# data[].attributes.headline
Collection of apps that are designed to support young people, adults and families with their mental health and well-being.

# data[].attributes.subject
Collection of apps that are designed to support young people, adults and families with their mental health and well-being.

# data[].attributes.attachment_link.readable_text
A meditation app that acts as a personal guide to health and happiness

An online cognitive behaviour therapy program for depression and anxiety

​

A free app designed to help teens and young adults cope with anxiety.

Helps build resilience - the ability to stay strong, motivated and optimistic even in the face of difficult obstacles

Turns the latest innovations in the science of happiness into activities and games that help you lead a more fulfilling life.

A meditation program developed by psychologists and educators to help bring mindfulness into your life

Chill Panda helps children better understand their stress and shows them ways to feel better using breathing techniques, yoga, exercise and calming games.

# data[].attributes.attachment_link.description
A meditation app that acts as a personal guide to health and happiness An online cognitive behaviour therapy program for depression and anxiety ​ A free app designed to help teens and young adults cope with anxiety.

# data[].attributes.headline
New symbolised resources to support people with Autism

# data[].attributes.subject
New symbolised resources to support people with Autism

# data[].attributes.attachment_link.readable_text
Sample resources can you download now

Download

PDF

InPrint 3

Widgit Online

What's in The Autism Support Pack and how to get it

The full comprehensive Autism Support Pack (available in both Widgit Online and InPrint 3 formats) will include over 100 different resources to support autistic people and their families organised into the 4 Areas of Need as outlined in Education, Health and Care plans (EHCPs).

If you wish to be informed when the new pack is available, please join our mailing list by adding your email address below.

Created with professionals to support the Autistic Community

The Education Team at Widgit has worked with a number of professionals to ensure that this pack is of the highest quality and in line with current practice and views of the Autistic Community. We would like to thank each of them for their support, guidance and contributions.

Karen Watson

New and updated symbols

As part of the creation of this pack and to allow you to make your own resources to best support the autistic people you care for, we have created over 80 new symbols. After consultation with our users, professionals and the autistic community we have also edited some of our existing symbols to bring them up to date.

How do I access these symbols?

Widgit Online

The new symbols are automatically available in Widgit Online, Sign in to take a look.

You can add the ready-made resources included in this pack to your account by downloading the Widgit Online version and following the instructions.

InPrint 3

The new symbols are included in a wordlist as part of the InPrint 3 download for the Autism Support Pack Taster above.

This wordlist will automatically open with the ready-made resources included in this pack but you can also use the wordlist to create custom resources featuring the new symbols.

To enable the Autism Pack wordlist:

Go to Symbols > Symbol Settings on the toolbar

Click on Autism Pack in the available wordlist section

Click Enable Wordlist then OK.

Getting started with Widgit Symbols - free webinars

During Autism Acceptance Week we will be running a series of webinars to help you get started with Widgit Symbols.

These webinars will include a look at how both Widgit Online and InPrint 3 can be used to create bespoke visual aids.

The session will include the creation of a visual timetable, a social story and a vocabulary mat as well as plenty of time for questions and answers.

# data[].attributes.attachment_link.description
PDF InPrint 3 Widgit Online The full comprehensive Autism Support Pack (available in both Widgit Online and InPrint 3 formats) will include over 100 different resources to support autistic people and their families organised into the 4 Areas of Need as outlined in Education, Health and Care plans (EHCPs).

# data[].attributes.headline
Symbol-supported books and activities to support children’s wellbeing from Widgit

# data[].attributes.subject
Symbol-supported books and activities to support children’s wellbeing from Widgit

# data[].attributes.attachment_link.readable_text
Symbol-supported books and activities to support children's wellbeing

Good mental health is essential in order to help young people live happy and healthy lives. This resource pack, which has been produced in partnership with Dr Jerricah Holder, Educational Psychologist, contains symbolised books and activities to support children's understanding of wellbeing and self-care.

The symbolised books explain what wellbeing 'looks like' and provides guidance on how children can improve their own wellbeing. The themes of resilience and mindfulness are also explored. This pack aims to help build emotional understanding.

Children will explore how they may experience 'comfortable' and 'uncomfortable' bodily sensations and how these 'signs' can help them make sense of how they are feeling. Children will learn the importance of developing a 'web of support' as a way of ensuring they have a network of trusted adults who they can ask for support.

This resource pack would support the teaching of Relationships and Sex Education (RSE) and Health Education in schools.

Download

PDF

IP3

About Dr Jerricah Holder

Dr Jerricah Holder is an experienced Child and Educational Psychologist and creator of the School Wellbeing Card Series. Jerricah is passionate about the development of creative visual resources that empower children and young people to share their views and experiences, and which help to centre the child and young person's voice at the heart of assessment and intervention.

The Wellbeing pack has been developed in consultation with Dr Holder, who has had a significant input into the Resilience Cards in particular.

Contents

Wellbeing Book

A symbol-supported book to explain the importance of self-care and wellbeing to young people in a simplistic and concise way.

Five Ways to Wellbeing Book

This book follows on well from the Wellbeing Book as it encourages children to explore a variety of activities to promote and improve their wellbeing.

Resilience Book

A social story to develop an awareness of how to face challenges and overcome obstacles.

Positive Qualities

An activity to develop self-confidence and help children to recognise feelings and qualities in themselves and in other people. This activity aims to help children to recognise the importance of building caring friendships.

Circles of Control

A practical activity to help children understand that some things are beyond their control. This resource enables children to recognise a variety of different situations that may arise within daily life and organise them onto the circles of control proforma.

Comfortable and Uncomfortable Bodily Sensations

A resource to support children in developing an awareness of comfortable / uncomfortable bodily sensations that they may experience and the importance of making changes in order to feel safe.

# data[].attributes.attachment_link.title
Wellbeing Pack | Widgit Symbol Resources

# data[].attributes.attachment_link.description
Symbol-supported books and activities to support children's understanding of wellbeing and the importance of self-care

# data[].attributes.attachment_link.authors[].name
NCMH (National Centre for Mental Health)

# data[].attributes.body
Not Fine in School was created as a resource for the growing numbers of families with children experiencing school attendance barriers.

# data[].attributes.attachment_link.description
Not Fine in School is a parent-led organisation empowering families & raising awareness of school attendance barriers (school refusal/ anxiety/ SEND/ bullying)

# data[].attributes.body
Square Peg was set up as a social enterprise in April 2019, to effect change for children who struggle to attend school and their families.

# data[].attributes.attachment_link.readable_text
"Square Peg was set up as a social enterprise in April 2019, to effect change for children who struggle to attend school and their families. This followed our own experiences as a family, and realising how the current situation - with school budget cuts, problems in the SEND and mental health systems and increasing anxiety amongst children and young people - was making it far worse for families today. Working closely with Not Fine In School, Square Peg has achieved a lot in its first year, completely self-funded. It's now time to grow the team and secure funds so we can continue."

# data[].attributes.attachment_link.description
"Square Peg was set up as a social enterprise in April 2019, to effect change for children who struggle to attend school and their families. This followed our own experiences as a family, and realising how the current situation - with school budget cuts, problems in the SEND and mental health systems and increasing anxiety amongst children and young people - was making it far worse for families today.

# data[].attributes.headline
'Why I am rude' - a poem about the potential feelings and circumstances behind behaviour.

# data[].attributes.subject
'Why I am rude' - a poem about the potential feelings and circumstances behind behaviour.

# data[].attributes.attachment_link.authors[].name
Cambridgeshire County Council SEND Service 0-25

# data[].attributes.attachment_link.title
Cambridgeshire County Council's video 'Why I am rude' - a poem about our perception of 'behaviour'.

# data[].attributes.headline
Adverse Childhood Experiences (ACEs): Impact on brain, body and behaviour

# data[].attributes.subject
Adverse Childhood Experiences (ACEs): Impact on brain, body and behaviour

# data[].attributes.attachment_link.title
Adverse Childhood Experiences (ACEs): Impact on brain, body and behaviour

# data[].attributes.attachment_link.readable_text
We all have our breaking point. We have that one thing that tips us over the edge. Our emotional bucket is full and there is nowhere for the excess to go but spill over the top. And we blow! Recognise this scenario?

Easter holidays can be great. Loads of chocolate, Spring flowers and the opening up of amusement parks.

But these holidays can also be a time when your child may push you to a breaking point. Sometimes it's all too much....

You may have a reprieve from the rush and frantic mornings of school. So I am sure you would welcome a few weeks of calm and happy times with the family.

But you need to plan and put things in place. Otherwise.......oh boy! Kapow!
Here are some tips for a happy Easter holiday:
As you may know, I am on a mission to spread the word about ADHD and bust the stigma.

Your child has a neurological condition and their brains are wired differently. ADHD is not an excuse but it is a reason why your child behaves as they do.

They find sitting for long periods difficult, misunderstand social cues, may make inappropriate comments, may be impulsive and can be overwhelmed by sensory experiences. So sitting in a hot, crowded dining room or restaurant, with strange smells and too much noise and movement can be too much for your child.

An ADHD brain also needs stimulation. So if they are bored they will look for excitement. This may mean flicking food, finding out what happens if you add sugar to the salt pot, tapping the table or humming.

