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Seasonal Resources - North East Autism Society

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Happy Faces Prudhoe - Prudhoe Youth Project

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Northumberland SEND Information, Support and Advice Service

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We are continuing to provide a service during Covid-19. If you have any queries, please contact the service at iass@northumberland.gov.uk or 01670 623555 / 01670 620350.
Northumberland Information, Advice and Support Service
Northumberland Information, Advice and Support Service is a free, confidential and impartial service for children and young people (up to 25 years) with special educational needs or disabilities (SEND), and their parents and carers.

The information, advice and support provided by the service covers the full range of education, health and social care as defined in the SEND Code of Practice 2015. The service is run at 'arm's length' from the Local Authority.

The support the service can offer includes:

Providing a listening ear and practical advice and support with understanding the SEND 'system'.

Information on a range of SEND topics.

Support with preparing for meetings.

Help with exploring the options for a child/young person's SEND provision.

Signposting to other services and groups, including parents group, youth forums and national helplines.

Support for individual children, young people and their parents that empowers them to express their views and wishes and helps them to understand and exercise their rights in matters including SEN processes, exclusion, complaints and SEND appeals.

Training for parents, children and young people, and professionals to increase their knowledge of SEND law, guidance, local policy, issues and participation.

Northumberland Information, Advice and Support Service
We are a self-referral service. Feel free to contact us:

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We are continuing to provide a service during Covid-19. If you have any queries, please contact the service at iass@northumberland.gov.uk or 01670 623555 / 01670 620350. Northumberland Information, Advice and Support Service Northumberland Information, Advice and Support Service is a free, confidential and impartial service for children and young people (up to 25 years) with special educational needs or disabilities (SEND), and their parents and carers.

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Northumbria Healthcare NHS Foundation Trust

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Our Primary Mental Health Work service is an early intervention and prevention service. We help children and young people up to the age of 18. We also support their families and carers in Northumberland.
We support children and young people experiencing a range of emotional wellbeing and mental health problems such as:

Anxiety including panic, social anxiety and phobias

Habitual behaviours of an obsessive compulsive nature

Low mood and depression

Managing emotions and anger

Poor body image

Self-harm

Difficulty in adjusting to traumatic life events including parental separation, bereavement and bullying

Behavioural issues

Young people come and see us when:

The above issues are moderate in nature

It has not been resolved following initial help at school or at home

When it is having a significant impact on their day-to-day life.

We are also involved in improving mental health support in Northumberland schools as part of the Be you programme.

Treatment

Upon referral, we will carry out an initial assessment. This helps us to understand the nature of your difficulties. We can then identify the best support for you.

If we think our service can help, you may be eligible for treatments. This can vary depending on your personal needs.

It includes evidence-based support like self-help information and one-to-one advice. These will help to:

Challenge unhelpful thoughts

Increase your levels of activity

Help you find solutions through problem-solving and talking therapy. This can be either one-to-one, with parents or as a group.

Your care

Your appointment

After your referral, you will receive an offer of an initial appointment. This will take place over a video call and last around 45 minutes. You will receive instructions to join the call and the name of the clinician you will meet. This assessment appointment will give you the chance to discuss your concerns in detail. We will work with you to agree on what the best way of helping will be.

Your next appointment will offer a treatment appointment. The purpose of this appointment will be to agree on a care plan to inform your treatment and agree on goals to work on during your treatment.

You will always have time and the chance to ask questions. We want you to tell us if you do not understand. Or if you disagree with what we talk about.

Who you might meet

Our team consists of primary mental health workers. They come from a variety of professional backgrounds working with children and young people with moderate mental health needs. The PMHWs are trained to deliver a range of early intervention evidence-based interventions.

The team is also supported by an administration team.

Bringing someone to your appointment

It is very important that you feel supported during your treatment. If you are under 16, a parent/carer should come to the initial appointment. This means we can introduce ourselves and have a brief talk with them. You can then choose to speak alone. Or they can stay to support you.

Clinic details

After your first assessment, appointments can either be online or face-to-face. These would be at one of the below venues. We hold clinics Monday to Friday between 9am and 5pm. Your appointment could take place at one of these venues based on where you live.

Central: Ashington Family Hub, Newbiggin Family Hub, Bedlington Family Hub, Wansbeck Child Health

North: Alnwick Health Centre, Hadston Family Hub, Berwick Family Hub, Alnwick Family Hub

West: Dene Park House, Oaklands Health Centre, Ponteland Primary Care Centre, Hexham Family Hub

South East: Cramlington Health Centre, Blyth Family Hub

During term time, we can see you in school.

Videos

Confidentiality

Everything you say to a member of staff will be confidential. The only exception is if they feel you or someone else is at risk of harm. If this happens, your PMHW worker will talk to you. They will tell you who they need to tell and what details will be shared.

Access to the service

GPs, school staff, social workers, and school public health nurses can refer you to our services. In Northumberland, you can self-refer by calling 01661 864588 or completing this form.

If we think your needs would be best met by another service, we will explain this to you. We will help you to access a more appropriate service. It helps us if you agree to this in your referral. This consent allows us to forward your referral to the best service for your needs.

Support for professionals

We provide advice and support to professionals including:

Telephone consultation and advice

Liaison through the multi-agency early help hub processes

Teaching and training on children's mental health for colleagues supporting children and young people with special educational needs and/or disabilities.

Health or education professionals and social workers with concerns about a child or young person can get in touch by:

Calling 01661 864588 to book a consultation to discuss a possible referral

Using our service referral form (link)

Via the Northumberland Early Help Hub. Click here for the referral form.

We must have consent from the parent, carer or young person for all referrals.

Contact us

Contact us Monday to Friday between 9am and 5pm at:
Ponteland Primary Care Centre,
Meadowfield,

Ponteland,

NE20 9SD

Telephone: 01661 864588

Email: PMHW@northumbria-healthcare.nhs.uk

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Primary Mental Health Work :: Northumbria Healthcare NHS Foundation Trust

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Skip to main content Skip to accessibility tools Our Primary Mental Health Work service is an early intervention and prevention service. We help children and young people up to the age of 18. We also support their families and carers in Northumberland.

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Reticular Activating System - Information Sheet

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You teach a lesson that lights up the room. Students are nodding and hands are flying up, and afterward you walk out thinking, "They got it. They really got it."

And then, the next week, you ask a simple review question-and the room falls silent.

If that situation has ever made you question your ability to teach, take heart: You're not failing, you're simply facing the forgetting curve. Understanding why students forget-and how we can help them remember-can transform not just our lessons but our students' futures.

The good news? You don't have to overhaul your curriculum to beat the forgetting curve. You just need three small, powerful shifts in how you teach.

Meet the Real Challenge: The Forgetting Curve

50 percent of new information disappears within an hour,

75 percent is gone by the next day, and

Up to 90 percent fades away within a week.

Our students' brains aren't broken. They're doing exactly what human brains are wired to do: prioritize survival over trivia. But if we weave retrieval and reinforcement directly into the learning process, their brains understand that new information is not trivial, and we can flatten the curve -and help students remember what matters. Here are three practical strategies for helping students beat the forgetting curve.

In my English 11 class, we use a technique called a "brain dump" after almost every new concept. For example, after a lesson on analyzing tone in nonfiction, I asked students to close their laptops, put away their notes, and spend two minutes writing down everything they remembered: definitions, examples, why tone matters. No looking back. No pressure for perfection.

Early in the year, students are hesitant to do this: They aren't used to struggling for recall. As time goes on, they expect brain dumps and even ask for them. Brain dumps are part of how we learn.

Teach the lesson or concept.

At the end, tell students, "No notes, no books. Write everything you remember."

Encourage them to include anything that makes sense to them-bullet points, images, doodles, mind maps, examples, real-world connections, etc. The goal is to explain the knowledge in a way they personally understand and can remember.

Set a timer for two to four minutes.

After time is up, invite students to share a highlight from their brain dump with a partner or group.

A brain dump isn't just a memory exercise-it's a formative assessment tool that lets you see how students are organizing and understanding knowledge, giving you a chance to reinforce or redirect learning in real time. And here's the best part: Students don't just remember more-they own what they've learned.

2. Personal Reflection

Another great tool we use to boost memory is our "living wall," a spot where students post their answers to questions like these:What surprised you today? Where might you use this skill outside of English class? How does this connect to something you already know? They can add answers anytime during independent practice.

When we studied rhetorical appeals, for example, one student wrote, "I realized my favorite commercials use pathos to make me feel something-especially those animal rescue ads." Another posted, "I connect logos to how my dad convinces me about financial decisions."

These reflections build what brain scientists call elaborative encoding -a powerful web of connections that solidify memory. When students see their learning linking to the real world, they're not memorizing: They're weaving new knowledge into their lives.
How to build a living wall of learning

Set aside a visible wall space or bulletin board.

Put sticky notes, markers, and pencils next to the space.

Ask reflection questions during the lesson and post them on the wall. In addition to answering the questions, students can write tips, tricks, or advice on how they are understanding the content in real time. Ask them to fill up two or three notes during independent practice to get the wall started. Early in the year, they may benefit from sentence starters like "This reminds me of..." or "Now I understand more about..."

Use different-colored sticky notes for different units or skills-this helps keep the feedback organized for students to see connections.

Cluster similar ideas together (like a concept map that grows over time). You can occasionally assign roles-Connector, Pattern Finder, Questioner-to guide students to dive deeper.

Every few weeks, revisit the wall and direct students to link older notes to newer learning. Early on, it will help if you walk around and confer, asking questions like "Can you find an older note that helps explain what we did this week?"

While the living wall is open for use at any time, I design an intentional opportunity every Friday for students to use it to reflect, connect, and grow. That structured routine gradually builds the independence I'm aiming for. They start off needing a push-early on I'll walk around and ask questions like "Can you find an older note that helps explain what we did this week?"-but by midyear, they're making connections on their own.

Here are some activities we use during Friday reviews:

Revisit: Read three to five notes from earlier in the unit or quarter. Look for ideas that relate to what we learned this week.

Reflect and Connect: Use a different-colored sticky note to write a "connection note" (like "This vocab word from Week 2 helps explain today's article"). Or draw lines, group notes, or create a web of learning.

Celebrate Growth: Pick one sticky note that shows how your thinking has deepened. (Optional: Share it in a whip-around or pair-share before dismissal.)

If students learn something new but don't use it right away, the forgetting curve wins. I work to ensure that applying ideas happens immediately after initial instruction. After a mini-lesson on irony, for example, students didn't just take notes-they wrote two-sentence micro-stories packed with ironic twists.

And after reviewing characterization techniques, they created fake Instagram profiles for Lord of the Flies characters, using posts and captions to show indirect characterization.

Applying new ideas doesn't have to be formal. It just has to be fast-and real.

As John Medina explains in Brain Rules, immediate application shifts learning from fragile short-term memory into durable long-term storage. The sooner students use new knowledge in meaningful, creative ways, the stronger it sticks.
How to have students apply knowledge immediately

After teaching a concept, challenge students to use it in a mini-task that takes five to 10 minutes. Examples: sketch a quick cartoon, write a two-sentence story, create a metaphor, draft a fake text or tweet, list three real-life uses, or explain the concept to a younger student.

Keep it authentic: Ask them to create, connect, or solve using the skill-the goal is not to summarize the concept but to use it.

Celebrate speed and creativity-not perfection. Share a few examples publicly to validate the effort.

The Bottom Line: Memory Is Built, Not Borrowed

If students forget what we teach, it's not a sign that they aren't smart. It's a sign that we need to build stronger connections to help them hold on to it. Memory isn't built by covering content once-it comes through retrieving, connecting, using, and revisiting over and over, until it sticks.

With brain dumps, living walls, and immediate use, students move from passive memorization to being active owners of their knowledge. They aren't just passing tests, they're learning how to learn for life. And that's the kind of memory that doesn't fade.

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3 Ways to Help Students Overcome the Forgetting Curve

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Our brains are wired to forget things unless we take active steps to remember. Here's how you can help students hold on to what they learn.

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Teen Reading Recommendations For Wellbeing

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Teen Reading Recommendations For Wellbeing

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ADHD symptom tests, ADD medication & treatment, behavior & discipline, school & learning essentials, organization and more information for families and individuals living with attention...

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Not Fine in School is a parent-led organisation empowering families & raising awareness of school attendance barriers (school refusal/ anxiety/ SEND/ bullying)

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There have been many theories around autism that have come and gone, or moved on. But some of these theories have become ingrained in our cultural and professional way of thinking and, in turn, reinforced notions that autism has a 'cause' and can, therefore, be cured.

In actual fact, autism is 'caused' by hundreds of different genes working together, is genetic, and becoming more widely accepted as heritable.

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Whether you are autistic or recognise one of the many Neurodiverse differences in yourself, or you are a family member or friend of someone who may benefit from having additional support, this section explains more about autism and answers some frequently asked questions.

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Links to the EWBS padlets on a range of topics to provide SENCOs and other school staff with tools, resources, ideas and strategies to support pupils with a range of emotional and behavioural needs.

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Autism in Mind (AIM) was founded in December 2000, as a support group, raising awareness and providing to support to autistic people, families and carers.

We are now a dedicated adult service commissioned by NHS North East North Cumbria Integrated Care Board (NENC ICB) in South Tyneside and Sunderland, and CNTW Foundation Trust in Northumberland to support autistic people who do not have an associated learning disability.

We CONNECT with autistic individuals.

For referral information please select the AIM SERVICES menu and choose the service for your locality.

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We are an adult service and are contracted in Sunderland and commissioned in South Tyneside to support autistic people who do not have an associated learning disability. We provide specialised autism psychoeducation, including our Me, Myself & Autism self-awareness and self-development course.

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SOCAIL STORIES PRESENTATION   VOICE OVER Video

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Toby Henderson Post Diagnostic Support website

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Toby Henderson Post Diagnostic Support website

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Northumberland Autism Post Diagnostic Support Service - The Toby Henderson Trust

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We offer multi disciplinary autism assessment for under 5s

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Northumbria Healthcare NHS Foundation Trust Sensory Processing Service

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Children's Occupational Therapy Sensory Processing Service for children and young people living in Northumberland.

This service is delivered by Northumbria Healthcare NHS Foundation Trust and is based at Wansbeck General Hospital.

Our overall aim is to support parents, carers, education staff and other professional groups to understand how sensory processing can impact on daily life.

The service will provide information on how to modify activities and the environment to support participation in activities of daily life for children and young people with sensory processing challenges.

Our amazing senses

Our senses help us to perceive the world and to interact with other people. We have five external senses; these are known as vision, taste, touch, smell and hearing. We have a further three internal senses which are less well known. These internal senses are vestibular, proprioception and interoception.

Tap or hover over the icons to reveal the pop up.

What is Sensory Processing?

For most children the development of their sensory processing occurs as part of our typical development and they learn to respond appropriately to sounds, smells, movement etc.

We all have some sensory processing differences. For example, some of us like very strong tastes and smells and others avoid them. As long as we can manage to take part in the things we want and need to do these sensory processing differences don't matter.

For some children their sensory development is delayed or disordered, and they struggle to take part in everyday childhood activities. For example, they are so distressed by noise they can't go to a friend's party or they hit out when someone brushes up against them as they experience it as painful.

Meet the team

The team consists of a Clinical Specialist Occupational Therapist, Senior Occupational Therapist, and an Occupational Therapy Technical Instructor.

Sandra

Clinical Specialist Occupational Therapist

Sandra graduated from Northumbria University as an Occupational Therapist in 2002. She has experience of working in acute physical and mental health settings before going on to specialise in Paediatrics in 2008.

She has completed further post graduate training in sensory processing and achieved a Master's degree in Developmental Disorders in 2018. Sandra has extensive experience of working with children and young people who have complex health and sensory needs and enjoys supporting individuals to achieve their full potential.

Karen

Occupational Therapy Technical Instructor

Karen started working for Northumbria Health Care in 2004. She has a wealth of experience in working in health care and recently transferred to Paediatrics as an Occupational Therapy Technical Instructor.

Her goal each day is to ensure she delivers high quality care to all the children and families with whom she works. Working in the Sensory Processing Service allows the opportunity to help children and families in the local area. She finds working in the sensory processing team very interesting and rewarding.

Who is this service for?

Children and young people who are experiencing day-to-day difficulties with processing sensory information can access Northumberland's Sensory Processing website for support, strategies, and information.

If additional support is required a referral can be made to the Occupational Therapy service where parents / carers will be offered an initial telephone consultation. Referrals to the service must be completed by an approved professional and meet the following service criteria:

The Service for any child or young person aged 0-18 years, or up to 19 years if still in full time education and living in Northumberland.

Registered with a Northumberland General Practitioner.

Parent/Carer consent has been obtained for the Referral.

Sensory Processing strategies have been trialled to help improve engagement in daily living activities but have not been fully successful and further support is required.

Sensory Processing challenges continue to have a significant and ongoing impact on mental health and/or physical wellbeing in relation to participating in daily living activities.

Children / young people who are receiving support from the Children and Young People's service (CYPS) who require sensory support may be redirected to CYPS to receive support around their sensory processing needs.

How to access?

Children, Young People and Parent/Carers can access sensory processing resource information and online workshops.

Northumberland Children's Occupational Therapy Service

Child Health Centre, Woodhorn Lane, Ashington, Northumberland, NE63 9JJ

01670 564050

Referral Form

To access a parent/carer telephone triage consultation a referral will need to be completed by an approved referrer into the service, such as:

Medical Staff - Paediatric Consultant or General Practitioner.

Health Professionals such as Physiotherapist, Occupational Therapist, Community Nurse, Health Visitor or School Nurse.

Social Worker

High Incidence Needs Team (HINT)

If you have any questions or queries, please do not hesitate to contact the department on 01670 564050.

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About us - Northumbria Healthcare NHS Foundation Trust Sensory Processing Service

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Support and information for parents and carers of children and young people who experience difficulties with processing sensory information.

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Neurodiversity Celebration Week aims to bring about worldwide neurodiversity acceptance, equality and inclusion in schools and workplaces.

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A website about autism, for autistic young people - so that everyone can gain a better understanding of what autism actually is.

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Masking, also known as fortressing, is a coping mechanism that many people, especially Autistic people, employ to navigate social interactions and life in general. It involves creating a facade or adopting social personas to blend in and protect ourselves from potential harm or rejection. For Autistic people, masking goes beyond surface-level adaptations. It often involves enduring pain and discomfort, having really poor boundaries and exhibiting trauma responses as a means of self-preservation. This article aims to explore the profound impact of masking, the experience of fortressing, and the longing for authenticity among Autistic people.

Understanding Masking:

Masking is a complex phenomenon that emerges from the desire to belong. It is often described as something Autistic people do to "fit in". Logically then the next question ought to be "why aren't we allowed in?" but unfortunately the "experts" didn't focus on our social environment and how we fortress ourselves to avoid the pain caused by judgment and rejection. Autistics may imitate the behaviour and interests of others to align with social groups or workplaces, even if it doesn't align with our authentic preferences. We may agree to do things that we are uncomfortable doing, go places that we don't want to go and say yes when we really mean no. Our social personas we create can entertain others, be the life and soul of the party or be the class clown - all as a way to protect our inner selves from rejection and ridicule.

This can mean taking advise even though our instincts tell us not to. It can mean that we overextend ourselves and take on other people's work or do too much as a way to prove ourselves and to be accepted. We can be perfectionists (another trauma response) and we can turn that perfectionism on our social personas- they also have to be perfect. If they are not perfect, it can evoke a sense of deep shame, leading us to constantly engage in alternate narratives in our minds, tirelessly crafting new, improved versions of ourselves that align with what we believe others want us to be. Imagine how much energy that uses up. Imagine how exhausting it is to be constantly on high alert, even long after a social interaction has taken place.

We camouflage our true selves, veiling not only our Autistic traits but the very essence of who we are, in order to assimilate into a world that lacks the appreciation or recognition of Autistic expression. However, this process often leads to a further disconnection from our authentic identity, the very part of us we try to protect. This results in a deep-seated sense of isolation, a feeling of being disconnected not only from others but also from our own inner selves, the very inner self that we are trying to protect. It gets lost, trapped inside us and often we forget who this part of us is. This light inside us dims and many of us spend our adulthoods unveiling, unravelling or de-fortressing and trying to find our way back to our authentic selves- a self that has been buried under cardboard versions of what others might want us to be.

Examples of Masking:

Suppression of Stimming Behaviours:

Autistic people may suppress stimming behaviours, such as hand-flapping or rocking, that bring us comfort and serve several important somatic sensory functions. Everyone stims, every single human being uses repetitive movements but it is stigmatised in Autistics so we may suppress to avoid drawing attention and to conform to societal expectations of "normal" behaviour. By suppressing these movements, we can create a false sense of conformity while denying ourselves the opportunity for self-expression, learning, processing, stimulation and soothing and emotional regulation.
Enduring Sensory Overload, Pain or Discomfort Silently:
In environments that are overwhelming or sensory-intense, Autistic people may endure the discomfort silently. We might mask our sensory sensitivities to prevent others from perceiving them as different or to avoid drawing attention to ourselves. Many of us have learnt that our stims are unacceptable, many of us adults have lost our stims as we've had them "tutted out of us" by adult caregivers throughout our childhood. Some of us had "therapy" to stop us doing very normal, natural and helpful human actions. Others may have picked up that what we do is different and so we've learnt to hide them. All of this hiding and suppressing can lead to physical and emotional exhaustion, as we constantly navigate an environment that disregards our sensory and social needs. Stimming is human and necessary and suppressing it can create several detrimental outcomes with regards to learning, processing, regulation and emotional well-being.
People-Pleasing Behaviours:
People-pleasing is a common masking behaviour among Autistics, rooted in our trauma responses. In an effort to maintain social harmony and minimise the risk of rejection, we often prioritise the needs and desires of others above our own, sometimes at the expense of our own well-being. This excessive accommodation and self-sacrifice serve as coping strategies to navigate social interactions, but they come at a cost. By constantly prioritising external validation and disregarding our own authentic selves, we perpetuate the disconnection within ourselves and experience potential consequences such as burnout and diminished self-worth.
Avoiding Conflict:
A core aspect of people-pleasing behaviours is the avoidance of conflict. This avoidance is intertwined with our masking strategies, as we strive to navigate social situations with minimal confrontation or disagreement. Deeply ingrained in our desire to maintain social harmony and avoid rejection, we often suppress our own opinions, needs, and boundaries to keep the peace and meet the expectations of others. However, this constant avoidance of conflict only serves to further detach us from our authentic selves. By prioritising external validation over our own inner voice and desires, we deepen the disconnection within ourselves, hindering our ability to express our true identities and needs.
Hyper-Adaptation:
Hyper-adaptation is a common behaviour among Autistic individuals that falls under masking. It means trying really hard to fit into the social norms and expectations of the neuro-conformative world. Autistics may go to great lengths to change our actions, interests, and even how we look in order to be accepted and to feel like we belong. This constant effort to blend in can be overwhelming and harmful to our well-being because we end up hiding who we truly are and ignoring our own preferences and needs. We might never actually express our thoughts, dreams and wishes and only say what we believe others want to hear. We also might run simulations in our minds after a conversation has taken place to see if we are happy with the outcomes. If we're not then the deep shame takes over again and we work out what we can do better at next time. Human minds are programmed to protect us and anxious Autistic minds can spend hours if not days or longer running simulations and coming up with ways to achieve better results next time. We are often thinking "if I just do this the next time then I'll get it right, then I'll belong" and we spent our lives analysing and readjusting and hyper-adapting to each new situation. Can you imagine how utterly exhausting this is? And can you imagine what we could be doing with our time instead of constantly berating ourselves for not being the perfect fake versions of what we believe others want us to be?

The Emotional Toll of Masking:

Which brings us onto the emotional toll of masking. Masking takes a significant emotional toll on Autistic people. While it may provide temporary protection, the underlying truth is that the authentic self remains hidden. The constant need to suppress one's true identity and project a persona leads to a sense of disconnection and isolation. Autistics yearn for acceptance and understanding, longing for connections where we can be embraced for our true essence. The emotional impact of masking can result in anxiety, depression, low self-esteem, and a profound sense of loneliness. All of this can lead to burnout.
Pushing Through
Pushing through is another significant aspect of masking or fortressing. For many Autistics, the experience of feeling exhausted and constantly teetering on the edge of burnout becomes a familiar state. The relentless pressure to conform and navigate a world that often fails to accommodate our needs or understand our way of communicating leads to a continuous cycle of pushing through challenges without taking much-needed breaks or time for self-care. This relentless pushing through is a result of years of conditioning, where many of us have learned to endure discomfort, pain, social rejection and overwhelming sensory experiences without seeking respite. It is also the result of being conditioned to prove our worth, to show that we are almost invincible and that we can do almost anything- an extreme form of people pleasing.

The fear of being judged, misunderstood, or labeled as "lazy" further reinforces the need to keep going, often at the expense of our own well-being. This persistent pattern of pushing through contributes to a deep sense of physical and emotional exhaustion, leaving little room for self-care and renewal.

Self care is often an alien concept to many of us and if you've read this far then I bet you can see why. Underneath the concept of self care is a desire to meet your own needs but we have grown up never having our needs met by others and putting the needs of others ahead of our own so it's pretty obvious why self care is such a strange concept to so many of us. Learning to care for ourselves and put our own needs first is an ongoing struggle even for those of us who have been on our unravelling or unmasking journey.
Understanding Fortressing:
Fortressing, a term coined by AUsome Training. It describes the construction of emotional barriers as a response to societal pressures and experiences of rejection. Autistic people build these metaphorical fortresses to protect vulnerable aspects of our identity from external judgment and harm. Each fortress represents a facet of ourselves that has been deemed unacceptable or has caused pain in the past. Over time, these fortresses multiply, isolating the person from their true self and the outside world.
The Origins of Fortressing:
Fortressing originates from early life experiences and the conditioning Autistic people undergo. From a young age, we may receive implicit or explicit messages that our authentic self is not acceptable. We may face ridicule, bullying, or rejection for expressing ourselves or diverging from social norms which are popular at that time. As a result, we instinctively retreat behind emotional barriers to shield ourselves from further harm.
The Impact of Fortressing:
Fortressing allows Autistic people to exist within a space where we can still be ourselves, albeit distanced from the outside world. It provides a semblance of safety and protection from potential hurt or rejection. However, the price paid is a profound disconnection from one's authentic self. The fortresses become internal prisons, isolating the person and denying us the freedom to fully embrace and express our identities.

Recognizing Masking and Fortressing as Trauma Responses:

It is crucial to acknowledge that masking and fortressing are not just behavioural adaptations but deeply ingrained trauma responses. Autistic people develop these mechanisms as a means of self-preservation in a world that often fails to understand and accommodate and celebrate us. The trauma originates from the ongoing invalidation, rejection, misunderstanding and prejudice we face, leading to the formation of protective barriers.

Approaching Masking and Fortressing with Empathy and Compassion:

By recognizing masking and fortressing as trauma responses, society can approach Autistic people with empathy and compassion. It requires creating environments that prioritize acceptance, understanding, and accommodation. Autistic people should feel safe to be our authentic selves without fear of judgment or rejection. Educating others about neurodiversity and promoting inclusive practices fosters a culture of empathy, where differences are celebrated and Autistic ways fo being are embraced without prejudice.
Challenging Societal Expectations:
To foster a greater understanding and acceptance of neurodiversity, it becomes essential to challenge the societal expectations that perpetuate the need for masking and fortressing. This involves questioning and dismantling the rigid norms and assumptions surrounding social interaction and embracing the beauty of authenticity in all its forms. By promoting inclusivity, empathy, and validation, society can create spaces where Autistic people can flourish and be valued as the wonderful human beings that we are.

Become part of this important paradigm shift- Embrace neurodiversity and build a neuro-affirming practice, school or workplace with Ausome Training - empowering individuals and organizations to create inclusive spaces for all.

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Understanding masking as a trauma response | AUsome article

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Understanding masking as a trauma response gives you great insight into Autistic experiences of trauma, prejduice and ways to enhance lives...

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GUIDE: Self-Care Ideas for Busy Parents and Carers

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It can be hard to look after yourself as well as everyone else, in this guide, I explore simple self-care ideas that can be shoe-horned into the busiest of schedules.

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A guide for Nurseries, schools and colleges

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A guide for Nurseries, schools and colleges

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Bladder & Bowel UK home page - Bladder & Bowel UK

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National helpline Confidential advice from our specialist team. Just can't wait card Get better access to toilets when out and about. information For guidance, advice and signposting to services. ProfessionaLs Training, symposiums, resources and more. Our mission We're working to improve awareness and find solutions to bladder and bowel problems across the nation.

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Do you need to access the toilet urgently?Bladder & Bowel UK (BBUK) have launched a new Just Can't Wait Card.

Our Just Can't Wait Card is recognised and supported by many retail and service organisations, giving you access to toilets not normally available to the general public.
Whilst the card is not guaranteed to give you access to toilets, the cards are widely accepted and acknowledged.

A FREE pocket sized plastic card

Giving you access to the Bladder & Bowel UK confidential helpline

Available from Bladder & Bowel UK, a charitable service

Order a Card
We Love to Hear Your Feedback!

I have recently been diagnosed with fibromyalgia and symptoms include: IBS, bowel problems and a sudden need to urinate. I was googling for information on how to manage this when I found your website. All the info is very helpful and when I saw the card I was thrilled. Thank you and your team for all the hard work you do, I'm so grateful. - Stacey

That's absolutely fantastic thank you so much. You won't believe how easier my life will be now, thank you again. - Kelly

One of our neighbours mentioned your Just Can't Wait Card when a recent conversation turned to the decreasing availability of public toilets and the increasing need to rely on the goodwill of commercial outlets. Our neighbour told us she had presented Bladder & Bowel UK's Just Can't Wait card on a number of occasions, usually with success. Thanks for all you do and looking forward to receiving our cards in due course.

You might also like to visit our adults resources page for information on bladder and bowel problems.

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Just Can't Wait Card by BBUK - Bladder & Bowel UK

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Our Just Can't Wait Card is recognised and supported by many retail and service organisations, giving you access to toilets not normally available to the general public. Whilst the card is not guaranteed to give you access to toilets, the cards are widely accepted and acknowledged.

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Teaching your child to use the toilet correctly can be a difficult task, whether they are on the autism spectrum or not. But if your child is autistic, the process of developing a toilet routine can take longer, and involve its own particular challenges. This guide provides some useful steps that will hopefully make your toilet training a success.

When to start

Choose a time when you have few engagements and are feeling relatively stress free. Some indicators of a good time to start are:

if your child has begun to become aware of needing to go to the toilet

if you notice changes in their behaviour patterns, such as appearing distracted or fidgeting when they are wet or have soiled

if they let you know when they need changing

if you have observed that your child is aware that they have started/finished weeing or pooing

if your child has shown an interest in using or used the toilet themselves without being prompted

if your child can avoid having a wee or poo accident for one or two hours at a time (ie has improved bladder/bowel control).

Developing a toileting routine

Remember that independent toileting is the ultimate aim and may take many months but there will be many small steps and successes along the way. As well as physical factors associated with toilet training, there are social factors to consider. It is rare for an autistic child to have the social motivation to want to be like mummy/daddy/friend and use the toilet. After using nappies for a number of years, your child might not see the point in starting to use the toilet. It's important to remember that all children are different and they will not all respond to the same teaching techniques.

Children on the autism spectrum often like routine. You can build upon this desire for predictability to develop a successful toilet training routine.

When changing your child's nappy, do this where the toilet is so they can start relating toileting activities to the bathroom.

Your child may behave differently than normal when their routine is changed so let everyone who cares for them know why there could be a change in behaviour. It is often easier not to use a potty as part of toilet training to avoid a possibly difficult change from potty to toilet.

Ensure everyone working with your child starts toilet training at the same time and follows your agreed approach. Send in any equipment to nursery/school which you use at home, for example a toilet seat they may use to make the seat smaller. Also remember to send spare clothes, plastic bags to put any wet clothes in and wet wipes. It is important that you have clear lines of communication during this time so having a home/school book to share concerns and successes is vital.

Observe your child over a few days to see when they do a wee or a poo. Identifying a regular pattern can help you take your child to the toilet with an increased likelihood of them doing a wee or poo. This then leads to positive reinforcement.

Continue to take your child at set times based on your observations. If they wet themselves at another time, take them to the toilet as quickly as possible and try to get them there so some of the wee goes into the toilet. Ignore the wetting and positively reinforce that the wee has gone into the toilet and continue the rest of the toileting routine.

Use a visual sequence beside the toilet to help your child understand what is expected of them, for example: trousers down, pants down, sit on the toilet, wee/poo in the toilet, wipe (you may need to show how many squares of paper to take), pants up, trousers up, flush toilet, wash hands. The sequence can either be in the form of photographs, pictures or the written word - whatever is most suitable and motivating for your child. You may need to create a way of removing or covering over each symbol as the step is completed to show that it is finished and to move on to the next step. There are some examples of visual supports on the Do2Learn website.

Make sure any pictures or instructions are very clear so there is no misunderstanding. For example, if you are teaching your son to stand and wee in the toilet, show an outline drawing of him standing and weeing in the toilet. If you are teaching sitting, show a picture of him sitting and weeing in the toilet.

Show your child a photo or drawing of the toilet and say 'your child's name, toilet', take them into the toilet, follow your visual sequence for undressing and sit your child on the toilet. Even if they do not open their bowel or bladder, continue to follow the visual sequence as if they had.

Use a laminated visual sequence above the sink at eye level for hand washing.

Teach toileting as a whole routine from communicating the need to go to the toilet, using the toilet, to drying hands, rather than just sitting on the toilet.

Keep the sequence of behaviours the same every time. Often when an activity is anticipated, the child is more receptive to it.

Concentrate on tackling one behaviour at a time; it's very difficult to change two behaviours at once.

Decide whether or not and how to praise your child for successfully following the toileting routine. Some children enjoy and respond to social praise ('well done', or a tickle), others respond better to an object. Some children find praise difficult and keeping a calm, structured routine with a preferred activity after toileting may work better.

Dressing and undressing

Dress your child in comfortable clothes they can easily manage themselves such as elasticated waistbands on trousers and skirts or dresses that are not too long.

Motivate your child to wear underwear by buying pants with their favourite cartoon or television programme characters on them.

Use 'backward chaining' to teach new skills. This involves breaking a skill down into smaller steps, teaching the last stage of the sequence first. So if you were teaching your child to pull up his trousers, you would pull them up to his hips and then he would pull them up to his waist. Next time, you would pull them up to just under his hips and he would pull them over his hips and waist. This is a particularly good way of teaching new skills as it raises your child's self-esteem as they have taken the final step of the task themselves to complete the sequence.

Hand washing

Follow the same steps each time: sleeves up, tap on, wet hands, squirt soap, rub hands together, rinse hands, turn off tap, shake hands, dry hands.

Stand behind your child and physically prompt them if necessary, slowly withdrawing.

Avoid using verbal prompts as your child can become dependent on these without you realising. Instead let your child refer to a visual sequence as a reminder.

You may wish to teach your child to use the cold tap only. Beware that if you teach them to use the hot tap independently at home, when they go into other settings and wash their hands, the water may be too hot and could burn them.

Boys - sit or stand?

When deciding whether to teach a boy to sit or stand to urinate, ask yourself the following questions:

Can they distinguish between when they want to wee and poo?

Do they have the co-ordination, focus and control needed to aim?

If they learn by imitation, is there someone they can watch?

If the answer to any of the above is 'yes', then they are probably able to be taught to stand to urinate. To start teaching them to aim, it can be useful to put a piece of cereal (preferably one they don't eat as this could lead to confusion) down the toilet so they have something to aim for and concentrate on. You can also purchase a variety of fun toilet target stickers online.

Bowel control

Bowel control is usually learnt after bladder control. Some children can find bowel movements very frightening and not understand what is happening. It can help to get a book with pictures to explain the digestion process.

Some children find the feel of a full nappy comforting, and may enjoy the sensory feeling of the weight of the nappy. Find alternative ways to replace these feelings so you can continue toilet training. Give your child a means of requesting the activity eg being wrapped in a warm, heavy blanket and fit it into their routine.

Sit your child on the toilet, keep the nappy on but with a hole cut in the bottom, slowly cut away the nappy each time until they are able to go without the nappy at all. To start with, they will still have the feeling of a security around their waist which in turn will enable them to feel relaxed enough to poo on the toilet.

Habit training

Some children are toilet trained through habit. Habit training is effective for children who may: lack awareness, not understand the significance or meaning related to physical sensations, be limited by decreased or absent physical sensations or have unsuccessfully tried toilet training before.

Habit training involves training the body to go at set times. Take your child to the toilet at set times throughout the day, every day.

As before, observe your child to discover the best times to take them to the toilet.

Make sure your child feels relaxed enough to open their bladder/bowels while they sit on the toilet. Having the tap running in the background can help enable your child to wee for example.

Sometimes having a toy to handle - not one which causes excitement - can be useful to both keep your child on the toilet and relax them. Keep certain toys/books for just when they are sitting on the toilet.

If your child lacks awareness or sensation, they may have to be taught a strategy before getting off the toilet, to avoid accidentally weeing on the floor. Encourage them to slowly count to ten out loud when they have finished weeing before allowing them to get up, or give them a sand timer to look at.

To help your child to independently manage their own toileting routine when they are older, you can buy watches which you can set to vibrate at certain times throughout the day. You can then teach your child when the watch vibrates, they are to go to the toilet.

Environment

Ensure the bathroom is a calm, relaxing environment to encourage independence and success with the complete toileting routine.

Remove all distractions which are not associated with toileting to help your child understand what is expected of them while in the toilet.

Make the bathroom as comfortable as possible, adding foot supports, side rails and a smaller toilet seat if necessary.

Encourage independence by ensuring that everything in the bathroom is at the right level for your child eg soap and towels.

Think about your child's sensory needs and make changes to reduce their anxiety. Does the soap smell too strong for them? Does the noise of the extractor fan bother them? Does the water temperature need to be adjusted? Is the lighting too bright?

Make sure your child can sit comfortably on the toilet with hips and knees flexed at a 90 degree angle and have feet flat on a secure object.

Night-time

Once your child is mostly dry during the day you will be able to start night-time toilet training.

Have a set bedtime routine which does not change with weekends or holidays.

Limit the amount your child eats and drinks before bed, having no fluid an hour before bedtime, but ensuring your child has enough fluid throughout the day.

Take your child to the toilet before they go to bed. They then may need to be taken once during the night. You could fit this in with your routine by taking them before you go to bed.

If they are unable to keep dry during the night, you may need to try different times in the night to take them.

Use products to protect bedding.

Schools and early years settings

Admission to school should not be refused simply because a child has difficulties with continence. A school that does this may be at risk of disability discrimination (alternative legislation operates in Northern Ireland).

Further tips

Giving a drink 10 to 15 minutes before toileting can help increase the chances of your child successfully doing a wee on the toilet but avoid giving too much as this creates an unnatural routine.

Decide if you are going to teach your child to shut the door as part of the whole toileting routine or only in certain situations.

Avoid using childlike terms for toileting as your child may find it difficult to change language later in life.

If your child has a fear of flushing the toilet, you may wish to remove this from the visual sequence and leave it until the end of the routine - after your child has dried their hands. They then may need to stand in the doorway while you flush the toilet and gradually stand closer each time until they are able to flush for themselves. Playing calming music to drown out the noise of the flush or explaining with pictures what makes the noise when the toilet is flushed may also help.

When your child is in a car, ensure they have a protector to sit on to stop the car seat from being soiled by accidents. Avoid drinks before long car journeys.

Be aware that some children will hold onto their wee/poo until they have their nappy put on, for example if they know they always have a nappy on before going in the car they may wait until it is put back to release their bowel/bladder.

A range of absorbent pants and swimwear for older children is available.

Once your child is toilet trained at home, you will want to teach them to use toilets when out. When visiting new places, show your child where the toilets are and use the same routine as you do at home. Use the same picture and toy or book they may have for toileting at home.

Some children smear their poo. Read our guide on smearing for strategies to try (link to new guide in behaviour section).

Further information

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Toileting - a guide for parents and carers

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This guide provides some useful steps to help make toilet training an autistic child a success.

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Keep reading for more information and support to help your child.

Reasons why autistic children become constipated

Constipation affects 1 in 3 of all children anyway.

Autistic children often have restricted diets which makes constipation more likely.

After one large, painful poo children often withhold their poo to stop it happening again.

Children on the autism spectrum may learn that poo goes in the nappy, so they wait until this is put on as they find change difficult.

They may not remember to drink regularly or not like the taste of water.

Feeling anxious about being in the toilet or bathroom, especially away from home.

How can you spot constipation?

There is often a delay recognising/spotting when a child is constipated and few definite signs so it's important to look at the child's bowel pattern carefully.

The normal bowel pattern is to have a soft sausage shaped poo at least three times a week, and some people have a more frequent pattern, sometimes several times a day.

One alert sign is an alteration in bowel pattern, and this may happen at a time when routines change such as going on holiday, a new baby arriving or starting play group. When children are not well this may be associated with a change in bowel pattern linked to different fluid intake and food.

Large irregular painful bowel actions are usually associated with constipation. The abdomen may be distended at times. Children can sometimes have abdominal pain and become irritable with a poor eating and sleeping pattern.

A poo backlog

The longer the poo stays in the large bowel, the more water it will lose. If it stays inside for too long it will dry out and become hard and knobbly (see Bristol stool chart). Sometimes this can break up and little bits drop out - like rabbit droppings!

Sometimes the large bowel becomes distended with a large amount of poo blocking the way out, and then soft poo from above leaks round the lump causing frequent runny poos, that children can't control. They don't feel the sensation that they need to go to the toilet as the bowel is stretched. This is known as overflow soiling

Overflow soiling

It's really important that parents understand that this leakage/ soiling/overflow is not diarrhoea. (Overflow and diarrhoea can often be confused.) Because the poo has been in the large bowel for a long time it is also more smelly and it is difficult to wash off, so lots of parents have to throw away their children's pants.

Children with constipation often have wee problems too as the large bowel may occupy the space where the bladder wants to expand and fill, and sometimes it puts pressure on the bladder.

Investigations

It is advisable for children with constipation to have a physical examination by a medical professional. Usually further investigations are not needed.

The NICE guidelines recommend this is done to make sure any underlying condition is detected.

How to relieve constipation

Management and treatment of constipation

For children on the autism spectrum there should always be a combined approach with medication and behavioural strategies as well as regular support and follow up.

Healthy eating including a diet containing fluid and fibre is helpful to maintain a regular bowel pattern, and help to prevent the development of constipation. This is not always easy for children with autism. I have had some success with vegetable slush puppies and cut out shapes with pastry cutters from vegetables. You have to be creative and flexible.

Disimpaction followed by maintenance

When constipation has developed it needs to be effectively treated, and the NICE guidelines state that to do this appropriate medication is needed.

This is a two stage process, disimpaction to empty the bowels, followed by regular maintenance treatment. This often needs to be continued for several months, and often sometimes longer.

The problem with constipation in children is that the bowels have often become stretched, so if treatment is stopped too soon the constipation recurs. The bowels do eventually recover their natural tone, but this does take some time.

There aren't any risks in continuing the medication, and there are great deal more problems from continued constipation. Children's anxiety and fear about opening their bowels will usually take a great deal longer to fade.

Stool softening laxatives

There are a range of treatment options including stool softeners like Lactulose and stimulant laxatives like Senna. But the recommended first option is a Macrogol such as Movicol. For children on the autism spectrum who often find that new flavours and tastes are not easy to accept, the best medication is always the one that is acceptable and that they will take regularly.

Withholding Poo

I highly recommend parents read a book by Dr Antony Cohn: Constipation, Withholding and Your Child.

He explains how withholding develops, by children holding on to their poo, often triggered by an uncomfortable or scary bowel action. Even tiny babies can withhold. He points out that children's bowels are working normally and the straining is children trying to hold their poo in, and not trying to push a hard poo out. Dr Cohn emphasises the cycle:
'Poo is pain. I want to stop it. The more I stop it the more it hurts. The more it hurts the more I want to stop it'
The treatment needs to ensure that the bowel is fully emptied and also kept empty for some time until the time a new pattern is fixed and reliable.

Behavioural programmes

Toileting programmes need to include strategies to help with children's understanding of using toilets and building their confidence. To do this, children may like

Stories

Pictures

Games

Blowing toys and bubbles

Competitions

Even a visit to the local sewage works!

Dealing with anxiety

Most children with autism who have difficulties in pooing in the toilet are troubled by anxiety, and are not being difficult. They often need a great deal of reassurance. Other things that may help are:

Breaking the task into small steps

Building their confidence in other skills

Keeping their environment calm

Distractions e.g. fiddle toys, music

Abdominal massage

Sensory problems

Sometimes reluctance to let go of the poo in the toilet is linked to children on the autism spectrum having difficulties linked to either increased or reduced reaction to sensory messages.

This may affect their balance on the toilet or their awareness of body sensations. Anxiety linked to sensitivity to smells, sounds or light may also affect a child's ability to sit on the toilet and relax. Understanding the child's individual pattern is important in finding the best solutions.

Future outlook

With treatment and behavioural approaches, constipation in children with autism can be treated and they can become continent. It is important to monitor their bowels as constipation can easily reoccur. It can help to keep a monitoring record using ERIC's Poo Diary.

Other sources of help

Resources

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Children with autism are more likely become constipated. Find out why and get tips to manage and treat it.

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Huge thanks to our corporate partner, Furniture Village, who has helped us to launch a brand new National Sleep Helpline to ensure that everyone has access to high quality, evidence-based advice regardless of age, ethnicity, background or income.
"We've always believed that sleep is equally as important as diet and exercise yet we know the UK is really struggling to sleep, particularly with the ongoing effects of the pandemic" says Charlie Harrison, Furniture Village Commercial Director. "From my work as a doctor, I know how great the need for a National Sleep Helpline is. It will make a huge difference to so many people." Dr Ranj, Furniture Village Sleep and Wellness Advisor
Working together to improve the nation's sleep.

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National Sleep Helpline - The Sleep Charity

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Huge thanks to our corporate partner, Furniture Village, who has helped us to launch a brand new National Sleep Helpline to ensure that everyone has access to high quality, evidence-based advice regardless of age, ethnicity, background or income.

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Obtaining healthy sleep is important for both physical and mental health, improving productivity and overall quality of life. Everyone, from children to older adults, can benefit from better sleep, and sleep hygiene can play a key part in achieving that goal.

Research has demonstrated that forming good habits is a central part of health National Library of Medicine, Biotech Information The National Center for Biotechnology Information advances science and health by providing access to biomedical and genomic information. View Source . Crafting sustainable and beneficial routines makes healthy behaviors feel almost automatic, creating an ongoing process of positive reinforcement. On the flip side, bad habits can become engrained even as they cause negative consequences.

Thankfully, humans have an impressive ability NIH News in Health The NIH, a part of the U.S. Department of Health and Human Services, is the nation's medical research agency - making important discoveries that improve health and save lives. View Source to make our habits serve our long-term interests. Building an environment and set of routines that promote our goals can really pay off.

Sleep hygiene encompasses both environment and habits, and it can pave the way for higher-quality sleep and better overall health.

Improving sleep hygiene has little cost and virtually no risk, making it an important part of a public health strategy National Library of Medicine, Biotech Information The National Center for Biotechnology Information advances science and health by providing access to biomedical and genomic information. View Source to counteract the serious problems of insufficient sleep and insomnia in America.

What Are Signs of Poor Sleep Hygiene?

Having a hard time falling asleep, experiencing frequent sleep disturbances, and suffering daytime sleepiness are the most telling signs of poor sleep hygiene. An overall lack of consistency in sleep quantity or quality can also be a symptom of poor sleep hygiene.

Good sleep hygiene is all about putting yourself in the best position to sleep well each and every night.

Optimizing your sleep schedule, pre-bed routine, and daily routines is part of harnessing habits to make quality sleep feel more automatic. At the same time, creating a pleasant bedroom environment can be an invitation to relax and doze off.

A handful of tips can help in each of these areas, they aren't rigid requirements. You can adapt them to fit your circumstances and create your own sleep hygiene checklist to help get the best sleep possible.

Set Your Sleep Schedule

Having a set schedule normalizes sleep as an essential part of your day and gets your brain and body accustomed to getting the full amount of sleep that you need.

Have a Fixed Wake-Up Time: Regardless of whether it's a weekday or weekend, try to wake up at the same time since a fluctuating schedule keeps you from getting into a rhythm of consistent sleep.

Prioritize Sleep: It might be tempting to skip sleep in order to work, study, socialize, or exercise, but it's vital to treat sleep as a priority. Calculate a target bedtime based on your fixed wake-up time and do your best to be ready for bed around that time each night.

adjustments of up to an hour or two National Heart, Lung, and Blood Institute (NHLBI) The NHLBI is the nation's leader in the prevention and treatment of heart, lung, blood and sleep disorders. Make Gradual Adjustments: If you want to shift your sleep times, don't try to do it all in one fell swoop because that can throw your schedule out of whack. Instead, make small, step-by-step View Source so that you can get adjusted and settle into a new schedule.

Don't Overdo It With Naps: Naps can be a handy way to regain energy during the day, but they can throw off sleep at night. To avoid this, try to keep naps relatively short and limited to the early afternoon.

Follow a Nightly Routine

How you prepare for bed can determine how easily you'll be able to fall asleep. A pre-sleep playbook including some of these tips can put you at ease and make it easier to get to fall asleep when you want to.

Keep Your Routine Consistent: Following the same steps each night, including things like putting on your pajamas and brushing your teeth, can reinforce in your mind that it's bedtime.

Budget 30 Minutes For Winding Down: Take advantage of whatever puts you in a state of calm such as soft music, light stretching, reading, and/or relaxation exercises.

Dim Your Lights: Try to keep away from bright lights because they can hinder the production of melatonin, a hormone that the body creates to facilitate sleep.

Unplug From Electronics: Build in a 30-60 minute pre-bed buffer time that is device-free. Cell phones, tablets, and laptops cause mental stimulation that is hard to shut off and also generate blue light that may decrease melatonin production.

Test Methods of Relaxation: Instead of making falling asleep your goal, it's often easier to focus on relaxation. Meditation, mindfulness, paced breathing, and other relaxation techniques can put you in the right mindset for bed.

Don't Toss and Turn: It helps to have a healthy mental connection between being in bed and actually being asleep. For that reason, if after 20 minutes you haven't gotten to sleep, get up and stretch, read, or do something else calming in low light before trying to fall asleep again.

Cultivate Healthy Daily Habits

It's not just bedtime habits that play a part in getting good sleep. Incorporating positive routines during the day can support your circadian rhythm and limit sleep disruptions.

Get Daylight Exposure: Light, especially sunlight, is one of the key drivers of circadian rhythms that can encourage quality sleep.

Be Physically Active: Regular exercise can make it easier to sleep at night and also delivers a host of other health benefits.

numerous sleeping problems National Library of Medicine, Biotech Information The National Center for Biotechnology Information advances science and health by providing access to biomedical and genomic information. Don't Smoke: Nicotine stimulates the body in ways that disrupt sleep, which helps explain why smoking is correlated with View Source .

Reduce Alcohol Consumption: Alcohol may make it easier to fall asleep, but the effect wears off, disrupting sleep later in the night. As a result, it's best to moderate alcohol consumption and avoid it later in the evening.

Cut Down on Caffeine in the Afternoon and Evening: Because it's a stimulant, caffeine can keep you wired even when you want to rest, so try to avoid it later in the day. Also be aware if you're consuming lots of caffeine to try to make up for lack of sleep.

Don't Dine Late: Eating dinner late, especially if it's a big, heavy, or spicy meal, can mean you're still digesting when it's time for bed. In general, any food or snacks before bed should be on the lighter side.

Restrict In-Bed Activity: To build a link in your mind between sleep and being in bed, it's best to only use your bed for sleep with sex being the one exception.

Optimize Your Bedroom

A central component of sleep hygiene beyond just habits is your sleep environment. To fall asleep more easily, you want your bedroom to emanate tranquility.

While what makes a bedroom inviting can vary from one person to the next, these tips may help make it calm and free of disruptions:

Have a Comfortable Mattress and Pillow: Your sleeping surface is critical to comfort and pain-free sleep, so choose the best mattress and best pillow for your needs wisely.

Use Excellent Bedding: The sheets and blankets are the first thing you touch when you get into bed, so it's beneficial to make sure they match your needs and preferences.

Set a Cool Yet Comfortable Temperature: Fine-tune your bedroom temperature to suit your preferences, but err on the cooler side (around 65 degrees fahrenheit).

Block Out Light: Use heavy curtains or an eye mask to prevent light from interrupting your sleep.

Drown Out Noise: Ear plugs can stop noise from keeping you awake, and if you don't find them comfortable, you can try a white noise machine or even a fan to drown out bothersome sounds.

lavender National Library of Medicine, Biotech Information The National Center for Biotechnology Information advances science and health by providing access to biomedical and genomic information. Try Calming Scents: Light smells, such as View Source , may induce a calmer state of mind and help cultivate a positive space for sleep.

The basic concept of sleep hygiene - that your environment and habits can be optimized for better sleep - applies to just about everyone, but what ideal sleep hygiene looks like can vary based on the person.

For that reason, it's worth testing out different adjustments to find out what helps your sleep the most. You don't have to change everything at once; small steps can move you toward better sleep hygiene.

It's also important to know that improving sleep hygiene won't always resolve sleeping problems. People who have serious insomnia or sleep disorders like obstructive sleep apnea may benefit from better sleep hygiene, but other treatments are usually necessary as well.

In other words, even though it may be beneficial, sleep hygiene alone isn't a panacea. If you have long-lasting or severe sleeping problems or daytime sleepiness, it's best to talk with a doctor who can recommend the most appropriate course of treatment.

Learn more about our Editorial Team

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What Is Sleep Hygiene? | Sleep Foundation

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Obtaining healthy sleep is important for both physical and mental health, improving productivity and overall quality of life. Everyone, from children to older adults, can benefit from better sleep, and sleep hygiene can play a key part in achieving that goal.

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If you google autism and sleep, most of the advice you get is on how to help your Autistic child get sleep. Don't get me wrong, this is great, and my kids certainly have their fair share of sleep struggles! But what strikes me is the lack of resources for Autistic adults struggling with sleep! Autistic sleep problems don't magically go away when we become adults. Many Autistic adults continue to experience insomnia, circadian rhythm disorders, sleep apnea, restless legs syndrome, and more!

So even though sleep issues and autism co-occur at high rates, it is often overlooked in adults. As an Autistic person myself, I understand-both personally and professionally-how difficult this can be for someone. Let's look at the data:

If you want to do more of a deep dive into neurodivergence and sleep issues, you can see my deep dive article on it over here, including tips for improving sleep and working with sleep vulnerabilities.

Autism and Sleep Rundown

Sleep problems are one of the most common co-occurring conditions for Autistics. Here is a rundown of the infographic details: ⁠

50-80% of Autistic children experience sleep disorders (compared to 9-50% of neurotypical children) ( Reynolds et al., 2019 ).

Autistics are more likely to have a circadian rhythm sleep-wake disorder (CRSWDs). Many Autistics have a mutation within the CLOCK gene, which impacts circadian rhythm. Despite this growing body of literature, Autism is rarely considered when a person is diagnosed with CRSWD.

Autistic people are more likely to have a mutation in genes regulating melatonin resulting in a "flat melatonin curve." Thus our bodies often do not feel tired or send the same level of tired cues at night, and we may feel sleepier during portions of the day/upon waking ( Furfaro, 2020).

On average, it takes autistics 11 minutes longer to fall asleep.

Autistic people are more likely to experience insomnia which includes everything from difficulty falling asleep to night waking and early morning rising ( Furfaro, 2020 ).

Autistics are more likely to experience parasomnias, including sleep paralysis (waking but not being able to move), sleepwalking, and night terrors/sleep terrors⁠.

On average, Autistic people spend roughly 15% of their time asleep in REM (while neurotypicals, on average, get 25%). REM sleep is where we consolidate learning and memory and is important for a host of physical and mental health things⁠ ( Buckley et al., 2010 ; Neumeyer et al., 2019 ).

Repetitive behaviors & hyperactivity increase w/ poor sleep (which can make sleep more difficult).

Implications of Poor Sleep

Sleep is foundational for our physical and mental health. Our brains work hard when we sleep! They are storing our new learning and memories in long-term storage; they are detoxing our brains and releasing new neurotransmitters we need to feel refreshed.

Sleep and Neurotransmitters

During sleep, our brains release certain chemicals called neurotransmitters. These chemicals help regulate our mood, help us learn, grow and regulate our sleep-wake cycle. For example, when we're sleeping, our brains release

✦ Serotonin, which helps regulate our mood and makes us feel good.

✦ Acetylcholine, which is important for memory consolidation, learning, and attention

✦ Melatonin, which regulates the sleep-wake cycle and helps us feel sleepy

✦ Growth hormone, which helps the body grow and repair

When we don't get enough sleep, our brains don't get the chance to release these chemicals. And that can lead to a whole host of problems! When we're sleep-deprived, we're more likely to feel grumpy, anxious, and irritable. Plus, it's harder for us to focus and learn new things.

On the other hand, lack of sleep can lead to an increase in the levels of cortisol throughout the day, which is a stress hormone that can contribute to feelings of anxiety and difficulty relaxing. It also disrupts our circadian rhythm.

On the flip side, when we have enough good-quality sleep, it helps to maintain a balance in these hormones, which can improve our mood and overall mental well-being.

The Detoxing Benefits of Sleep

During sleep, the brain not only releases new chemicals, but it also cleans up from the day. It detoxifies certain chemicals, similar to how a cleaning cycle runs during the night while you sleep. If you ever wake up feeling refreshed and ready to start the day, it's likely because your brain was working to clear away certain chemicals and hormones while you slept. This process helps keep the brain and body functioning properly.

One of the main things it's cleaning up is a chemical called adenosine. Adenosine is like a sleepy chemical that builds up in your brain throughout the day. But while you sleep, your brain works to clear it out, so you wake up feeling more alert and less groggy.

Another thing your brain is cleaning up while you sleep is a chemical called glutamate. Glutamate helps with learning and remembering things. But when you're awake, your brain uses a lot of it. So, at night, your brain works to clear away any extra glutamate you don't need so that you're ready to learn and remember new things again in the morning.

Implications of Autism and Sleep

Beyond the typical health risks associated with sleep deprivation, sleep deprivation causes additional struggles for Autistic people, such as increased sensory sensitivities and executive functioning struggles.

Sensory Sensitivities

Sleep and sleep deprivation can have a significant impact on sensory sensitivities. When we are well-rested, our brains are better able to process and filter sensory input, allowing us to better tolerate and manage our sensitivities. Adequate sleep also helps to regulate our emotional responses to sensory stimuli, making us less likely to feel overwhelmed or reactive.

On the other hand, when we are sleep-deprived, our brains are less able to filter and process sensory input, making us more sensitive to stimuli. This can lead to increased feelings of overwhelm and irritability in response to sensory input. Additionally, sleep deprivation can also exacerbate symptoms of anxiety and depression, which can further worsen the experience of sensory sensitivities.

Many Autistic people have heightened sensory sensitivities, so the negative impact of sleep deprivation can be even more pronounced for us. Supporting our sleep can be an important part of managing our sensory sensitivities.

Executive Functioning

When Autism and sleep issues co-occur, this can amplify executive functioning difficulties. Executive functioning includes the ability to plan, organize, and break down complex tasks into smaller tasks. Executive function is controlled by the prefrontal cortex, an area of the brain that is particularly sensitive to lack of sleep.

When we don't get enough sleep, the prefrontal cortex doesn't function as well, leading to difficulties with planning, decision-making, impulse control, and more. This can make it even harder for Autistic people to manage our emotions and executive functioning challenges. This can make daily tasks such as work or school more challenging.

Conclusion

There is a significant overlap between Autism and sleep. Many Autistic people struggle with insomnia, REM sleep disruption, restless leg syndrome, and more. Because of this, sleep screening and treatment should be a part of holistic Autistic care.

If you're Autistic and struggle with getting good sleep at night, I recommend checking out my article on ADHD, Autism, and Sleep. In this guide, not only will you get more information about sleep and neurodivergence, but you will also get loads of resources and strategies to help you get better sleep at night. Read more here.

You can also download the Neurodivergent Sleep Guide, with several workbook pages to help you better understand your sleep.

Buckley, A. W., Rodriguez, A. J., Jennison, K., Buckley, J., Thurm, A., Sato, S., & Swedo, S. (2010). Rapid eye movement sleep percentage in children with autism compared with children with developmental delay and typical development. Archives of pediatrics & adolescent medicine, 164(11), 1032-1037. https://doi.org/10.1001/archpediatrics.2010.202

Furfaro, Hannah (2020). Sleep problems in autism, explained. Spectrum News. https://www.spectrumnews.org/news/sleep-problems-autism-explained/

Neumeyer, A. M., Anixt, J., Chan, J., Perrin, J. M., Murray, D., Coury, D. L., Bennett, A., Farmer, J., & Parker, R. A. (2019). Identifying Associations Among Co-Occurring Medical Conditions in Children With Autism Spectrum Disorders. Academic pediatrics, 19(3), 300-306. https://doi.org/10.1016/j.acap.2018.06.014

Reynolds, A. M., Soke, G. N., Sabourin, K. R., Hepburn, S., Katz, T., Wiggins, L. D., Schieve, L. A., & Levy, S. E. (2019). Sleep Problems in 2- to 5-Year-Olds With Autism Spectrum Disorder and Other Developmental Delays. Pediatrics, 143(3), e20180492. https://doi.org/10.1542/peds.2018-0492
This post was proofread by , my go-to for proofreading and catching all the details I naturally miss! is entirely free to use. Click here to give it a try.
My Favorite Sleep Helpers:

If you google autism and sleep, most of the advice you get is on how to help your Autistic child get sleep. Don't get me wrong, this is great, and my kids certainly have their fair share of sleep struggles! But what strikes me is the lack of resources for Autistic adults struggling with sleep! Autistic sleep problems don't magically go away when we become adults. Many Autistic adults continue to experience insomnia, circadian rhythm disorders, sleep apnea, restless legs syndrome, and more!

So even though sleep issues and autism co-occur at high rates, it is often overlooked in adults. As an Autistic person myself, I understand-both personally and professionally-how difficult this can be for someone. Let's look at the data:

If you want to do more of a deep dive into neurodivergence and sleep issues, you can see my deep dive article on it over here, including tips for improving sleep and working with sleep vulnerabilities.

Autism and Sleep Rundown

Sleep problems are one of the most common co-occurring conditions for Autistics. Here is a rundown of the infographic details: ⁠

50-80% of Autistic children experience sleep disorders (compared to 9-50% of neurotypical children) ( Reynolds et al., 2019 ).

Autistics are more likely to have a circadian rhythm sleep-wake disorder (CRSWDs). Many Autistics have a mutation within the CLOCK gene, which impacts circadian rhythm. Despite this growing body of literature, Autism is rarely considered when a person is diagnosed with CRSWD.

Autistic people are more likely to have a mutation in genes regulating melatonin resulting in a "flat melatonin curve." Thus our bodies often do not feel tired or send the same level of tired cues at night, and we may feel sleepier during portions of the day/upon waking ( Furfaro, 2020).

On average, it takes autistics 11 minutes longer to fall asleep.

Autistic people are more likely to experience insomnia which includes everything from difficulty falling asleep to night waking and early morning rising ( Furfaro, 2020 ).

Autistics are more likely to experience parasomnias, including sleep paralysis (waking but not being able to move), sleepwalking, and night terrors/sleep terrors⁠.

On average, Autistic people spend roughly 15% of their time asleep in REM (while neurotypicals, on average, get 25%). REM sleep is where we consolidate learning and memory and is important for a host of physical and mental health things⁠ ( Buckley et al., 2010 ; Neumeyer et al., 2019 ).

Repetitive behaviors & hyperactivity increase w/ poor sleep (which can make sleep more difficult).

Implications of Poor Sleep

Sleep is foundational for our physical and mental health. Our brains work hard when we sleep! They are storing our new learning and memories in long-term storage; they are detoxing our brains and releasing new neurotransmitters we need to feel refreshed.

Sleep and Neurotransmitters

During sleep, our brains release certain chemicals called neurotransmitters. These chemicals help regulate our mood, help us learn, grow and regulate our sleep-wake cycle. For example, when we're sleeping, our brains release

✦ Serotonin, which helps regulate our mood and makes us feel good.

✦ Acetylcholine, which is important for memory consolidation, learning, and attention

✦ Melatonin, which regulates the sleep-wake cycle and helps us feel sleepy

✦ Growth hormone, which helps the body grow and repair

When we don't get enough sleep, our brains don't get the chance to release these chemicals. And that can lead to a whole host of problems! When we're sleep-deprived, we're more likely to feel grumpy, anxious, and irritable. Plus, it's harder for us to focus and learn new things.

On the other hand, lack of sleep can lead to an increase in the levels of cortisol throughout the day, which is a stress hormone that can contribute to feelings of anxiety and difficulty relaxing. It also disrupts our circadian rhythm.

On the flip side, when we have enough good-quality sleep, it helps to maintain a balance in these hormones, which can improve our mood and overall mental well-being.

The Detoxing Benefits of Sleep

During sleep, the brain not only releases new chemicals, but it also cleans up from the day. It detoxifies certain chemicals, similar to how a cleaning cycle runs during the night while you sleep. If you ever wake up feeling refreshed and ready to start the day, it's likely because your brain was working to clear away certain chemicals and hormones while you slept. This process helps keep the brain and body functioning properly.

One of the main things it's cleaning up is a chemical called adenosine. Adenosine is like a sleepy chemical that builds up in your brain throughout the day. But while you sleep, your brain works to clear it out, so you wake up feeling more alert and less groggy.

Another thing your brain is cleaning up while you sleep is a chemical called glutamate. Glutamate helps with learning and remembering things. But when you're awake, your brain uses a lot of it. So, at night, your brain works to clear away any extra glutamate you don't need so that you're ready to learn and remember new things again in the morning.

Implications of Autism and Sleep

Beyond the typical health risks associated with sleep deprivation, sleep deprivation causes additional struggles for Autistic people, such as increased sensory sensitivities and executive functioning struggles.

Sensory Sensitivities

Sleep and sleep deprivation can have a significant impact on sensory sensitivities. When we are well-rested, our brains are better able to process and filter sensory input, allowing us to better tolerate and manage our sensitivities. Adequate sleep also helps to regulate our emotional responses to sensory stimuli, making us less likely to feel overwhelmed or reactive.

On the other hand, when we are sleep-deprived, our brains are less able to filter and process sensory input, making us more sensitive to stimuli. This can lead to increased feelings of overwhelm and irritability in response to sensory input. Additionally, sleep deprivation can also exacerbate symptoms of anxiety and depression, which can further worsen the experience of sensory sensitivities.

Many Autistic people have heightened sensory sensitivities, so the negative impact of sleep deprivation can be even more pronounced for us. Supporting our sleep can be an important part of managing our sensory sensitivities.

Executive Functioning

When Autism and sleep issues co-occur, this can amplify executive functioning difficulties. Executive functioning includes the ability to plan, organize, and break down complex tasks into smaller tasks. Executive function is controlled by the prefrontal cortex, an area of the brain that is particularly sensitive to lack of sleep.

When we don't get enough sleep, the prefrontal cortex doesn't function as well, leading to difficulties with planning, decision-making, impulse control, and more. This can make it even harder for Autistic people to manage our emotions and executive functioning challenges. This can make daily tasks such as work or school more challenging.

Conclusion

There is a significant overlap between Autism and sleep. Many Autistic people struggle with insomnia, REM sleep disruption, restless leg syndrome, and more. Because of this, sleep screening and treatment should be a part of holistic Autistic care.

If you're Autistic and struggle with getting good sleep at night, I recommend checking out my article on ADHD, Autism, and Sleep. In this guide, not only will you get more information about sleep and neurodivergence, but you will also get loads of resources and strategies to help you get better sleep at night. Read more here.

You can also download the Neurodivergent Sleep Guide, with several workbook pages to help you better understand your sleep.

Buckley, A. W., Rodriguez, A. J., Jennison, K., Buckley, J., Thurm, A., Sato, S., & Swedo, S. (2010). Rapid eye movement sleep percentage in children with autism compared with children with developmental delay and typical development. Archives of pediatrics & adolescent medicine, 164(11), 1032-1037. https://doi.org/10.1001/archpediatrics.2010.202

Furfaro, Hannah (2020). Sleep problems in autism, explained. Spectrum News. https://www.spectrumnews.org/news/sleep-problems-autism-explained/

Neumeyer, A. M., Anixt, J., Chan, J., Perrin, J. M., Murray, D., Coury, D. L., Bennett, A., Farmer, J., & Parker, R. A. (2019). Identifying Associations Among Co-Occurring Medical Conditions in Children With Autism Spectrum Disorders. Academic pediatrics, 19(3), 300-306. https://doi.org/10.1016/j.acap.2018.06.014

Reynolds, A. M., Soke, G. N., Sabourin, K. R., Hepburn, S., Katz, T., Wiggins, L. D., Schieve, L. A., & Levy, S. E. (2019). Sleep Problems in 2- to 5-Year-Olds With Autism Spectrum Disorder and Other Developmental Delays. Pediatrics, 143(3), e20180492. https://doi.org/10.1542/peds.2018-0492
This post was proofread by , my go-to for proofreading and catching all the details I naturally miss! is entirely free to use. Click here to give it a try.
My Favorite Sleep Helpers:

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Autism and Sleep Issues: Understand the overlap (Infographic) - Insights of a Neurodivergent Clinician

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If you google autism and sleep, most of the advice you get is on how to help your Autistic child get sleep. Don't get me wrong, this is great, and my kids certainly have their fair share of sleep struggles! But what strikes me is the lack of resources for Autistic adults struggling with sleep!

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In these guides, we look at some reasons why some autistic people may struggle with sleep and some ways to address this.

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The one stop shop for all you need to know about sleep.

If you're looking for advice on how to sleep better, would like tips on tweaking your routine or help to understand the science behind your sleep patterns, you'll find it all here.

The Teen Sleep Hub has been kindly funded by the National Lottery Community Fund and Coronavirus Mental Health Response Fund (administered by the charity, Mind, in partnership with the Mental Health Consortia) who understand how important sleep is for good mental health.

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The Teen Sleep Hub has been kindly funded by the National Lottery Community Fund and Coronavirus Mental Health Response Fund (administered by the charity, Mind, in partnership with the Mental Health Consortia) who understand how important sleep is for good mental health.

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Sleep tips Our Sleep Tips booklet introduces and explains different techniques for you to try that may improve your child’s sleep. It covers ten main topics including bedtime routines, daytime napping, comfort objects and moving bedtime backwards or forwards. It gives lots of illustrated hints and…

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Nicola Morgan - Adolescent brain specialist

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Nicola Morgan - Adolescent brain specialist

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Sleep, exams and holidays - Nicola Morgan

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Sleep, exams and holidays have a difficult and yet very important relationship. Exams negatively affect sleep, with both anxiety and the brain-racing nature of revision and preparation getting in the way of a good night's sleep and also with many students pushing their work into the later hours of the evening, because they feel that's ...

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Toby Henderson Trust Book recommendations

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Toby Henderson Trust Book recommendations

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Book Recommendations - The Toby Henderson Trust

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Books recommended by the Toby Henderson Team

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BBC Sounds - 1800 Seconds on Autism - Downloads

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Podcast downloads for 1800 Seconds on Autism

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Autism is a lifelong neurological difference, which means that autistic individuals interact and experience the world in a different way to non-autistic people. The concept of neurodiversity teaches us that there is natural diversity in the way the human brain works. Autism is an example of neurodivergence, and as such should be viewed as a natural difference to be supported, rather than a deficit or disorder to be treated.

Autism is a spectrum - every autistic individual will have their own unique strengths and challenges. Although the autistic experience is different for each individual, there are shared areas of difference. The main areas of difference relate to:

Communication and language differences.

Social interaction differences.

Rigid and repetitive behaviours, activities, and interests.

Sensory differences.

Autistic masking refers to the suppression of elements of a person's autistic experience or identity. In this article, we will look at what is meant by autistic masking, and provide some examples of how masking might manifest. As someone supporting autistic children in an educational setting (or at home), it is essential that you have an understanding of why some children may mask their needs. At the end of the article, we will discuss some strategies to help support them.

What Does Autistic Masking Mean?

Research is in its infancy with regards to autistic masking, but it is thought that 94% of autistic adults have masked at some point in their lives (Sedgewick et al, 2022).

Autistic masking refers to the conscious or unconscious suppression or hiding of elements of a person's autistic identity. This is often referred to as a social survival strategy - used to conform to expected 'norms', cope with situations or environments, or avoid expressing anxiety.

Autistic author, Helen Ellis, uses the example of Superman's alter ego, Clark Kent, to illustrate masking. Superman knows that he is different and that in order to 'fit in' with society, he has to suppress his differences and invent an unassuming role - someone that nobody will notice.

Autistic masking can be considered a response to stigma and trauma ( Pearson and Rose, 2021). The fact that autistic people may need a social survival strategy suggests that society is currently not meeting their needs.

Kieran Rose, Autistic Advocate

Whilst awareness of autism is growing, understanding and acceptance needs to improve. Research by the National Autistic Society found that 79% of autistic people felt socially isolated because of a lack of public understanding of autism.

Masking takes an exhausting amount of effort. Whilst occasional masking can help autistic people in the moment, sustained masking can have a detrimental effect on mental health and wellbeing, as recognised in ICD-11 (the current international diagnostic criteria for a medical diagnosis of autism spectrum disorder). We will look further at the potential effects of masking later in this article.

Our Autism Awareness in Education Training teaches those working in education settings how to effectively support autistic children and young people in their care. You could also take a look at our SEND in the Classroom course which is designed to help you understand how to provide individualised, effective support to children and young people with special educational needs.

Autistic Masking Examples

Masking can take many different forms. These can be conscious or unconscious strategies that an individual uses in different situations. It must be remembered that autistic masking is not the same as a non-autistic person employing short-term social strategies in situations that are challenging - for example, acting more confidently than they feel for an important presentation.

Autistic masking can involve a person denying large parts of their identity - for example not allowing intense anxiety surrounding certain sensory experiences to show - sometimes on a long-term basis.

Examples of masking can include, but are not limited to:

Mimicking the social behaviour of others, including gestures or facial expressions.

Deliberately forcing or faking eye contact during conversations.

Hiding or underplaying their own intense interests.

Scripting or rehearsing conversations, or preparing a bank of 'stock phrases' for conversations.

Suppressing stimming (self-stimulating) behaviours.These are repetitive behaviours, such as whistling, jumping, finger-clicking, etc., which are used by autistic people to help self-regulate and for fun.

Internalising sensory discomfort.

Masking is not specific to any gender, but it is suggested that one of the reasons that less females are currently diagnosed may be due to particularly high levels of masking in those who have a more internal presentation of autism - of which those raised as girls make up a high proportion. (More information can be found in the Autistic Girls' Network report, Keeping it all inside.

Why Might Children and Young People Mask?

Currently most research regarding masking has focussed on autistic adults, although a need has been highlighted for more research into how masking starts in children.

Chris Bonello, autistic advocate, writer, and speaker, and ex-primary school teacher

Thinking back to the key areas of difference mentioned earlier, it is easy to see why education settings can present challenges for autistic children and young people. For example, there are a multitude of social conventions and expectations, a wealth of different sensory environments, and many situations grounded in non-autistic expectations of communication.

Children may internalise the anxiety this can generate and mask in order to get through the school day. Unfortunately, this means that their true needs may not be recognised, and that they do not receive support that could help to meet those needs. This can happen even after diagnosis, especially if children are meeting expected academic standards, as professionals do not necessarily observe difficulties.

Children may also mask due to fears for their safety or worries that they will be victimised for being 'different' if they do not try to conform. Shockingly, 75% of autistic young people have experienced bullying and only half of young people said that they felt safe at school (Ambitious About Autism).

How to Support Children Who Mask Their Needs

It is essential that we are able to support autistic learners effectively, and put in place adjustments to the learning environment that can allow them to be their true selves, without needing to mask.

Effects of Masking

The detrimental long-term effects of having to mask include:

Autistic fatigue or autistic burnout (severe exhaustion accompanied by other difficulties, including increased meltdowns or shutdowns).

Rejection of their own identity, impacting self-esteem.

Mental ill-health, including anxiety and depression.

Increased risk of suicidal thoughts (Kassidy et al, 2021).

Needs not being recognised or met.

Delayed diagnosis or lack of diagnosis.

Support Strategies

The following key strategies can help you to support autistic children who may be masking.

1. Develop Your Own Understanding of Autism

In 2021, the government published the latest autism strategy, which, for the first time, now includes children and young people. This strategy recognises that autistic children are currently not receiving the positive educational experiences that they are entitled to, and states that by 2026 the government wants:

Education settings to provide better and more inclusive support, [..] so that autistic people are better able to achieve their potential.

More teachers and educational staff to understand the specific needs of their autistic pupils, ensuring that more school placements can be sustained.

More autistic children to have their needs identified early on and to have positive experiences in education settings.

As education professionals, developing your own understanding of autism and what it means to be autistic (including awareness of the fact that children may mask their needs), will help you to work towards these aims. Our recently updated Autism Awareness in Education training can help you build your own knowledge and confidence in providing effective, individualised support for autistic learners, in addition to offering practical supportive strategies that can inform your practice.

For children to be less likely to mask, they need to feel that their autistic identities are respected and supported. Rather than expecting autistic people to change to 'fit in' to the environment, the environment needs to be changed to support neurodiversity.

Schools and other settings should aim to do this at a whole-school level, increasing understanding of autism within the school community (staff, pupils, and parents - including parents of non-autistic children). The whole school community should embrace the concept of neurodiversity, where they see autism as a difference, not a deficit.

Bullying of autistic children and young people is something that schools need to tackle. By law, a school's behaviour policy must set out measures to tackle any bullying that occurs, and staff should be trained to be vigilant to the signs of bullying. Work should also be done to encourage peers to be 'upstanders' rather than bystanders to bullying - to stand up and advocate for their peers.

Fintan J O'Regan, neurodiversity and education expert

3. Provide Individualised Support

Your support of children and young people with SEND should always be driven by their actual strengths and needs, and in line with the Graduated Approach. By making adjustments to effectively support individuals' differences, the impetus to mask should lessen.

Care should be taken to support autistic learners' social, emotional, and mental health. Figures show that 70% of autistic children have a mental health problem. Masking can both contribute to mental ill-health and camouflage the signs of mental-ill health. Therefore, it is doubly important to both understand masking and to support children's mental health to hopefully minimise the need to mask. Our articles How to Support SEMH in Schools and How to Help a Child with Anxiety in the Classroom offer some practical strategies that could be useful in your setting.

Building effective relationships with, and getting to know, the autistic learners that you support will be key in providing them with support that meets their individual needs. For example, knowing what makes them anxious, even if they mask their anxiety response, will allow you to remove that barrier, and therefore reduce the need to mask.

4. Listen to Parents and Carers

Parents are the experts on their own children. However, parents of autistic children who mask often report feeling unheard, shut down, or even judged as a bad parent when they report a picture of their child that is different to the one seen in school.

Many autistic children will present differently at home. This is often due to feeling safe, that they can fully be their true self at home, as well as experiencing less pressure to mask. (For example, they may stim more than at school because they don't fear judgement).

Often parents report what is sometimes called, 'the Coke bottle effect' - the pressure of coping with anxiety during the school day builds, and is only released when they get home.

This can be one reason why sometimes school staff report seeing no signs of difficulty but at home parents report distressed behaviour.

In order to properly support learners, teachers need to get a picture of their strengths and challenges at home. Conversations with parents can provide you with valuable insight, and help to establish successful home-school collaboration.

It is imperative that parents and carers are listened to. If they report concerns, do not dismiss them simply because you have not observed them. In fact, the difference between the two presentations should be a sign to alert you to the possibility that the child or young person is masking.
In conclusion, if you are working with autistic children and young people, it is likely that you are working with individuals that will, at points, be using autistic masking. By understanding autism and autistic masking, you can better respond to their needs and potentially remove some of the reasons that may lead to them masking in the first place.
Further Resources:

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Autism is a lifelong neurological difference, which means that autistic individuals interact and experience the world in a different way to non-autistic people. The concept of neurodiversity teaches us that there is natural diversity in the way the human brain works.

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Connecting young people and their families with the mental health support they need.

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Connecting young people and their families with the mental health support they need.

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Molehill Mountain is an app to help autistic people understand and self-manage anxiety.

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A huge range of resources designed to explain and support Autistic Masking and Autistic Burnout from Kieran Rose, The Autistic Advocate

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Dr Hannah Belcher is a lecturer, researcher, speaker and author. Here Hannah discusses masking in autistic people, based on research and her own personal experience.
To 'mask' or to 'camouflage' means to hide or disguise parts of oneself in order to better fit in with those around you. It is an unconscious strategy all humans develop whilst growing up in order to connect with those around us.

However, for us autistic folk the strategy is often much more ingrained and harmful to our wellbeing and health. Because our social norms are different to others around us, we often experience greater pressure to hide our true selves and to fit into that non-autistic culture. More often than not, we have to spend our entire lives hiding our traits and trying to fit in, even though the odds of appearing 'non-autistic' are against us.

Masking may involve suppressing certain behaviours we find soothing but that others think are 'weird', such as stimming or intense interests. It can also mean mimicking the behaviour of those around us, such as copying non-verbal behaviours, and developing complex social scripts to get by in social situations. With this comes a great need to be like others, and to avoid the prejudice and judgement that comes with being 'different'.

Over time we may become more aware of our own masking, but it often begins as an unconscious response to social trauma before we even grasp our differences. I was 23 when I received my autism diagnosis, and it was only through learning more about masking that I realised how my diagnosis had been hidden for so long. It wasn't that my autistic traits weren't there, they'd just been in disguise for so long.

The strategy of masking shows just how clever and resourceful our young minds are at finding ways of coping. At some points in our lives, like during job interviews, it may have even be useful.

Effects of masking

However, just because a coping strategy was once useful, it doesn't mean it always will be. Studies are now beginning to find how detrimental to our mental health masking can be (Bradley et al., 2021; Hull et al., 2019). Autistic people who mask more show more signs of anxiety and depression, and the strategy may even been linked to an increase in suicidal behaviours (Cassidy et al. 2018).

There are several reasons why this could be. Firstly, masking uses up vital resources that we can't use in other areas of our lives. To put it simply, it is exhausting. I still find myself regularly battling autistic 'burnt out' and periods of mental health crisis from the strain of trying to adapt myself to live in a world that just isn't adjusted for my way of thinking.

Also, it stops us developing our true identities. The pressure to fit in means we rarely have time or energy to do the things we want to do, or to behave like our true selves. In my late 20s I realised how little I knew about myself. As I went into a deeper and deeper mental health crisis I came to the realisation that I had no idea who I was, or even what I liked. Everything I knew was in some way connected to how I thought I should be.

Ironically, a study I recently conducted with colleagues found that masking didn't change the judgements that non-autistic peers made towards autistic people's social behaviours. Even when an autistic person is masking, non-autistic people will still rate them more harshly than non-autistic peers if they don't know they are autistic. This unconscious bias is evident throughout society for anyone deemed to behave or think atypically by neurotypical standards.

Awareness and understanding

The best solution to reducing the need for autistic people to mask is to spread awareness to non-autistic people of different neurodiverse behaviours and thinking patterns. When non-autistic people know someone is autistic, they seem to judge them less harshly. However, this strategy is not an easy one and will take years of effort before it is fully ingrained in our society.

Our only other option for the time being is to focus on protecting ourselves and improving our own mental health and wellbeing. This doesn't mean stopping masking altogether, it just means becoming more aware of how we use the strategy to cope, and what effect it has on us.

Self-awareness is the first key, from that follows self-compassion and kindness to rid ourselves of all the stigma we have internalised. The worse we feel about ourselves the more we mask, and the more we mask the worse we feel. By learning how to change the negative thoughts and feelings we have of ourselves from masking, we may even find the need to mask less.

I have been embarking on this journey for over a decade and it has involved plenty of ups and downs. In my book, 'Taking off the Mask', I have described some of the techniques I have found useful. I also included the lived experience of other autistic people to create a collection of resources that help improve the mental health and wellbeing of those who mask.

For example, the method I found most useful was recording in my journal those situations in which I masked, and how that made me feel. I then set about doing some behavioural experiments where I would consciously unmask myself in safe environments, and record whether my worst fears were met and how it made me feel. More often than not my worst fears of being judged or embarrassing myself were not met. Autistic people may find it helpful to speak to a therapist or professional for support if thinking about using these types of behavioural experiments.

Further information
Belcher, H (2022) Taking off the mask. Practical exercises to help understand and minimise the effects of autistic camouflaging. Jessica Kingsley Publishers.

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Dr Hannah Belcher discusses masking, based on personal experience and research

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Autistic masking, camouflaging, or compensating is a conscious or unconscious suppression of natural autistic responses. It is hiding or controlling behaviors associated with autism spectrum disorder (ASD) that may be viewed as inappropriate in situations. Autistic people may feel the need to present or perform social behaviors that are considered neurotypical or may hide neurodiverse behaviors in order to be accepted and fit in.

An autistic person may mask to avoid being outed or harassed at school or the workplace. It can help a person feel safe from misunderstandings or aggression, but this act of self-preservation takes a toll on self-esteem and self-identity. Masking can contribute to autistic burnout which occurs when the challenges of life exceeds a person's resources. It can lead to serious health physical and mental health problems such as depression and anxiety.

What are the signs of autistic masking?

Masking, a social survival strategy, will look different depending on the individual. Here are some signs of masking behavior from the Healthline post Autism Masking: To Blend or Not to Blend:

forcing or faking eye contact during conversations

imitating smiles and other facial expressions

mimicking gestures

hiding or minimizing personal interests

developing a repertoire of rehearsed responses to questions

scripting conversations

pushing through intense sensory discomfort including loud noises

disguising stimming behaviors (hiding a jiggling foot or trading a preferred movement for one that's less obvious)

Why does someone mask?

The motivation to mask can happen for a number of reasons such as:

wanting to blend in and not stand out from the crowd

to obtain a job, meet the job qualifications, or improve employment opportunities

concerns about personal safety and well-being (bullying, verbal or emotional attacks, assault, intimidation)

to increase connections and relationships with others

to lessen the risk of failure in social situations by using structured techniques, thereby reducing uncertainty and increasing confidence in the ability to socialize

to avoid discrimination and negative responses from others

What are the negative effects of masking?

Regular masking can have a profound impact on a person's well-being. Some of the negative effects of masking are:

exhaustion and fatigue - masking takes a lot of effort

change in self-perception or self-identity (not feeling like one's true self, feeling like a "fake")

increased stress and anxiety

depression

autistic burnout

a delayed autism diagnosis

increased risk of experiencing thwarted belongingness and lifetime suicidality

How can we help and support?

The biggest thing we can do is educate ourselves about autism to increase our understanding and acceptance of people who are neurodiverse. No one should have to change who they are to please another person or group. Employers need to learn more about autism in the workplace - there are some good initiatives happening such as Nothing without us - an accessibility strategy for the public service of Canada. Autism training should be a part of every education program. The more we know and understand, the less stigma and pressure autistic people will feel about trying to fit in.

If you want to read an excellent personal viewpoint on masking, please read Judy Endow's Sucking It Up to Pass as Non-Autistic. Judy says, " I hope more autistics are able to be the person they are, utilizing the supports and accommodations they need, without society insisting they hide their very essence at every turn. I look forward to autistics having everyday lives with things so many take for granted - going to school, being part of the community, having meaningful jobs with living wages along with meaningful relationships. This is the stuff of a satisfying life. All people should have access without society's requirement of "sucking it up" before a ticket is extended by the majority to those of us in marginalized groups."

About the author:
Maureen Bennie

Maureen Bennie created the Autism Awareness Centre in 2003 to address what she saw as a gap in support and advocacy for those struggling with autism and autism spectrum disorders. For Maureen, education brings positive change to the lives of those affected by autism and autism spectrum disorders.

Click to Read Maureen's Full Biography

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What is autistic masking? - Autism Awareness

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Autistic masking, camouflaging, or compensating is a conscious or unconscious suppression of natural autistic responses. It is hiding or controlling behaviors associated with autism spectrum disorder (ASD) that may be viewed as inappropriate in situations. Autistic people may feel the need to present or perform social behaviors that are considered neurotypical or may hide neurodiverse behaviors in order to be...

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Neurodiversity Celebration Week aims to bring about worldwide neurodiversity acceptance, equality and inclusion in schools and workplaces.

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Northumbria Healthcare NHS Foundation Trust

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Our Primary Mental Health Work service is an early intervention and prevention service providing support and advice for children and young people up to the age of 18 and their families and carers.
We support children and young people experiencing a range of emotional wellbeing and mental health problems such as:

Anxiety including panic, social anxiety and phobias

Habitual behaviours of an obsessive compulsive nature

Low mood and depression

Managing emotions and anger

Poor body image

Self-harm

Difficulty in adjusting to traumatic life events including parental separation, bereavement and bullying

Behavioural issues

Young people come and see us when the above issues are moderate in nature, the issue has not been resolved following initial help at school or at home, and when it is having a significant impact on their day to day life.

In Northumberland our Primary Mental Health Work (PMHW) service is also involved in improving mental health support in schools as part of the Be you programme.

Treatment

Firstly we will provide an initial assessment following your referral to help us to understand the nature of your difficulties and identify the best support for you. If we think our service can help you may be eligible for a range of treatments. This can vary depending on your individual needs. It includes evidence based interventions such as self-help information and one to one advice based on challenging unhelpful thoughts, increasing your levels of activity, helping you to find solutions through problem solving and counselling.

Your Care

Videos

Confidentiality

Everything you say to a member of staff will be confidential, unless they feel you or someone else is at risk of harm. If this happens your PMHW worker will talk to you about who they need to tell and what details will be shared.

Access to the service

You need to be referred to PMHW by a healthcare professional including GPs, school staff, social workers and public health nurses in schools. In Northumberland you can also self refer to PMHW service.

If we consider that a child or young person would be best met by an alternative service to the PMHW service, we will advise you with an explanation and provide advice, help or support to access a more appropriate service to meet their needs. It would be beneficial that within your referral consent is provided, which would allow us to forward your referral to the most appropriate service.

Contact us

Contact us Monday to Friday between 9am - 5pm at
Ponteland Primary Care Centre
Meadowfield

Ponteland

NE20 9SD

Telephone 01661 864588

Email PMHW@northumbria-healthcare.nhs.uk
Albion Road Clinic
Albion Road

North Shields

NE29 0HG

Telephone: 0191 219 6708 / 6709

Email: PMHW@northumbria-healthcare.nhs.uk

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Primary Mental Health Work :: Northumbria Healthcare NHS Foundation Trust

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Our Primary Mental Health Work service is an early intervention and prevention service providing support and advice for children and young people up to the age of 18 and their families and carers.

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Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust

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We have different professionals who all work together to help children and young people who are having problems with their emotional or mental health. We know that sometimes young people worry about coming to see us but we are here to help. This leaflet should help answer some of the questions that you might have.

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Children and Young People's Service - Northumberland - CNTW165

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The Children and Young People's Service provides a single service to all children and young people aged 0-18 years living in Northumberland who present with mental health difficulties. This includes children and young people who may have learning difficulties and those living in a range of difficult and challenging circumstances.

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Contact your Autism Support teacher to discuss discount for purchasing Widgitonline

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Who can symbols help?

Widgit Symbols can help users of all ages, abilities and backgrounds who have difficulties with text or communication in settings ranging from nursery schools to dementia care homes.

Government & Local Authority

"By using Widgit symbols, people who have speech and language difficulties or are non-verbal were able to access and understand what participation means to them."

Sarah-Louise Davies,
Children & Young People's Commissioner, Scotland

Tourism, Leisure & Arts

"We are delighted with the symbol resources. They are professional, engaging and attractive to our customers. Most impressive are the symbols which were created uniquely for our pantomimes, such as the character symbols, which help us to bring the pantomime to life for all our customers."

Zoë Briggs,
Ambassador Theatre Group

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Widgit Software | Widgit Symbols Help Communication

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Widgit Symbols are used worldwide to support people and help them realise their full potential, no matter what their age, ability or background.

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Parents can easily support the development of their child's reading skills at home with fun activities. One aspect of learning to read which needs lots of repetition, and is ripe for home attention, is building a sight word bank.

Fluent reading requires quick word recognition so your child is focused on comprehending the text, not decoding words. Research shows that children who build an extensive bank of words that they can retrieve effortlessly by sight will find reading new texts easier and more meaningful.

For sight word practice at home, keep it playful. If your child gets frustrated or loses focus, put the activity aside for another time. Make it multisensory. Listen, look, write, touch, manipulate, make. Fill your child with confidence by using plenty of praise. Correct your child with positive language focused on their success, such as "Well done, you got the 'th' sound. That word is 'the'."

Learning sight words

There are two types of sight words that are taught to early learners. Frequently used words come up so often that the first 100 of these generally account for more than 50 per cent of words found in all writing.

Non-phonetic words cannot be decoded using phonics because they do not follow the usual rules, for example, 'buy', 'come', 'one'. They need to be memorised.

Reading researchers have distinguished four phases of development in sight word reading. In the pre-alphabetic phase children are essentially non-readers that recognise visual features of words. In the partial alphabetic phase they make connections between some of the sounds and letters in a word, but this can lead to confusion between similar words.

"Children become full alphabetic phase readers when they can learn sight words by forming complete connections between letters in spellings and phonemes in pronunciations". This is an ideal time for sight word training.

In the final phase, consolidated alphabetic, readers find it easier to memorise more sight words as they have an extensive knowledge of how language is put together.

However, studies have shown that teaching children too many words during a lesson reduces retention. So be sure to limit sessions to just focus on one to three new words, as well as reviewing previously introduced sight words.

Sight words activities

Flash card games

Print or write out two sets of flash cards for your child's sight words.

Memory. Use five to ten words, two sets. Shuffle the cards and lay them face down. Take turns flipping over two cards at a time looking for a matching pair. If they are not a match, turn them back over, but remember which word is where to make a match later in the game. Most pairs wins.

Snap. You need at least 20 words, two sets. Shuffle and deal half the cards to each of two players. The players take turns laying a card face up on a central pile. If the newest card matches the card under it, players race to be the first to place a hand on the pile and yell 'snap'. Fastest person wins.

Go Fish. Use two sets of 20 words. Shuffle and deal five cards to each player (2-4 people). The rest go in a pile. Players look at their cards but hide them from others. Any matching pairs of words are laid down. Each player takes a turn asking someone else if they have a word needed to make a pair. If the answer is yes, the card is handed over and the pair is laid down. If no, the player must 'go fish' and pick up another card from the pile. Most pairs wins.

Multisensory sight words

Sight. Make a word wall. Stick each new sight word to the wall as it is introduced. Children can read the words as a list, refer to the wall when stuck on a word, and mark off the words they know with stickers. Ask them to use words from the wall to write simple sentences such as 'I walk to the ...'

Draw boxes to represent the number and size of letters in one word. Ask your child to look at the word wall and work out which word it is. They should then write it in the boxes. For example, 'and' would be:

Touch. Trace a sight word on your child's back and see if they can recognise it. This could be done with whole words or by recognising one letter at a time. Ask your child to use a finger to trace the words on your back, or in paint, in sand, or in the air.

Get crafty. Copy the words with lengths of playdough, pipe cleaners or craft sticks. Cut letters out of playdough with alphabet cookie cutters to make the words. Paint the words. Write in chalk on a blackboard, the driveway or footpath. Use letter stamps with ink or paint.

Hearing. Say a sight word out loud and ask your child to point to that word on the word wall or tap it with a fly swatter. Another option is to have laminated flash cards, stick them to a wall outside or in the bathroom and give your child a water pistol to shoot the word they hear.

Listen to an audio book or podcast for children. Ask your child to close their eyes and listen carefully. When they hear a word they know, they hit the pause button and write out the word or select it from their word list.

Sight words in context

Ask your child to find their sight words in a book. You could read the book to them and ask them to point to words they recognise. Ask them to read those words. You could look for a specific common word such as 'the' while you read. Count how many times it turns up. Or pause your reading when you get to a word they know. They have to read the word for you before the story continues.

Have your child use their sight words in a sentence to show you that they know the meaning and correct usage for the word. They could tell you a sentence verbally or write one down. The important thing is to make sure the word is used correctly in context.

Write five simple sentences with missing words and lay out cards for the five missing words. Ask your child to put the words into the sentences, and then read them back to you to check they are right. You could also photocopy a page from a favourite book and white out some sight words in the text. Ask your child to write the missing sight words in. Be sure to reread and discuss their choices.

Reading Eggs: working on sight words at home

Another way to support your child practising their sight words at home is with an online programme your child can access through a computer or tablet. Reading Eggs is a structured online learn-to-read programme that offers personalised instruction in an engaging manner.

The Reading Eggs programme teaches phonemic skills and also focuses on high frequency sight words. It helps children recognise and instantly recall a core list of high-frequency sight words. This builds fluency in young readers and enables readers to read for meaning in a text.

Each lesson in Reading Eggs begins with an animation where fun characters explain a particular element of the English language-sounds, letters, rimes, sight words, spelling rules, and more. The interactive activities that follow provide the repetition needed for the skills and knowledge to become part of the child's long term memory, without letting them get bored.

Many of the learning activities within the Reading Eggs programme help children instantly recall and read an increasing bank of high-frequency sight words. Young readers have the perfect place to practice their sight words, as each lesson ends with a book matched to the student's current ability. The Reading Eggs story books and nonfiction titles are written to give children opportunities to read an extended text, to practice both the letter-sound correspondences as well as the sight words they have been learning.

In the Reading Eggs library there are over 3000 levelled books for your child to choose from when reading for pleasure. They can choose to read the book themselves, have the book read to them and reread the book as many times as they like.

Importantly, Reading Eggs rewards children at every step, with congratulatory sounds and messages, with eggs and points and cards to be collected, with critters to earn, and certificates to be printed. Your child will grow in confidence as well as building their reading skills.

See how Reading Eggs works

We offer all new parents a free trial to see how Reading Eggs works for their child.

It only takes a few minutes to get started.

Try Reading Eggs here to see how your child's reading and comprehension skills can improve in just weeks.

Reading Eggs testimonials

"Our speaking-delayed son is loving Reading Eggs and is adding lots of new words to his sight and spoken vocabulary daily. He has earned over 9000 eggs - that is a lot of lessons completed. He is confidently navigating around the map selecting lessons and the extra activities - all independently. I have recommended Reading Eggs to his preschool teacher and other parents."
- Brian

"My Year 1 son truly enjoys his time on Reading Eggs. It has helped him in particular with sight words, word families, fluency, and confidence. He loves to hatch his new characters and collect the golden eggs. The beginning evaluation accurately placed him at the correct level, allowing him to be successful and challenged."
- Anne S.

Pope, J. (2016) The Use of a Technology Tool in Reading in Order to Escalate the Acquisition of Sight Words into Long Term Memory for First Grade Students (Doctoral dissertation). Retrieved from ProQuest Dissertations Publishing (Accession No. 10240292)

Ehri, L.C. (2005) Learning to Read Words: Theory, Findings, and Issues. Scientific Studies of Reading, 9(2), 167-188, DOI: 10.1207/s1532799xssr0902_4, retrieved from http://www.tandfonline.com/doi/abs/10.1207/s1532799xssr0902_4

Taylor, C.N., Aguilar, L., Burns, M.K., