your child and allow them to talk about each definition, describing what it means in their own words.

Create Visual Models
While this is similar to using manipulatives, creating visual models can expand beyond working with basic handheld objects. Understood.org advises moving around large objects in a room or drawing pictures to vividly explain aspects of math problems. Even simple household objects such as different colored socks or pairs of shoes can be used to teach addition and subtraction.

Use Accommodations
Accommodations can include everything from circling keywords in math sentences to giving your child extra paper to work out math problems. You should also discuss with your child's teacher accommodations that can be implemented at school. A few include extra time given for tests and access to a math resource room if one is available. The school may also allow a child with dyscalculia to use a calculator when working on daily math problems as well as tests.

Teach Toward Understanding
While learning math can be broken into sections, it's always a good idea to have the end goal in mind. Memorizing facts -- such as multiplication tables -- is a good idea, but simply memorizing facts won't always lead to real understanding of a math concept or process. Start by instructing your child to reason through a problem using logic instead of rote memorization. It's also a good idea to memorize a few basic strategies that have wide application.

While each one of these strategies may not work with every child, finding even a few that do will likely go a long way in helping a child build their math skills. It's important for parents to acknowledge the struggles and praise the progress that's achieved with each new skill that their child masters.

Contact us today to schedule an assessment. You can also view the research and results of the program on the website.

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7 Practical Ways Parents Can Help a Child with Dyscalculia

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Many children struggle to process and understand information. Dyscalculia is the difficulty of conceptualizing & performing math. Here are 7 ways to help!

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Help yourself to help others

If a fear of maths has you hiding from homework, we can help!

With a little help from us you can build your number confidence and skills, and begin to feel more prepared for when children come to you for help, and help pass your confidence onto them.

The free National Numeracy Challenge is designed to help you! It's a free, quick and easy way to check your skills and confidence with numbers, where you can go at your own pace, with learning resources tailored to you and your level. It helps with the maths we come across at work and in daily life - not algebra, or trigonometry. You can get started in just 10 minutes, and join the 390,000 others that have already started their journey to number confidence. Give it a go!

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With a little help from us you can build your number confidence and skills, and begin to feel more prepared for when children come to you for help, and help pass your confidence onto them. The free National Numeracy Challenge is designed to help you!

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A folder with lots of activities to learn how to spell common exception words

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How many different ways can you practise writing your name? Look at some of these fun ways!

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Phonics Bloom create interactive online phonics games to help teach children the relationship between letters and sounds and develop the skills needed to read and write. All our resources are designed by an experienced team of teachers and parents.

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Phonics Games for the Classroom and Home - Phonics Bloom

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Play a range of online phonics games, helping teach children the relationship between letters and sounds and develop the skills needed to read and write.

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Free eBook library | Oxford Owl from Oxford University Press

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Browse our library of free children’s eBooks to read with your child including Oxford Reading Tree adventures with Biff, Chip and Kipper.

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Parents and families | National Literacy Trust

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Our parent-facing site Words for Life provides milestones, tips, fun resources and advice to help parents support their children’s literacy development.

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Once Upon a Picture - Images to Inspire - Teaching Resources

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All of our children are expected to make predictions while reading. Here's a look at the curriculum objectives:

KS1: Predict what might happen on the basis of what has happened so far
KS2: Predict what might happen from details stated and implied

So, this can be as simple as asking the question, 'What do you think is going to happen next?', quickly followed with, 'Why?'.

However, we need to make explicit the additional skills needed to be able to do this. To be able to predict, you need to be able to read and understand what has happened, and is currently happening. You need to be able to retrieve and infer ('details stated and implied'), combine this with your knowledge of the world, weigh up probability, and make a sensible prediction of the next outcome. It might come naturally to many, but it's worth breaking it down to look at what's involved.

I've selected these images because they are 'in the heart of the action'. They allow for discussion around what has just happened, to use inference to work out additional information, and then a discussion of what might happen next. Here's a useful resource (aimed at Upper Key Stage 2, but could be used with children of all ages to introduce the language) for thinking about possibilities: Making predictions - modal verbs and adverbs. After teaching children how to predict, and how to answer questions, move them on to doing this with text.

When teaching prediction, it really does come back to the simple question:
What do you think is going to happen next, and why?
Just remember what else is needed to answer that question.
Note: In SATs papers, this question will come in several forms, such as, 'Will Taylor change his behaviour on future visits to the field?' or, 'Based on what you have read, what does the last paragraph suggest might happen to the explorers next? Use evidence from this paragraph to support your prediction.'

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The Prediction Collection - Once Upon a Picture

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All of our children are expected to make predictions while reading. Here's a look at the curriculum objectives: KS1: Predict what might happen on the basis of what has happened so far KS2: Predict what might happen from details stated and implied So, this can be as simple as asking the question, 'What do you think is going to happen next?', quickly followed with, 'Why?'.

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Website

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Free Text to Speech Online with Realistic AI Voices

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Convert text into ultra-realistic audio. Have any text read aloud with AI Voices. AI text reader for pdfs, books, documents, and webpages.

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Help

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Hear posts, chat messages, and assignments read aloud using Immersive Reader in Microsoft Teams for Education. Immersive Reader also includes grammar tools such as Parts of Speech and Picture Dictionary.

Launch Immersive Reader from a message

1. Hover over a message with your cursor or tap with your finger on a touch screen device.

2. Select More options , and then Immersive Reader .

Immersive Reader will launch as a full-screen experience.

Launch Immersive Reader from an assignment

If you're a student, open an assignment and select Immersive Reader .

If you're an educator, open an assignment and select Student view, then Immersive Reader .

Immersive Reader will launch as a full-screen experience.

Immersive Reader features

You can do one or more of the following in Immersive Reader, depending on how you'd like to focus on the message or assignment text.

Select Play to hear your document read aloud and to see the text highlighted simultaneously. The narrator starts reading from the top of your page by default, unless you have selected a word, in which case it will start reading from the selected word. Select Pause to stop narration.

Select Voice Options on the top right of the document to change the speed of narration.

Text Options

You can change the appearance of your document by using Text Options. Text options can help you focus on your content and remove visual distraction.

Set Text Size, Spacing, Font, and Themes that suit your learning needs. You can increase or decrease text size and the amount of spacing between letters and words. The Theme color you select becomes the background color of the document.

Switch on Show Source Formatting to retain formatting from the original text, such as bolding or underlining.

Parts of Speech in Grammar Options

Select one or more of the following options:

Syllables to break words into syllables.

Nouns to highlight nouns in your document in purple.

Verbs to highlight verbs in your document in red.

Adjectives to highlight adjectives in your document in green.

Adverbs to highlight adverbs in your document in yellow.

Switch on Show labels to see the label underneath the highlighted parts of speech.

Reading Preferences

Line Focus enables readers to narrow the focus of their reading experience by highlighting sets of one, three, or five lines within their chosen material in Immersive Reader. Use the toggle to turn it on or off.

Picture Dictionary gives you the ability to click on any single word to hear it read aloud and see a picture that helps define the word.

Translate lets you translate your text into other languages by word or document.

Select Close to exit Immersive Reader.

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Hear posts, chat messages, and assignments read aloud using Immersive Reader in Microsoft Teams for Education. Immersive Reader also includes grammar tools such as Parts of Speech and Picture Dictionary. Hover over a message with your cursor or tap with your finger on a touch screen device.

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A folder with lots of activities to learn how to spell common exception words

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Listen or read these sentences and follow the instructions.

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Speech and Language Activities for Parents and Teachers 

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Speech and Language Activities for Parents and Teachers 

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Herefordshire and Worcestershire Health and Care NHS Trust

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Herefordshire and Worcestershire Health and Care NHS Trust

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Resources for Children's Speech and Language

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Children's Speech and Language resources to download

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A collection of resources based on the idea of sleep hygiene
Suitable for settings working with all ages (age suitability marked on each resource within this collection)

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Getting your little ones to sleep can be tricky. Here are 10 tips that may help your kids settle into bed.

Sleep is an important part of maintaining good health, but issues with falling asleep aren't just problems that come with adulthood. Kids can have trouble getting enough rest, and when they can't sleep... you can't sleep.

Bedtime can become a battle zone when little ones won't settle in and fall asleep. But there are ways to even the odds of victory. Try using these 10 tips to learn how to fight the battle... and win!

School-age children need between 9 and 11 hours of sleep each night, according to the National Sleep Foundation. But there's a lot of variability in sleep needs and patterns. Most kids have patterns that don't change much, no matter what you do.

Early risers will still rise early even if you put them to bed later, and night owls won't fall asleep until their bodies are ready.

That's why it's important for parents to work with their children in setting a responsible bedtime that allows them to get plenty of sleep and awake on time, says Ashanti Woods, MD, a pediatrician in Baltimore, Maryland.

Set a wake-up time based on how much sleep your child needs and what time they go to bed. Woods recommends creating a wake-up routine as early as the preschool years to help prevent stress for parents down the road.

And remember to be consistent with the schedule. Allowing your child to sleep later on weekends is generous, but could backfire in the long run.

Those extra hours of sleep will make it hard for their body to feel tired at bedtime. But if you can try to make bedtime and wake-up time the same, within an hour or so every day, you'll be making everyone's lives sooooo much easier.

Routines are especially important for infants, toddlers, and preschoolers. Woods recommends that after dinner the remainder of the evening should include light playtime, bath, brushing teeth, a bedtime story, and then bed.

Aim for a routine that is comforting and relaxing, setting the ideal bedtime atmosphere. Before long, your child's body may automatically start to become sleepy at the beginning of the routine.

Melatonin is an important piece of sleep-wake cycles. When melatonin levels are at their highest, most people are sleepy and ready for bed.

Research from 2011 found that blue light from a television screen, phone, or computer monitor can interfere with the production of the hormone melatonin.

Watching TV, playing video games, or scrolling web pages on a phone or computer right before bed keep your child up an extra 30 to 60 minutes, according to this 2017 study.

Make the bedroom a screen-free zone or at least make sure all screens are dark at bedtime. And keep your phone on silent when you're in your child's room - or don't carry it in there at all.

Instead of screen time, Abhinav Singh, MD, director of the Indiana Sleep Center, recommends reading to your child in the evening to allow their brain to rest.

Another hormone that plays a role in sleep is cortisol, also known as the "stress hormone." When cortisol levels are high, your child's body won't be able to shut down and go to sleep.

Keep pre-bedtime activities calm. This can help avoid excess amounts of cortisol in your child's system. "You need to reduce stress to make it easier to fall asleep," says Dr. Sarah Mitchell, chiropractor and sleep consultant.

Soft sheets, room darkening shades, and relative quiet can help your child differentiate between day and night, making it easier to fall asleep.

"Creating a sleep-inducing environment is important because it sets the stage for sleep by reducing distractions," says Mitchell. "When you're calm you are not distracted, and can fall asleep more quickly and with less help."

Your child's sleep cycle isn't just dependent on light (or the lack thereof). It's also sensitive to temperature. Melatonin levels help to regulate the drop of internal body temperature needed to sleep.

However, you can help regulate the external temperature. Don't bundle your child up too much or set the heat too high.

Whitney Roban, PhD, clinical psychologist and sleep specialist, recommends dressing your child in breathable cotton pajamas and keeping the bedroom temperature around 65 to 70°F (18.3 to 21.1°C) at night.

Ghosts and other scary creatures may not actually roam around at night, but instead of dismissing bedtime fears, address them with your child.

If simple reassurance doesn't work, try using a special toy to stand guard at night or spray the room with "monster spray" before bed.

Roban recommends scheduling time during the day to address any fears and avoiding using bedtime for these type of conversations.

"Children are very smart and will quickly learn that they can stall bedtime if they use the time to express their bedtime fears," she says.

Kids can have trouble shutting their brains off for the night. So, instead of increasing that anxiety by insisting that it's time to go to bed ("now!"), consider focusing more on relaxation and keeping your child calm.

Tryteaching your child a deep breathing technique to calm their body. "Breathe in through your nose for 4 seconds, hold for 5 seconds, exhale through your mouth for 6 seconds," says Roban.

Younger children can just practice taking long, deep breaths in and out, she says.

Sometimes, your best-laid plans just don't yield the results that you want. (Hello, welcome to parenthood!)

If your child has trouble falling asleep, has persistent nightmares, snores, or breathes through their mouth, they might have a sleep disorder, says Mitchell.

Always talk to your pediatrician if you have any concerns about your child's sleeping habits. They may recommend a sleep consultant or have other suggestions for you to try so the entire family can get a good night's sleep!

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Bedtime can become a battle when little bodies don't abide by the clock. Here are 10 tips to learn how to win the fight.

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A workbook on sleep hygiene using comics instead of text

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Fortunately, specific behavioral changes and adjustments to the sleep environment will help most children with insomnia. We've compiled the top tips that are proven to help kids sleep. The recommendations outlined here are best suited for toddlers through early adolescence. Both babies and teens will have specific considerations of their own.

These lists may seem long, but you don't need to implement them all at once. It's better to focus on trying a few small changes, giving them time to work, and then adjusting your approach based on how your child responds.

Keep in mind that every child's sleep needs will vary based on their age, genetics, and cultural differences. Therefore, not all approaches will work equally well for all children, and there can be an element of trial and error. However, your patience will be rewarded in time as your little one learns to fall asleep quickly on their own and keep sleeping soundly through the night.

Sleep hygiene - a collection of habits and behaviors that promote good sleep - is vital for children. Many sleep struggles are caused or made worse by poor sleep hygiene. When practicing sleep hygiene, remember that consistency is key. Sleep strategies take time and repetition to be effective.

Create a Routine: Humans are creatures of habit. A lets your child's body and mind know that it's time to settle down and prepare for sleep. The actual routine can be specific to your child, but it should last around 20 minutes and consist of three to four quiet, soothing activities such as putting on PJs, brushing teeth, a warm bath, and reading. Bedtime routines provide children with a sense of familiarity and comfort, which acts in direct opposition to the uncertainty of insomnia.

Set a Bedtime: A sleep schedule works with your child's natural biological clock to promote dozing off with regularity. Bedtimes are most useful when they're consistent, so try to keep the same bedtime on weekends as on school nights. Altering bedtimes during the weekend will make it more difficult for kids to maintain their normal weekday schedules.

Implement a Screen Curfew: The ubiquity of screens makes this rule hard to implement, but it's well worth it. Mobile devices, TVs, and tablets emit a type of blue light that suppresses melatonin, a hormone that promotes sleep. Children may be to the effects of light from screens. Screen time also stimulates the brain, making it harder to wind down for sleep. Electronic devices should be kept out of the bedroom and ideally not used within one hour of bedtime. Consider using the created by the American Academy of Pediatrics.

Get Exercise: Physical activity is proven to help people of all ages . Most children need at least of exercise per day. Just make sure to avoid vigorous activity within two hours of bedtime. Otherwise, your child may feel wound-up and find it harder to fall asleep.

Avoid Scary or Violent Content: Feeling scared or worried is a common reason kids can't sleep. So it's no wonder that scary or violent movies, TV, video games, and even books in the evening are in children. If your kiddo likes the gory or spooky stuff, save it for the daytime.

Nix Caffeine: This is a no brainer. Caffeine is a stimulant that can both make it harder to fall asleep and reduce the quality of sleep. In addition to the usual suspects like soda, coffee, and energy drinks, watch out for more discreet sources like tea, decaf coffee (which still has trace amounts of caffeine) and chocolate. Even small amounts of caffeine can have a in a little body. Don't let your child consume caffeine , or preferably, avoid it all together.

Don't Sleep With a Pet: While it's tempting for tots to snuggle Fido in bed, a pet's movements and noises during the night can awaken them from a peaceful slumber. Try having your furry family member sleep outside of your child's bedroom for a few nights to see if that helps. To make the transition easier, include saying goodnight to pets in the bedtime routine.

Optimizing your child's bedroom is an integral part of inducing quick and seamless shuteye. People with insomnia are more likely to be distracted by an uncomfortable bedroom National Library of Medicine, Biotech Information The National Center for Biotechnology Information advances science and health by providing access to biomedical and genomic information. View Source , which makes sleep even harder. These tips can help you create the perfect sleep setup for your little one:

Room Temperature: The body and brain both in preparation for sleep, and this can be disrupted by a stuffy bedroom. To avoid this, try to keep the thermostat around 65 degrees.

Noise: Research suggests that even mild sound disturbances can , even if the sleeper never awakens. Consider noise-blocking curtains to cut down on street noise. You can also use a fan or white noise machine to drown out unpredictable or distracting sounds.

Light Level: Start dimming indoor lights as bedtime approaches, and keep your child's bedroom as dark as possible. This and . If your child is afraid of the dark, a small nightlight is okay.

Soothing smells: Calming scents like can have mild sedative effects. You might try using essential oils, a room diffuser, or dried potpourri sachet to provide a soothing, sleep-inducing smell.

Unfortunately, childhood anxiety is steadily rising Centers for Disease Control and Prevention (CDC) As the nation's health protection agency, CDC saves lives and protects people from health threats. known to disrupt sleep Anxiety and Depression Association of America (ADAA) ADAA's mission focuses on improving quality of life for those with anxiety, depression, OCD, PTSD, and co-occurring disorders through education, practice, and research. View Source . Stress is View Source in all ages, so anything that can reduce worrying before bed is helpful. Help your child learn to manage their concerns with these tactics:

Write In a Journal: Encourage your child to get their anxious thoughts out of their head and onto paper. It can also help for them to write about the good things that happened in the day. Focusing on the positive will help children feel more secure.

Mindfulness Exercises: Mindfulness exercises like meditation are proven to . There are many kid-friendly meditations that parents and children can do together. These often consist of simple breathing techniques, body awareness, or guided imagery. Look to books, tapes, and even smartphone apps for ideas.

Create a Worry Time: It's okay to discuss worries, just not at bedtime. Set aside a specific time during the day for your children to discuss their concerns and how to cope with them. This can free children of the need to dwell on worries before bed.

It's normal for even the best little sleepers to awaken from slumber and ask for a parent. When your child cries out for you, it's okay to tend to them. However, you should do so with intention. This is not the time to give in to demands, as doing so can increase stimulation and make it harder to fall asleep. Fulfilling your child's every request can also reinforce an unhelpful pattern of relying on parental assistance for sleep.

Instead, keep the checks short and simple. The point is to provide your child with reassurance that they're safe and cared for, while still fostering their ability to self-soothe and sleep on their own. Some parents may even wait a few seconds before answering a call so that their child has the opportunity to fall back asleep on their own.

If you have any doubt over whether your child's nighttime checks are appropriate, consult your child's doctor for guidance.

If your child continues to have trouble sleeping despite your best efforts, it may be time to check in with their pediatrician. Although uncommon, there can be more serious causes of childhood insomnia, such as childhood sleep apnea or restless leg syndrome.

Any of these reasons are cause to involve a doctor:

Significant daytime sleepiness

Frequent or severe snoring or other abnormal breathing during sleep

Suspected psychological or developmental condition

Considering medications or supplements to aid in sleep

For a couple of weeks before the doctor appointment, it can help to keep a sleep diary. This is a nightly recording of your child's bed time, nap times, sleep length, and activities. A sleep diary helps to identify patterns and possible problems to address.

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References

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Sleep Strategies for Children | Sleep Foundation

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Wondering about sleep aids for kids? These proven sleep tips will help children learn to fall asleep quickly and stay asleep.

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Stress bottle/jar

A home make that is easy and effective. It can be personalised and made the way you want.

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Mental Health Thermometer

A tool to support pupils with strategies at each Level of stress or anxiety. This personalise  and individual.

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Fine Motor Skills Activities for Older Kids

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These fine motor skills activities could work with older kids who find other tasks too childish.

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Gross Motor and Core Strength Activities

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Gross Motor and Core Strength Activities