The consequence is that they will need to move frequently, take breaks from the room, bring their own things to occupy themselves, not take part, leave the table or even go home early. All these things are okay.
It is what your child needs.
If the expectation is realistic then all will be good. If the expectation is that your child will remain at the table, take part and be focussed, then your child is heading for a fall. They will get cross, annoyed, frustrated, and the lovely family gathering will quickly head into a decline.

So ahead of the gathering, send an email to everyone. Explain what your child needs and what is going to happen. Stand by these statements and don't bend to pressure.

You may want to include this leaflet in your email to offer a simple explanation about ADHD:

Your child needs structure and routine. Without it they will be bored, irritable and in a state of unrest searching for excitement. They will default to a screen that is safe and predictable. But if they are part of the planning, know what is going to happen, then you may have more success.

So print out an April calendar from Google or make one in Publisher. Write down the key dates that things are happening. Plan outings, appointments and snuggle days.

It is also a good idea to plan each day. This doesn't have to be fancy. Just make a list or draw a table and write out exactly what is happening that day and in what order. Use words or pictures. This way your child knows what to expect and they'll be no surprises. It's also a good idea to write something motivating to do that will come after something boring.

This is an opportunity to have time without the pressure of school (unless you have exams and that is for another blog...).

So use this time to have fun. Forget housework, paperwork and chores. Look up things to do on Pinterest. Google 'Fun things to do'. There are tons of things that don't cost money but you're creating memories.

It is during this special time that you are building a great relationship with your child and they are more likely to tell you if something is bothering them.

Use this time to decide together how to resolve potentially difficult situations, like how long they should be spending on their XBox. All decisions should be collaborative and not a unilateral decision by a parent. Your child will be more likely to stick to rules and agreements if they are part of the decision process. Maybe join an online gaming session with them or watch a YouTube video.

You have to be the parent your child needs, not the parent you think you should be. Throw out the Traditional Parenting Guidebook (it doesn't work for your child with ADHD)

Also remember, punishments do not work for our children with ADHD. Banning them, removing WiFi, grounding them, shouting nagging and criticism will make your child feel angry and resentful. Instead work out what is going on beneath the behaviour and together come up with a solution.

This is exhausting. So take time out for just you. You are worth it.

Do something little every day that lights you up, fills you with joy or makes you smile.

Don't forget to stay away from social media. What you are seeing is not the full truth. People post what they want others to see. Most of it is not the real picture.

Graphic: @the_positiveway8

I hope those tips will help.

I wish you a lovely Easter break 🐰🐣🍫🌷

Let me know how you get on.

Love,

# data[].attributes.attachment_link.description
We all have our breaking point. We have that one thing that tips us over the edge. Our emotional bucket is full and there is nowhere for the excess to go but spill over the top. And we blow! Reco...

# data[].attributes.attachment_link.readable_text
Our A-Z guide gives you advice on how to help your child with their feelings and behaviour, as well as mental health conditions and life events. We'll also show you where you can get help.

For information and advice on the cost-of-living crisis, including where to find financial support for you and your family, read our guide to money and mental health.

# data[].attributes.attachment_link.title
Parents' A-Z Mental Health Guide | Mental Health Advice

# data[].attributes.attachment_link.description
Our A-Z guide to support has information and advice on how to help your child with specific mental health conditions, and difficult feelings & life events.

# data[].attributes.attachment_link.readable_text
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; this used to be called attention deficit disorder (ADD), though the term in no longer used officially.

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.

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 and it's affecting their day-to-day life, 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.

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. The NHS states that approximately 60-80% of children with ADHD have at least one other condition (such as autism, 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.

What you can do to support your 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 the NHS states that there is no clinical evidence for this, and medical advice should be sought first. Our young person's guide has helpful advice on sleep problems.

The impact of ADHD on 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.
While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

This page was reviewed in March 2022. It was created with parents and carers with lived experience of supporting their child or young person with ADHD. We will next review the page in 2025. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.
Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

# data[].attributes.attachment_link.title
ADHD Support For Your Child | Parents Advice Guide

# data[].attributes.attachment_link.description
If your child is struggling to manage their ADHD, read our tips on what you can do to support them, how to get a diagnosis and where to find help.

# data[].attributes.body
ADHD Super Powers

# data[].attributes.headline
This is ABA - UK Society for Behaviour Analysis

# data[].attributes.subject
This is ABA - UK Society for Behaviour Analysis

# data[].attributes.attachment_link.title
This is ABA - UK Society for Behaviour Analysis

# data[].attributes.attachment_link.description
This is ABA is a short video about Applied Behaviour Analysis in the UK and its various applications, with contributions from practitioners working in a ran ...

# data[].attributes.headline
Family fact sheet ACEs & Trauma informed Family

# data[].attributes.subject
Family fact sheet ACEs & Trauma informed Family

# data[].attributes.attachment_link.readable_text
What is your concern?

This May Help has been created for parents and carers to help manage their child's mental health.

The subjects covered on this website have been chosen by parents and carers just like you, and in consultation with young people who have gone through their own mental health issues. What helped them may also help you.

On each page you'll find text for every topic along with more support films and links to other resources.

On the downloadable advice page you can download a printable version to use whenever you want.

# data[].attributes.attachment_link.title
Advice for supporting your child's mental health | ThisMayHelp

# data[].attributes.attachment_link.description
We are an initiative in partnership with the NHS to provide mental health support for parents of teens. Explore our videos for expert advice

# data[].attributes.headline
Winter wellbeing toolkit : Mentally Healthy Schools

# data[].attributes.subject
Winter wellbeing toolkit : Mentally Healthy Schools

# data[].attributes.headline
Self-Regulation Techniques for Sensory Teens

# data[].attributes.subject
Self-Regulation Techniques for Sensory Teens

# data[].attributes.attachment_link.title
Sensory Integration Education News and Blog

# data[].attributes.attachment_link.description
Put yourself in the picture with our news and blog on sensory integration and sensory processing topics.

# data[].attributes.attachment_link.readable_text
Need a holiday social story about Christmas to explain presents, Santa, or the holidays in general to your kids? Then you'll love these free Christmas social stories.

Like Halloween, Christmas can be an extremely overwhelming holiday for many kids, autism or not.

There are changes in routines to start with. Then there's the parties and the concerts and the Christmas activities. The blinking lights everywhere. The same Christmas tunes on repeat everywhere you turn. Santa Clauses ringing bells outside store doors. And so on.

It's also one of those holidays that never seems to end. You start to see signs of the Christmas holiday season in stores as early as September, when Halloween and Christmas decorations start to take up the same shelves. Then before Halloween's even done, you find yourself humming Christmas tunes while browsing aisles at Costco even though Christmas is many weeks away.

Now, there are lots of different things you can do to help reduce the sensory overwhelm that comes along with Christmas and prepare your child for the holidays. For instance, you can use one of these free Christmas social stories to talk about Santa, opening presents, concerts, and more.
This collection of Christmas and holiday social stories was last updated on November 4, 2022. New stories were added (including video ones), dead links were removed, and more details were provided to make sure you can find what you need quicker.
Free Printable Holiday and Christmas Social Stories for Kids

If you've been looking for a social story about Christmas or a simple holiday social story, then look no further than this list. Some of the stories below do require you to have a Teachers Pay Teachers account (which is free!) before you can download them.

I've rounded up a few different options for you to explore. That way you can (hopefully!) find a Christmas social story that's a good fit for you and your child. Or you can always use ideas from a few of the different stories below to write your own custom story ( free social story templates here to help).

Please note that just because a social story is listed here does not mean I endorse its content. After all, many social stories tend to be poorly written and/or teach autistic masking. Besides, I haven't read all of these stories word for word myself. So please read through the stories carefully before using them with your child.

1. Seeing Santa Social Story - Written by yours truly, this social story about visiting Santa is incredibly detailed and uses full color photos.

2. Receiving Gifts Social Scripts - Okay, it's not technically a social story, but I think it's important to include this little book of things to say when receiving gifts on this list of holiday social stories.

3. Christmas Social Story from Little Puddins - A surprisingly detailed social story considering how few pages there are. It uses bright colorful clipart.

4. 4 Social Stories for Christmas from Positively Autism - You'll find four social stories on the following topics: what to expect at Christmas, getting presents, going to visit Santa, and visiting family at Christmas. One of the stories also comes in PowerPoint format so you can edit and customize it however you'd like.

5. Social Story about Santa from Little Puddins - This social story uses bright colorful clipart and describes who Santa is and what his role is, if that's your thing.

6. Seeing Santa Social Story from The Deane's List on Teachers Pay Teachers - This social story rhymes, which is fun and different. It also appears to feature lots of diversity in the clip art, which is always appreciated.

7. Social Story About Being in a Christmas/Holiday Concert from Kara Johnson on Teachers Pay Teachers - A short story about participating in Christmas or holiday concerts.

8. Presents Social Story from Exceptional Resources for Special Needs on Teachers Pay Teachers - This social story talks about our reactions when we receive gifts that we may or may not like at Christmas.

9. Thank You for the Present Social Story from Fabulous Room 6 on Teachers Pay Teachers - This story looks like it might not be super great, judging by the preview, but it may still work for your needs.

10. Christmas Day Social Story from The Autism Page - A simple one page social story about Christmas Day. You'll also find some other visuals available here too.

11. Christmas Party at School Stories from Sped and Sprinkles on Teachers Pay Teachers - There are two versions of this one page social story available, one is quite simple and the other more detailed. It also comes in color or black and white.

12. Christmas Break Social Story from Ish Mom - A simple one page story that outlines how you will spend the Christmas break. It includes a blank one that you can simply fill in, which is nice.

13. Santa Social Stories from Happy Learners - There are two text only social stories here. One is about believing in Santa and one is called Is Santa Real?

Video Social Stories About Christmas for Kids

Here are a few video social stories that discuss various Christmas social scenarios. You can use these videos in teletherapy sessions, social skills groups, and/or classroom settings. Videos are always a great alternative to printing off a story.

Like the stories above though, some of the wording in these videos might not be that great. But considering it's surprisingly difficult to find good video social stories about Christmas, I wanted to make sure you had some options.

The first video below is specific to visiting Santa at the library and receiving a gift after. That's probably not a super common experience for many, but I'm sure you could easily adapt this story and make one that better fits your needs. The other videos, on the other hand, apply more broadly.

Preparing a child for the upcoming holiday season doesn't need to be too complicated. Thankfully these Christmas social stories can help you get started.

Married to her high school sweetheart, Dyan is a Canadian stay-at-home mom to two boys, J and K. When she's not writing about hyperlexia and autism, you can find her teaching piano, kicking her kids' butts at Mario Kart, playing a board game, or binge reading yet another book or research paper.

# data[].attributes.attachment_link.description
Need a holiday social story about Christmas to explain presents, Santa, or the holidays in general to your kids? Then you'll love these free Christmas social stories. Like Halloween, Christmas can be an extremely overwhelming holiday for many kids, autism or not. There are changes in routines to start with.

# data[].attributes.attachment_link.readable_text
1. The Christmas period

The Christmas holidays are nearly upon us and parents, teachers and school staff are no doubt looking forward to the last day of term and a well earned break. It can be bit different for some parents, though, especially if they are raising a child with autism. Along with birthdays, Christmas frequently ranks in the top 10 most stressful times for parents. The 24/7 part of being a parent is there, but in addition there are all the expectations that come with the festive season. Here I focus on what potential problems might occur and offer some practical tips on how to overcome them, starting with The Christmas period overall and Christmas Shopping.

These will be followed by Presents, Wrapping and Crackers, and then Celebrations and Food. Wrapped up together, Christmas and autism - can be a tricky mix as there are so many social aspects to the celebrations and shared family times. The media and advertisers promote a powerful picture of what family Christmas's are like (or should be like!). As parents, we then carry expectations of what we can provide, share and plant as memories for our children. Parents with autistic children want to manage Christmas, for all to enjoy it and for their children to be a part of the celebrations, but thoughts can be tinged with anxiety and dread, particularly if there were problematic times last Christmas.

Overall, it's helpful to think it through in advance with a list of four columns titled:

1. Achievable Christmas wishes list (look up)

2. Desirable

3. High risk

4. Impossible!

Think through the days leading up to Christmas and the days of celebration themselves - and then sort out what is planned or expected into these groups to manage them more effectively. If you manage 80% of the achievable, one or two things in the desirable column and manage damage limitation for everything in the high risk column you will have done an amazing job and supported your child in enjoying the bits of Christmas that work for them. Enjoy the bits that work well, admire the things that are hard for you and the child and recognise that some things are just too hard at the moment but maybe they will make it onto the desirable list next year with practice in the intervening months. We are heading for stress and anxiety if 100% is expected, for not even families without autistic children involved achieve that! Instead, break out the medals for 80% and stay doable and practical.

2. Christmas shopping

As I stood in a queue recently in a very full shop I began to wonder, how do small children manage this? The bags other people are carrying bump into them, the shelves are overflowing with goodies and there are extra bins of toys they must not touch or take filling the aisles. There are sparkling flashing decorations everywhere and Christmas music occasionally interrupted with staff announcements. Some clearly did cope because they were engaging and interacting with their parents, and being tempted with promises of what they might receive on Christmas day if they were good.

Christmas shopping is bound to be much harder for children with autism as these routes to self-occupation and staying engaged just don't work as well. The whole scenario becomes higher risk, particularly as autistic children can be over stimulated by sounds and lights and the hustle and bustle of crowds - it is easy to see how a child's behaviour goes off the rails and problems occur. Whilst we do want our children to be a part of their community and get out and about, it's only natural not to want to repeat difficult and stressful experiences for the child and everyone else!

By understanding Christmas shopping from the autistic child's point of view, with some planning shopping becomes something that is do-able for a bit and can be practiced for the future. It helps to think in very practical ways; it's unlikely to be perfect but if they make the shopping do-able and lower in stress levels, you are getting there.

For example, if your child finds bright lights difficult would wearing sun glasses help?
Christmas shopping headphones

Would headphones help to cut out some of the sounds and noise?

Would a hood on a jacket or sweatshirt pulled up mean a bit of the crowd could be shut off from view?

Would a cap worn pulled down help shut out some of the flashing lights or people?

Would a rain cover pulled over with a dark shawl draped on top help produce a safe and calm place inside a buggy for toddlers and small children?

Is there a calm and quiet place you could bolt to in the shop if things get tricky?

Would shopping with your partner mean that one could be in the shop whilst the other walked round the block with the child and you could meet up to swap roles using mobile phones to coordinate things?

Would shopping as the shops opened or last thing before they shut mean there were fewer people around?

Would shopping with a list help you to stay focused and get things done faster?

Would pre-packed small portions of snacks the child will eat help you manage when things were getting challenging?

Recognise when things are just too hard, such as a major food shop that is going to take ages. And get help so you can leave your child with someone else or shop at night when you have someone at home to babysit! You don't have to be super human, keep it simple practical and do-able!

3. Christmas presents

We enjoy buying and giving presents, especially for our children, and we love the thought that they will like them and have fun playing with or using them. Sometimes they may be more interested in the cardboard box, of course, than the gift itself! The giving of Christmas presents can be far more complicated for an autistic child as they may not be interested in standard toys or maybe have difficulty understanding what unwrapping is all about. Or they might find sharing problematic and understanding that not all of the presents under the tree are for them.

There are so many unwritten rules about presents and behaviour that is expected. Many of these rules involve social understanding and communication if they are to be understood. Parents are often asked by relatives and friends what their children would like for Christmas; unfortunately there is not always an easy answer if a child has no or little interest in typical toys.

Perhaps you could suggest something that is small and inexpensive so the giver can have the fun of giving a present but ask that any money left over is available towards a play-scheme or time with a favourite babysitter. Most people are more than happy to do this if they are aware that this would make the child happy - but it does mean you have got to be quite clear.
Wrapped Christmas present
Some autistic children find wrapping paper highly confusing. For example, they might think that the pictures on the paper reflect what is inside and if they don't want the snowman pictured they will refuse to open the present or get upset.
Picture on present
For these children,plain wrapping paper and a clear picture of the contents stuck on the outside removes the uncertainty and that lowers the stress.

Another trick is to wrap presents in cellophane, meaning there is still unwrapping to do but anxiety about what is inside is totally removed and the child can relax and enjoy the gift.

This may seem unusual, but if the traditional 'surprise' element is causing the child to worry then really the surprise part is not worth the stress! It can be the case that one present that completely satisfies the child's interests for that day is enough. If you know this is likely to happen perhaps plan for the others can be put away to open on another day or perhaps a sibling can open them for their brother or sister and say the thank yous! Presents can be complicated things, the important thing is to have a go , there's always next year to take the next step forward in the skills needed.

4. Christmas wrapping/hats/crackers and other delights!

The secret to these Christmas traditions, if your child is uncertain about them, is practice, and this needs to be done little and often before Christmas day. In the specialist nursery we would play games wrapping things up in old bits of wrapping paper. For example, at snack time we would sometimes wrap up a biscuit or fruit in a corner of wrapping paper, just folding it up and not using tape, and announce joyfully 'Happy Christmas' as we handed it over. In doing so, children became used to opening paper and finding something inside.

There was never anything especially important in the wrapping, it was simply about playfully practicing the routines.playing Christmas wrapping games We did the same thing with crackers using the cheapest ones we could find, we showed the children how to pull them and shout bang so the noise did not come as a surprise, we practiced wearing hats and reading jokes, all the basic skills needed for when Christmas arrives. We would have activities where the children sat at the table with candles, starting with the little battery operated tea lights until we established the no touching rule, then graduating to real candles safely supervised.

We admired Christmas baubles and tinsel, and figures representing the stories at Christmas, as a part of attention activities so we could establish understanding of what they were and how they should be used/touched or left alone! T

his was done gradually over time so it was not overwhelming and sometimes the children got one or two of the ideas needed but not all, never mind there is next winter term to practice again. It is about creating the best chance for the child to build the joyful engagement in whatever the seasonal rituals and routines are by giving them the chance to learn them one at a time rather than - BANG! - all in one go on Christmas Day when so much else is going on.

5. Christmas and celebration food

With Christmas food, the difficulties most parents with autistic children have here fall into two categories:

Won't sit at the table in the right place/time/way

Food and dietary preferences that are more complicated than just not liking sprouts and of course sometimes both!

These problems are usually much easier to cope with in the privacy of the family home but Christmas does tend to be more exposing with relatives and friends frequently part of shared meals and celebrations. This can increase the stress for everyone!! Sometimes people are very free with their opinions about how a child should behave at mealtimes and about what makes a good diet and this can make things even harder to deal with. It does help to be practical and realistic. If your child only sits at the table for five minutes every other day of the year then that is what they will do on the day.

Likewise, if actually they never sit down at all or sit for as long as they have food they like, these too are what to expect on the day. Unlike typically developing children, autistic children are unlikely to 'pull it out of the bag' and behave in ways they don't usually for a special occasion, so this kind of optimism is likely to lead to disappointment. If you are eating with other people in their house, and your child has no intention of sitting at their table, it helps to explain this well in advance.

Many people just don't understand and if given the chance to help will do so as long as you can be clear and up front. Perhaps ask for the child to be sat next to you in a place they can easily get down from, providing you are in a safe space overall. Then provide the child with access to whatever will keep them occupied whilst the rest of you eat and enjoy the meal.

This may mean you take it in turns to supervise but this can be less stressful than a long wrestling match in front of other people! In the future you can aim for a bit longer at the table, mealtime skills can be worked on gradually at home and maybe next year... If your child has a limited diet and one that doesn't include the full plate of meat and vegetables, with all the trimmings, there are going to be problems. Again, it is easier if this is thought through in advance. It helps to explain well before the day that the problem is not one of being a bit fussy, but more like an eating disorder that can occur with autism so. If your child will eat some part of the meal - great! - just expect that to be what happens.

If they won't eat any of the food, or insists on a particular plate, cup, spoon, etc, then provide the cutlery, crockery and familiar food so that some calories go down and the child is able to join the party briefly or successfully for a bit. It's all a question of working from where the child is now with their food and planning to make is as successful as possible. With forewarning, most people recognise this is something special and they won't take offense that a child doesn't eat what has been prepared.

A little success is much better than a melt down and a row that spills over into heated discussion among the adults. In one family I know they give the child his very individual meal before they go to the grandparents and the child joins the family at the table when it is time to pull the crackers. It is a huge success and the fact that he is not eating the same as everyone else has been gradually accepted over the years. Who knows, maybe the child will sit with his food at the table at the same time as the others next year - and the year after that have go at a sprout!

# data[].attributes.attachment_link.description
The Christmas holidays are nearly upon us and parents, teachers and school staff are no doubt looking forward to the last day of term and a well earned break. It can be bit different for some parents, though, especially if they are raising a child with autism.

# data[].attributes.headline
Christmas tips for autistic people and their families

# data[].attributes.subject
Christmas tips for autistic people and their families

# data[].attributes.attachment_link.readable_text
Christmas can be an exciting and fun time. But new activity can be overwhelming for some of us, particularly when we're also dealing with the impact of coronavirus. We might have to adapt some of our usual plans but that shouldn't stand in the way of an autism-friendly Christmas.

With your help, we've compiled a list of tips for the festive period. With good planning and clear communication, we hope these will help you have an enjoyable Christmas.

Key to preparing for a successful Christmas is to plan and share what is important for you with those you are spending Christmas with.

Preparing

Many autistic people can find any kind of change difficult. Planning and preparation is key in making Christmas as enjoyable as possible.

Think about ways you can enjoy the festive season that work for you - don't feel pressured into doing things just because that's what other people do.

Wherever possible, plan your Christmas in advance with your family, friends and any support services.

Make sure all plans are shared and you know what you will be doing and when, and who else will be there.

If it is helpful, use visual aids such as calendars, lists and schedules to help plan your Christmas.

Think about and plan around sensory differences that could cause you distress or discomfort, consider ear defenders etc for times of potential sensory overload.

Create or find a quiet space where you can take a break if you get overwhelmed. You may want this to be a completely Christmas-free area, particularly around the main days of Christmas or at key times that there may be additional stress.

Don't just plan for Christmas Day, plan for the whole festive break and give yourself quiet days to recoup if needed.

Especially this year, don't spend money you don't have on Christmas gifts you can't afford. Make sure you budget for buying Christmas gifts.

If you're visiting family and friends, tell them about anything that could help make your visit be as stress-free as possible. For instance, turning off Christmas lights, letting you know in advance what the food will be, sharing plans for activities and having a quiet space to escape to.

This year, many people are planning to meet up 'virtually' using online channels, such as Zoom. It might work well for you. You can decide whether you want to join in from your own phone, tablet or laptop. You can also decide how you join - for example, whether to have your camera and microphone on or off. Equally, if virtual meet ups are not your thing, don't feel pressured to take part.

"Christmas scents and candles can be super overwhelming sensory-wise so could be avoided when decorating. Flashing fairy lights can be overwhelming."

Schedules

Many autistic people have a strong need for routine. If schedule and routine is important to you, you might want to:

Keep your daily schedule the same as possible, including on Christmas Day.

Gradually introduce Christmas activities into your daily schedule. For instance, you could put up a few decorations on one day and more on another, plan a short Christmas shopping trip or decorate the tree, then switch on the tree lights on another day.

Keep a copy of your schedule with you. Share it with other people if that would help them understand what you need to do and, if anything changes, change it on your schedule so you've got a new plan.

Decorations

Many autistic people will have differing sensory needs; decorations for some are great whereas others may struggle and find them really overwhelming. You could:

Plan the most suitable decorations for you and your home, including where best to have them and how many, if any.

Consider decorating gradually, for example, you could put the Christmas tree in position, decorate it the next day, then put up other decorations even later.

Create Christmas-free areas of the home without decorations.

"I put my cards up and treasure those for the kind thoughts behind them, but otherwise have no other decorations."

Presents

Presents can also be overwhelming: the number of them, the wrapping and unwrapping them; the unclear expectations about how to respond after receiving a present. You could try telling family and friends what your preference is in advance, including:

The number of presents - make a list of presents you would like to receive and share this with your family and friends. This also removes any element of surprise, if you find that difficult.

Explaining whether you want presents to be wrapped or not.

"Last year my son chose his own main present, and checked it was right when it arrived, then it was wrapped. He felt better knowing his present was right, and it wouldn't be a surprise, so started the day calm."

# data[].attributes.attachment_link.description
Christmas can be an exciting and fun time. But new activity can be overwhelming for some of us, particularly when we're also dealing with the impact of coronavirus. We might have to adapt some of our usual plans but that shouldn't stand in the way of an autism-friendly Christmas.

# data[].attributes.attachment_link.readable_text
Beacon House is passionate about developing freely available resources so that knowledge about the repair of trauma and adversity is in the hands of those who need it. Please feel free to use our resources in your home or work setting.
All we ask is that you credit our team for the information and design using this credit: Image or information courtesy of Beacon House Therapeutic Services & Trauma Team | 2022 | www.beaconhouse.org.uk
As a specialist trauma service, our resources are written using a 'trauma lens' and offer information, ideas and strategies from this perspective. We know that there are other perspectives and overlapping experiences, meaning that 'one size doesn't fit all'. We are working to be as inclusive as possible and alongside this acknowledge that not everything we produce will be relevant for everyone.

# data[].attributes.attachment_link.description
Beacon House is passionate about developing freely available resources so that knowledge about the repair of trauma and adversity is in the hands of those who need it. Please feel free to use our resources in your home or work setting.

# data[].attributes.headline
Christmas for Children and Young People who have experienced trauma

# data[].attributes.subject
Christmas for Children and Young People who have experienced trauma

# data[].attributes.attachment_link.title
Adoption Partnership South East Christmas for Children and Young People who have experienced trauma

# data[].attributes.headline
Coping with Christmas for those with PDA profile

# data[].attributes.subject
Coping with Christmas for those with PDA profile

# data[].attributes.attachment_link.title
Part 2  Active Support - Promoting Person Centred Support & Positive Outcomes DVD

# data[].attributes.attachment_link.title
Promoting Person Centred Support and Positive Outcomes DVD

# data[].attributes.attachment_link.description
United Response and the Tizard Centre at the University of Kent worked in collaboration to develop this training DVD illustrating the most effective methods ...

# data[].attributes.attachment_link.provider_name
bild | Our vision is a society where everyone can enjoy the same rights and opportunities

# data[].attributes.attachment_link.readable_text
With funding from the Department of Health and Social Care, Bild have been providing a Positive Behaviour Support (PBS) helpline to provide support for family carers and support staff during Covid-19.

We have spoken to many people on the helpline since April 2020 and information about self-help was one of three main themes to the calls that people were asking for support with.

In stressful times we can find it hard to see the wood for the trees. Making decisions is hard or seems impossible and the smallest problem can become huge; this is a natural reaction to stress.

On this page, you can find information and suggestions about:

1. Top tips during Covid-19

2. The impact of stress

3. What do we mean by 'quality of life'?

4. Subjective quality of life tool

5. Building confidence and managing in a crisis

6. Communication: planning your day

7. Communication: planning your week

8. Finding the good things

9. How to have a restful night's sleep

10. What is the PERMA wellbeing model?

11. Managing anxiety and providing structure

12. Soles of feet technique to help with stress

13. Breathing technique to help with stress

Top tips during covid-19
Note: this film was produced during first lockdown, but it is still useful today. Download the info sheet
The impact of stress
Download the summary sheet
What do we mean by 'quality of life'?
Download the summary sheet
Subjective Quality of life tool
Download the summary sheet
Building confidence and managing in a crisis
Download the summary sheet
Communication: Planning your day
Download the summary sheet
Communication: Planning your week
Download the summary sheet
Finding the good things
Download the summary sheet
How to have a restful night's sleep
Download the summary sheet
What is the PERMA wellbeing model?
Download the summary sheet
Managing anxiety
Download the summary sheet
Soles of feet technique to help with stress
Download the summary sheet
Breathing technique to help with stress
Download the summary sheet Find out more about the Positive Behaviour Support helpline here>

# data[].attributes.attachment_link.title
PBS helpline resources: self-help | bild

# data[].attributes.attachment_link.description
With funding from the Department of Health and Social Care, Bild have been providing a Positive Behaviour Support (PBS) helpline to provide support for family carers and support staff during Covid-19. We have spoken to many people on the helpline since April 2020 and information about self-help was one of three main themes to the calls that people were asking for support with.

# data[].attributes.body
Offers information and support to help anyone with mental health problems including making choices about treatment, understanding your rights, or getting the right support

# data[].attributes.body
Several resources to support those working in health, social care, education and other front-line roles Visit

# data[].attributes.attachment_link.readable_text
Our Frontline is here to provide 24/7 emotional support, by call or text with trained volunteers, or online resources, to all the workers who have been on the frontline throughout the COVID-19 pandemic.

Get support

Our Frontline is a partnership between Shout, Samaritans, Mind, Hospice UK and The Royal Foundation of the Duke and Duchess of Cambridge. Find out more about us here, join us on our social channels below, and see some of the latest real-life stories from Our Frontline.

# data[].attributes.attachment_link.description
Our Frontline is here to provide 24/7 emotional support, by call or text with trained volunteers, or online resources, to all the workers who have been on the frontline throughout the COVID-19 pandemic. Get support Our Frontline is a partnership between Shout, Samaritans, Mind, Hospice UK and The Royal Foundation of the Duke and Duchess of Cambridge.

# data[].attributes.attachment_link.readable_text
Skip to content

Home

About

What is SW-PBS?

News

Publications

Getting Started

Ongoing Support

Participating Schools

Exemplar Schools

MO SW-PBS Award of Excellence

Dr. Mary Richter Award

Personnel

Upcoming Events

Tier 1

Tier 1 Overview

Tier 1 Readiness

Tier 1 Effective Classroom Practices

Tier 1 Courses

Tier 1 Workbook & Resources

Tier 1 Data Tools

DBDM/Solution Plan Google Form

Tier 2

Tier 2 Overview

Tier 2 Readiness

Tier 2 Courses

Tier 2 Workbook & Resources

Tier 2 Data Tools

Tier 2/3 Pre-Meeting Organizer

Tier 3

Tier 3 Overview

Tier 3 Readiness

Tier 3 Workbook & Resources

Tier 3 Data Tools

Tier 2/3 Pre-Meeting Organizer

Topics

Overview

Covid-19

Districtwide PBS

Administrative Leadership

Alternative Settings

Bully Prevention

Early Childhood

Effective Classroom Practices

Equity

Family & Community

High Schools

Student Engagement

Sustaining

Trauma Informed SW-PBS

Media

Educators’ Blueprint Podcast

Webinar Series: PBIS in a Virtual Environment

Summer Institute

Summer Institute

Register

Invited Speakers

Session Materials

Dr. Mary Richter Award

MO SW-PBS Award of Excellence

Archives

Profile

Registration

Log In

Consultants

Tier 1 Workbook & Resources

Home/Tier 1 Workbook & Resources

New for 2019-2020!

Listed below is a comprehensive list of MO SW-PBS Tier 1 Resources. Download a full copy of the 2018-2019 MO SW-PBS Tier 1 Team Workbook.

MO SW-PBS Schools have a positive, proactive and instructional approach to discipline. When all staff share in a proactive instructional approach, all school settings are more predictable and supportive of appropriate student behavior.

Successful school improvement efforts share one commonality–strong leadership. MO SW-PBS schools depend on a supportive administrator, a strong leadership team, and at least 80% of staff commitment and active engagement to successfully implement SW-PBS.

MO SW-PBS Schools identify 3-5 broad expectations and define these expectations with specific behaviors in schoolwide, non-classroom, and classroom settings. This provides staff with a common and consistent language.

Students must be directly taught expected behaviors. MO SW-PBS Schools develop systems to effectively and efficiently teach students these behaviors on an ongoing basis.

Students need specific positive feedback and reinforcement in order to learn and maintain appropriate behavior. MO SW-PBS Schools develop and implement systems that encourage all adults to provide all students with high rates of specific positive feedback for appropriate behavior.

MO SW-PBS Schools develop standard procedures for responding to inappropriate student behavior. These procedures help staff avoid overreacting to inappropriate behaviors, avoid unnecessary exclusion of students from the learning environment, add an instructional component to address inappropriate behavior, and create predictable environments for students.

The efficient and effective collection and use of data to drive decision making is key to successful implementation of SW-PBS. MO SW-PBS Schools use data to make important decisions that target adult actions to address student needs. Data is used to monitor student outcomes and implementation fidelity.

Directions for the new School Climate Survey for  students.

Tool | Description
7.0 MO SW-PBS Tier 1 Workbook Ch 7 Monitoring | Ongoing Monitoring chapter from the MO SW-PBS Tier 1 Team Workbook.
7.1_Data Collection At-A-Glance | Summary of all MO SW-PBS Data Collection Tools with the purpose of each.
7.2_Tier 1–Universal Supports Data Collection, Reporting, Analysis and Action Planning | Tool to action plan systems for collecting and analyzing common SW-PBS data sources.
7.3_ Blank Missouri Data Based Decision Making Model Form | Guide for using office discipline referral data for making  schoolwide decisions.
7.4_Blank Solution Plan | Guide used in  conjunction with Missouri Data Based Decision Making Form for selecting evidence based practices to improve student behavior, based on analysis of office discipline referral data.
7.5_Missouri Middle School Big 5 ODR Report | Example Big 5 ODR Report.
7.6_Questions to Ask After Focus Areas Are Selected | Questions to guide analysis of focus problem.
7.7 Big 5 Generator | Excel Spreadsheet that provides summary monthly and cumulative Big 5 Data charts. Provides information for teams to make simple problem statements.
7.8 Per Day Generator | Excel Spreadsheet calculator to determine median rate of ODRs by school grade configuration and building enrollment.
7.9 Data Collection Tool | Excel Spreadsheet for monitoring school-wide ODR data. Includes Big 5 charts, individual student dashboard, and the capacity for drill down.
7.10 Early Childhood Data Collection Tool | Data Collection Tool adapted for early childhood programs.
7.11 Cost of ODRs Template | Excel Spreadsheet template to calculate instructional minutes and administrator minutes lost to ODRs.
7.12 Tiered Fidelity Inventory Directions | Directions for taking the Tiered Fidelity Inventory through PBIS Assessments.
7.13 MO SW-PBS Tiered Fidelity Inventory (TFI) Scoring Guide | MO SW-PBS Tiered Fidelity Inventory (TFI) scoring guide to use while completing the TFI.
7.14 Tiered Fidelity Inventory (TFI) Walkthrough Form | Tiered Fidelity Inventory (TFI) Walkthrough tool, walkthrough, and observation form.
7.15 Self-Assessment Survey Directions and Decision Making | Directions for taking the Self-Assessment Survey (SAS) through PBIS Assessments.
7.16 Self-Assessment Survey Protocol | Word version of the Self-Assessment Survey (SAS). The SAS measures staff perception of the extent to which SW-PBS schoolwide, non-classroom, classroom, and individual support systems are in place and their priority for improvement.
7.17 Schoolwide Evaluation Tool Directions | Directions for  conducting a Schoolwide Evaluation Tool Assessment to evaluate Tier 1 critical features.
7.18 Schoolwide Evaluation Tool Protocol | Word version of the Schoolwide Evaluation Tool (SET). The SET is designed to assess and evaluate the critical features of SW-PBS.
7.19 School Safety Survey Directions and Decision Making | Directions for taking the School Safety Survey (SSS) through PBIS Assessments.
7.20 School Safety Survey Protocol | Word version of the School Safety Survey (SSS). The SSS measures risk and protective factors at the school and in the surrounding neighborhood.
7.21 Risk and Protection Cards for School Safety Survey | “Risk Factor” and “Protection Factor” item cards for School Safety Survey Circle of Influence activity.
7.22 SSS Risk and Protection Card Activities | Directions  for  the “Risk Factor” and  “Protection Factor” Circle of  Influence activity.
7.23 School Climate Survey Directions | Directions for the new School Climate Survey for  students.
7.24 School Climate Survey Protocols | Word versions of the  Elementary and  Secondary versions of  the School Climate Survey.
7.25 MO SW-PBS Student Outcome Data | Word document you can use to report important student outcomes to MO SW-PBS

Effective Classroom  Practices are evidence based practices that have been demonstrated to increase the likelihood that students will perform expected behaviors.

Professional Learning is critical to implementation of SW-PBS with fidelity. The following resources will assist teams to build capacity among staff to use effective practices.

MO SW-PBS relies on research based practices; references for all materials are provided.

Page load link

# data[].attributes.attachment_link.title
Tier 1 Workbook & Resources - Learning System Missouri Schoolwide Positive Behavior Support

# data[].attributes.attachment_link.provider_name
bild | Our vision is a society where everyone can enjoy the same rights and opportunities

# data[].attributes.attachment_link.readable_text
The Ambitious Framework is an approach to education created by Ambitious about Autism to support children and young people with autism.

It has been developed to enable education settings to provide high-quality education whilst affording dignity, respect, and compassion, in all aspects of their provision. Sometimes education settings unknowingly undermine or miss opportunities to support Quality of Life (QoL); the Ambitious Framework has been designed to prevent this from happening.
Access the Framework here> Find out more about the Ambitious Approach here>
Jude Mortell (Ambitious About Autism) and Tom Evans (Bild) presented a workshop on making PBS more accessible to schools at the Bild PBS Virtual Conference 2020. The recording of their workshop can be accessed in the Bild Member portal>

# data[].attributes.attachment_link.title
The Ambitious Framework: Guidance for education settings | bild

# data[].attributes.attachment_link.description
The Ambitious Framework is an approach to education created by Ambitious about Autism to support children and young people with autism. It has been developed to enable education settings to provide high-quality education whilst affording dignity, respect, and compassion, in all aspects of their provision.

# data[].attributes.attachment_link.description
Note: Classroom practices are critical to implementation of PBIS, and are integrated into the successful implementation of behavior supports across all three tiers. Tier I Team Training includes the integration of 3 of the key classroom practices and their interconnectedness to school-wide

# data[].attributes.headline
Insight into Studio III and low arousal techniques

# data[].attributes.subject
Insight into Studio III and low arousal techniques

# data[].attributes.attachment_link.title
Insight into Studio III low arousal technique

# data[].attributes.headline
Maintaining positive wellbeing & mental health

# data[].attributes.subject
Maintaining positive wellbeing & mental health

# data[].attributes.attachment_link.title
Maintaining positive wellbeing and mental health including managing emotions

# data[].attributes.headline
Self Reflection & understanding your impact

# data[].attributes.subject
Self Reflection & understanding your impact

# data[].attributes.attachment_link.title
Self reflection and understanding your impact

# data[].attributes.headline
Preferences, motivation & reinforcement fact sheet

# data[].attributes.subject
Preferences, motivation & reinforcement fact sheet

# data[].attributes.attachment_link.provider_name
bild | Our vision is a society where everyone can enjoy the same rights and opportunities

# data[].attributes.attachment_link.readable_text
The UK PBS Alliance are producing a series of 8 recorded webinars that will help to support enabling environments for people with learning disabilities and autistic people despite lockdown and other restrictions.

Dr Edwin Jones wrote, "In these difficult times when we are all having to refocus and prioritise critical and essential care for the people we support, let's think about what essential means. The main goal of PBS is to improve quality of life for vulnerable people and to implement primary prevention strategies so that people do not need to use behaviours that challenge to get their needs met."

He added, "Maintaining and developing capable environments has never been more important engaging in activities at home learning new skills should be a priority when it's difficult for people to go out. Supporting people to maintain their preferred routines is critical because it can calm and reduce anxiety. Social inclusion and participation at home remain essential and staff can play a crucial role by carrying on with Active Support, focusing on positive social interactions, getting to know people really well and having fun to help people stay mentally and physically fit."

These 8 webinars will help carers think about maintaining and developing capable environments where people can thrive. It includes topics such as communication , rapport, skills teaching and much more. The full list of webinars can be found below, and the webinar recordings will be added to this page as they become available.
The original paper on capable environments (McGill et al) is here for you to download>

1. What is PBS and how do we do it? (Dr Anne MacDonald)

2. Active Support and Covid-19 (Dr Edwin Jones)

3. Helpful communication in 'enabling environments' during Covid-19 (Jane Johnson)

4. Sensory considerations to maintain and create capable environments (Susan Fowler)

5. Building Rapport and promoting positive social interactions (Maria Hurman)

6. Skill teaching - teaching people how to do new fun things when in lockdown (Professor Kathy Lowe)

7. Providing mindful support: Looking after everyone's resilience and wellbeing (Dr Steve Noone)

8. A person-centred approach to developing innovative ordinary housing solutions for people with complex needs & behaviours that challenge (Dr Edwin Jones, Adrian Burke, Richard Lloyd and Steve Garland)

9. Avoiding social distance in a time of physical distancing (Prof Keith McVilly)

# data[].attributes.attachment_link.title
UK PBS Alliance webinar series: Maintaining Capable Environments | bild

# data[].attributes.attachment_link.description
The UK PBS Alliance are producing a series of 8 recorded webinars that will help to support enabling environments for people with learning disabilities and autistic people despite lockdown and other restrictions. Dr Edwin Jones wrote, "In these difficult times when we are all having to refocus and prioritise critical and essential care for the people we support, let's think about what essential means.

# data[].attributes.attachment_caption
Most to Least and Least to Most Example Data sheets

# data[].attributes.headline
How to: Teach Prompts and the Prompt Fading Hierarchy

# data[].attributes.subject
How to: Teach Prompts and the Prompt Fading Hierarchy

# data[].attributes.body
How to: Teach Prompts and the Prompt Fading Hierarchy

# data[].attributes.attachment_link.title
How to: Teach Prompts and the Prompt Fading Hierarchy

# data[].attributes.attachment_link.readable_text
Improve and maintain your mental health

If you're struggling with your mental health and wellbeing, this simple mental health quiz can help. It generates a personalised plan based on the information you provide.

If you want help to deal with anxiety or low mood, tips to reduce stress or advice on how to fall asleep faster and sleep better, start the quiz above.

# data[].attributes.attachment_link.description
Take our quick, 5-question quiz for personalised tips and advice on looking after your mental health and wellbeing. Update your plan any time for new tips.

# data[].attributes.headline
Example of Lack of Executive Functioning

# data[].attributes.subject
Example of Lack of Executive Functioning

# data[].attributes.headline
The PERMA Model: Your Scientific Theory of Happiness

# data[].attributes.subject
The PERMA Model: Your Scientific Theory of Happiness

# data[].attributes.attachment_link.readable_text
The pursuit of happiness is one that humans have been working toward since the beginning of time.

Yet the concept of "happiness" is often hard to accurately define.

Living the good life, flourishing, self-actualization, joy, and purpose are words that come to mind with happiness. Is it possible to experience any of these in the middle of a chaotic world and negative circumstances? Can we learn to grow or find skills that lead to this "good life?"

Positive psychology takes you through the countryside of pleasure and gratification, up into the high country of strength and virtue, and finally to the peaks of lasting fulfillment, meaning and purpose.

Seligman, 2002

This article will outline the PERMA+ model and the theory of wellbeing, and provide practical ways to apply its components in your private practice or personal life.

Before you continue, we thought you might like to download our three Happiness & Subjective Wellbeing Exercises for free. These detailed, science-based exercises will help you or your clients identify sources of authentic happiness and strategies to boost wellbeing.

What Is Seligman's PERMA+ Model?

Abraham Maslow (1962) was one of the first in the field of psychology to describe "wellbeing," with his characteristics of a self-actualized person. The description of self-actualization is a foreshadowing of the PERMA model, which outlines the characteristics of a flourishing individual and Wellbeing Theory (WBT).

In 1998, Dr. Martin Seligman used his inaugural address as the incoming president of the American Psychological Association to shift the focus from mental illness and pathology to studying what is good and positive in life. From this point in time, theories and research examined positive psychology interventions that help make life worth living and how to define, quantify, and create wellbeing (Rusk & Waters, 2015).

In developing a theory to address this, Seligman (2012) selected five components that people pursue because they are intrinsically motivating and they contribute to wellbeing. These elements are pursued for their own sake and are defined and measured independently of each other (Seligman, 2012).

Additionally, the five components include both eudaimonic and hedonic components, setting WBT apart from other theories of wellbeing.

These five elements or components (PERMA; Seligman, 2012) are

Positive emotion

Engagement

Relationships

Meaning

Accomplishments

The PERMA model makes up WBT, where each dimension works in concert to give rise to a higher order construct that predicts the flourishing of groups, communities, organizations, and nations (Forgeard, Jayawickreme, Kern, & Seligman, 2011).

Research has shown significant positive associations between each of the PERMA components and physical health, vitality, job satisfaction, life satisfaction, and commitment within organizations (Kern, Waters, Alder, & White, 2014).

PERMA is also a better predictor of psychological distress than previous reports of distress (Forgeard et al., 2011). This means that proactively working on the components of PERMA not only increases aspects of wellbeing, but also decreases psychological distress.

Watch this video where Seligman discusses the PERMA model.

P - Positive Emotion

Positive emotion is much more than mere ' happiness.'

Positive emotions include hope, interest, joy, love, compassion, pride, amusement, and gratitude.

Positive emotions are a prime indicator of flourishing, and they can be cultivated or learned to improve wellbeing (Fredrickson, 2001).

When individuals can explore, savor, and integrate positive emotions into daily life (and visualizations of future life), it improves habitual thinking and acting. Positive emotions can undo the harmful effects of negative emotions and promote resilience (Tugade & Fredrickson, 2004).

Increasing positive emotions helps individuals build physical, intellectual, psychological, and social resources that lead to this resilience and overall wellbeing.

Ways to build positive emotion may include:

Spend time with people you care about (Kok et al., 2013).

Do hobbies and creative activities that you enjoy (Conner et al., 2018).

Listen to uplifting or inspirational music (Juslin & Sakka, 2019).

Reflect on things you are grateful for and what is going well in your life (Emmons & McCullough, 2003).

E - Engagement

According to Seligman (2012), engagement is "being one with the music." It is in line with Csikszentmihalyi's (1989) concept of "flow." Flow includes the loss of self-consciousness and complete absorption in an activity. In other words, it is living in the present moment and focusing entirely on the task at hand.

Flow, or this concept of engagement, occurs when the perfect combination of challenge and skill/strength is found (Csikszentmihalyi & LeFevre, 1989).

People are more likely to experience flow when they use their top character strengths. Research on engagement has found that individuals who try to use their strengths in new ways each day for a week were happier and less depressed after six months (Seligman, Steen, Park, & Peterson, 2005).

The concept of engagement is something much more powerful than simply "being happy," but happiness is one of the many byproducts of engagement.

Ways to increase engagement:

Participate in activities that you really love, where you lose track of time when you do them (Bonaiuto et al., 2016).

Practice living in the moment, even during daily activities or mundane tasks (Belitz & Lundstrom, 1998).

Spend time in nature, watching, listening, and observing what happens around you (Petersen et al., 2021).

Identify and learn about your character strengths, and do things that you excel at (Lai et al., 2018).

R - Positive Relationships

Relationships encompass all the various interactions individuals have with partners, friends, family members, colleagues, bosses/mentors/supervisors, and their community at large.

Relationships in the PERMA model refer to feeling supported, loved, and valued by others. Relationships are included in the model based on the idea that humans are inherently social creatures (Seligman, 2012). There is evidence of this everywhere, but social connections become particularly important as we age.

The social environment has been found to play a critical role in preventing cognitive decline, and strong social networks contribute to better physical health among older adults (Siedlecki et al., 2014).

Many people have a goal of improving relationships with those they are closest to. Research has demonstrated that sharing good news or celebrating success fosters strong bonds and better relationships (Siedlecki et al., 2014). Additionally, responding enthusiastically to others, particularly in close or intimate relationships, increases intimacy, wellbeing, and satisfaction.

How to build relationships:

Join a class or group that interests you.

Ask questions of the people you don't know well to find out more about them.

Create friendships with people you are acquainted with.

Get in touch with people you have not spoken to or connected with in a while.

M - Meaning

Another intrinsic human quality is the search for meaning and the need to have a sense of value and worth. Seligman (2012) discussed meaning as belonging and/or serving something greater than ourselves. Having a purpose in life helps individuals focus on what is really important in the face of significant challenge or adversity.

Having meaning or purpose in life is different for everyone. Meaning may be pursued through a profession, a social or political cause, a creative endeavor, or a religious/spiritual belief. It may be found in a career or through extracurricular, volunteer, or community activities.

A sense of meaning is guided by personal values, and people who report having purpose in life live longer and have greater life satisfaction and fewer health problems (Kashdan et al., 2009).

Ways to build meaning:

Get involved in a cause or organization that matters to you (Tang et al., 2022).

Try new, creative activities to find things you connect with.

Think about how you can use your passions to help others.

Spend quality time with people you care about.

A - Accomplishments/Achievements

Accomplishment in PERMA is also known as achievement, mastery, or competence.

A sense of accomplishment is a result of working toward and reaching goals, mastering an endeavor, and having self-motivation to finish what you set out to do. This contributes to wellbeing because individuals can look at their lives with a sense of pride (Seligman, 2012).

Accomplishment includes the concepts of perseverance and having a passion to attain goals. But flourishing and wellbeing come when accomplishment is tied to striving toward things with an internal motivation or working toward something just for the sake of the pursuit and improvement (Quinn, 2018).

Achieving intrinsic goals (such as growth and connection) leads to larger gains in wellbeing than external goals such as money or fame (Seligman, 2013).

Ways to build accomplishment:

Set goals that are SMART - specific, measurable, achievable, realistic, and time bound (Falecki et al., 2018).

Reflect on past successes.

Look for creative ways to celebrate your achievements.

The Plus (+) in PERMA

Yet happiness goes beyond just these five elements, and the + can include other important areas we well, such as optimism, nutrition, physical activity and sleep. These are areas equally important to mental wellbeing.

Optimism

Optimism is a positive emotion critical to building resilience and wellbeing. Optimism is the belief that life will have more good outcomes than bad. People who are optimistic are more likely to be resilient to stressful life events (Carver, Scheier, & Segerstrom, 2010).

Optimistic people tend to live longer, have better postoperative outcomes and lower levels of depression, and adjust better to college life (Carver et al., 2010).

Encouraging youth to become more resilient would build help in establishing a more optimistic outlook on life. Our article, How to Build Resilience in Children, as well as Teaching Resilience in Schools, are great starting points to have youth who are optimistic, resilient, and can handle life's stressful events better.

Physical activity

Physical activity has been linked to wellbeing in numerous ways. Negative emotions are associated with an increased risk of physical disease and poor health habits, and people with mental illness are more likely to be physically inactive (Hyde, Maher, & Elavsky, 2013).

There are obvious physical benefits to being active, but increasing movement or activity also decreases symptoms of depression, anxiety, and loneliness and improves mental focus and clarity (Hyde et al., 2013).

Read our article on Cognitive Health, to understand the connection between exercise and mental wellbeing.

Nutrition

Poor nutrition leads to physical health problems such as obesity, diabetes, heart disease, and even cancer, but there is significant research demonstrating a relationship between diet and mental health (Stranges, Samaraweera, Taggart, Kandala, & Stewart-Brown, 2014).

Eating a balanced diet rich in vegetables and nutrients (and limiting processed or sugary foods) has been associated with wellbeing. High levels of wellbeing were reported by individuals who ate more fruits and vegetables (Stranges et al., 2014). A review of research on children and adolescents found that a poor diet (high levels of saturated fat, refined carbohydrates, and processed foods) was linked to poorer mental health (O'Neil et al., 2014).

So what should we eat? There are many "super foods" found in nature, such as berries, cruciferous vegetables, avocados, nuts, and seeds. A Mediterranean diet that is high in vegetables, fruits, legumes, nuts, beans, cereals, grains, fish, and unsaturated fats has been shown to reduce depression symptoms and provides an array of physical health benefits (Parletta et al., 2017).

Sleep

Neuroimaging and neurochemistry research suggests that good sleep hygiene fosters mental and emotional resilience, and sleep deprivation leads to negative thinking and emotional vulnerability (Harvard Medical School, 2019). Further, sleep problems are more likely to affect people with psychiatric disorders and may increase the risk of developing mental illness.

Particularly, insomnia increases the risk of developing depression.

Getting seven to nine hours of quality sleep during the same hours every night is recommended (Harvard Medical School, 2019). Lifestyle changes such as avoiding caffeine, nicotine, and alcohol; getting physical activity; decreasing screen time; and using the bedroom only for sleep and sex can improve sleep quality.

Relaxation techniques and cognitive behavioral techniques to reduce stress and anxiety can also be effective ways to improve sleep and overall wellbeing.

Training in PERMA+: 3 Options

Positive psychology and the science of wellbeing has become a popular area of research and practice.

Training in PERMA can be helpful for improving performance, building resilience, and increasing success and life satisfaction. Here are three options for obtaining training in PERMA.

The Penn Resilience Program and PERMA workshops

The Penn Resilience Program and PERMA workshops are evidence-based training options that strive to build resilience, wellbeing, and optimism. The workshops are designed to offer practical skills for individuals, teams, and organizations that reduce mental health issues and improve quality of life.

The SAHMRI Wellbeing and Resilience Centre

The Wellbeing and Resilience Centre aims to decrease mental illness by improving mental health and wellbeing. With the understanding that wellbeing is multi-dimensional, PERMA+ is the foundation used to train leaders how to deliver skills and interventions to the community.

The Science of Happiness Course

Offered through UC Berkeley, the Science of Happiness Course, with an optional certificate, focuses on all aspects of PERMA without actually focusing on the acronym.

The course discusses research on happiness (positive emotions, engagement, relationships, meaning, and achievements) and provides practical activities to improve and measure individual happiness and wellbeing.

3 PERMA+ Activities & Interventions

PERMA activities and interventions are applicable to individuals suffering from mental health disorders as well as those who simply want to improve levels of flourishing. The following interventions can be implemented during any point in a treatment program or as standalone activities to increase wellbeing.

1. Your character strengths

Find your character strengths using the VIA Survey. Much of the research on PERMA uses the assessment of these 24 character strengths.

Learning your unique character strengths can help guide you into meaningful activities (engagement) and work (accomplishment).

2. Track and measure success

This worksheet helps clients set goals and track progress. Often, we take the first step in setting goals but do not take the time to reflect on the emotions elicited when we have achieved them.

3. Gratitude journal

One of the most common activities mentioned throughout research on flourishing and wellbeing is the impact of gratitude. This article about creating a Gratitude Journal provides comprehensive background information and specific details and activities to implement a gratitude journal or routine into daily life.

4 Helpful Questionnaires and Questions to Ask

Questionnaires and assessments are useful tools in positive psychology.

Not only do they provide a way to measure wellbeing, but they are another way to track the effectiveness of interventions and therapeutic techniques.

The following assessments can also offer ideas for specific or individual questions that help clients gain insight and self-awareness.

1. PERMA Profiler

The PERMA Profiler is an extensive questionnaire from the University of Pennsylvania that assesses each of Seligman's (2012) components of wellbeing or flourishing.

This can be an excellent resource to assess clients as they progress through therapy, coaching, or interventions in positive psychology or counseling.

2. The Workplace PERMA Profile

The Workplace PERMA Profile is created by the same authors as the individual PERMA Profiler, but it is designed to assess groups and organizations.

Leaders can use this to assess workers or teams and improve wellbeing in the environment, which will lead to better performance.

3. PURPOSE+ PERMA Profiler

This PURPOSE+ PERMA Profiler is a quick online assessment that asks relevant questions related to each component of PERMA.

It is a fast and efficient way to assess and compare levels of wellbeing. It will email the results directly to you and compares your PERMA scores with other people in the same demographic. The questions asked in the short survey also provide a great starting point for therapy, coaching, or consulting.

4. The Flourishing Scale

The Flourishing Scale asks participants to rate themselves on specific areas of wellbeing. Flourishing is one of the most important components of resilience and wellbeing.

This scale can be used as a tool for motivational interviewing to inspire ideas for self-improvement, or it can be used as an assessment to track progress. The full description of the scale, with scoring, can be accessed in the Positive Psychology Toolkit©.

PositivePsychology.com's Relevant Resources

Our Positive Psychology Toolkit© provides a wealth of resources that cover the full range of components from Wellbeing Theory and PERMA. The assessments, exercises, and activities can be implemented and integrated into any stage of therapy or as standalone activities.

1. Strengths for Altruism

The Strengths for Altruism worksheet, available in the Toolkit, is helpful once an individual has identified their strengths. We all have strengths and have a choice of what we do with them. Using strengths in an altruistic way can promote engagement, relationship, and meaning.

2. Gratitude Letter

Creating a Gratitude Letter is one of the most effective exercises used in the PERMA model. Just like the gratitude journal mentioned earlier, fostering gratitude can significantly improve all aspects of PERMA (positive emotions, engagement, relationships, meaning, and accomplishment). To make the letter specific to Wellbeing Theory, gratitude can be targeted to each of the five areas.

3. Build an Emotions Portfolio

This free Emotions Portfolio tool is a great resource to help clients build a database or toolbox of positive emotions. Hope, gratitude, awe, joy, and inspiration are positive emotions that have been linked to wellbeing and are explored here.

4. 17 Happiness Exercises

If you're looking for more science-based ways to help others develop strategies to boost their wellbeing, this collection contains 17 validated happiness and wellbeing exercises. Use them to help others pursue authentic happiness and work toward a life filled with purpose and meaning.

A Take-Home Message

We all want to experience a higher level of wellbeing and "flourish" in life. The PERMA+ model is an evidence-based approach to improve "happiness" and decrease anxiety, depression, and stress.

Many activities can be used to systematically increase positive emotions, engagement, relationships, meaning, and achievement (PERMA). The good thing is that the areas of PERMA can be mutually exclusive, but in most ways, they are not. For example, by using mindfulness exercises to increase engagement, one will probably also experience more positive emotion and meaning in life.

We hope you enjoyed reading this article. Don't forget to download our three Happiness Exercises for free.

[Reviewer's update:

Citations of new research have been added where appropriate.]

# data[].attributes.attachment_link.title
The PERMA Model: Your Scientific Theory of Happiness

# data[].attributes.attachment_link.description
Martin Seligman's PERMA model was designed as a theoretical understanding of achieving happiness. What is PERMA and how do you apply it?

# data[].attributes.headline
Supporting at Home  - The Perma Model of Well Being

# data[].attributes.subject
Supporting at Home  - The Perma Model of Well Being

# data[].attributes.headline
Emotionally Based School Avoidance (EBSA) - Information, Guidance & Resources

# data[].attributes.subject
Emotionally Based School Avoidance (EBSA) - Information, Guidance & Resources

# data[].attributes.attachment_link.title
Emotionally Based School Avoidance (EBSA) | Support Services for Education

# data[].attributes.attachment_link.description
Emotionally Based School Avoidance (EBSA) is a term used to describe children and young people (CYP) who experience challenges in attending school due to negative feelings (such as anxiety). EBSA is

# data[].attributes.attachment_link.title
Emotional wellbeing advice, guidance and support for highly anxious pupils - Kent Resilience Hub

# data[].attributes.attachment_link.description
Information, advice, guidance and signposting for adults supporting young people with SEMH to engage and achieve in education.

# data[].attributes.attachment_link.description
Not Fine in School is a parent-led organisation empowering families & raising awareness of school attendance barriers (school refusal/ anxiety/ SEND/ bullying)

# data[].attributes.headline
Dr Daniel Siegel presenting a Hand Model of the Brain

# data[].attributes.subject
Dr Daniel Siegel presenting a Hand Model of the Brain

# data[].attributes.attachment_link.title
Dr Daniel Siegel presenting a Hand Model of the Brain

# data[].attributes.attachment_link.readable_text
Emotionally-based school avoidance is a term referring to reduced or nonattendance at school by a child or young person.

Rather than the term 'school refusal', the term EBSA recognises that this avoidance has its root in emotional, mental health or wellbeing issues.

The 2022 Attendance Audit from the Children's Commissioner found that in Autumn 2021, 1 in 4 children were persistently absent. In 2018/2019, this figure was 1 in 9 - meaning that persistent absence has more than doubled in this time period.

This resource:

introduces the topic of EBSA

explores some of the potential risk factors

provides strategies and tips to help education staff tackle the issue.

# data[].attributes.attachment_link.description
This resource looks at the topic of emotionally-based school avoidance (EBSA) and shares ideas to help education staff address the issue.

# data[].attributes.body
Online tool to help young people with their mental health, uses journalling and positive affirmations.

# data[].attributes.attachment_link.description
Ellie’s Angels is a non-for-profit community interest company supporting mental health in young people.
better u is our mental health support and awareness App.

# data[].attributes.attachment_link.readable_text
Get the kids moving with these fun games inspired by some of their favourite Disney characters.

These boredom-busting activities will help them reach the 60 active minutes they need every day!

# data[].attributes.attachment_link.title
10 Minute Shake Up games - Healthier Families

# data[].attributes.attachment_link.description
Find loads of fun, active, play-along games inspired by the kids' favourite Disney, Pixar and Marvel characters to help them move more.

# data[].attributes.attachment_link.description
Calm is the #1 app for sleep and meditation. Join the millions experiencing better sleep, lower stress, and less anxiety.

# data[].attributes.attachment_caption
 Teaching children mental wellbeing tools

# data[].attributes.body
Good for younger children

# data[].attributes.attachment_link.title
Bubble breathing | Mind Moose | Teaching children mental wellbeing tools

# data[].attributes.attachment_link.description
Bubble breathing is a great mental wellbeing tool for young children. Help them learn how to calm themselves by blowing bubbles!

# data[].attributes.body
Useful activities and ideas to help you build valuable life skills.

# data[].attributes.attachment_link.title
NHS Lanarkshire: 'Trauma and the Brain' (w/ subtitles)

# data[].attributes.attachment_link.description
"Trauma and the Brain" is a 9-minute animation for training police and other professionals to understand the traumatic impact of abuse. Created by media co-op for NHS Lanarkshire and Police Scotland. Winner of awards from Royal Television Society and Herald Digital Awards

# data[].attributes.attachment_caption
This animation was developed by NHS Education for Scotland, in partnership with the Scottish Government. 

# data[].attributes.headline
Sowing Seeds: Trauma Informed Practice for Anyone Working with Children and Young People

# data[].attributes.subject
Sowing Seeds: Trauma Informed Practice for Anyone Working with Children and Young People

# data[].attributes.attachment_link.title
Sowing Seeds: Trauma Informed Practice for Anyone Working with Children and Young People

# data[].attributes.attachment_link.description
This animation was developed by NHS Education for Scotland, in partnership with the Scottish Government. It is designed to be relevant to all workers within the Scottish workforce who work with children and young people. It aims to support staff to understand the impact of trauma and to know how to adapt the way they work to make a positive difference to the lives of children and young people affected by trauma. Consider also watching the NHS Education for Scotland animation “Opening Doors” https://vimeo.com/274703693 designed to support all workers within the Scottish workforce know how to adapt the way they work to make a positive difference to people affected by trauma and adversity. Trauma is everybody’s business.

A freely available workshop, Taking a Trauma Informed Lens to your Work: Sowing Seeds, can be accessed here: https://vimeo.com/412350123. This workshop guides you through how to use the animation to further support the strengthening and development of trauma informed practice within your own work and/or wider service/organisation.

For further information on the NTTP and all the available resources, please visit our website: https://www.traumatransformation.scot/

# data[].attributes.body
Simple checklist of possible reinforcers

# data[].attributes.headline
Quick Guide to Time Intensity Model and Traffic Lights - Simple Visual and written explanation

# data[].attributes.subject
Quick Guide to Time Intensity Model and Traffic Lights - Simple Visual and written explanation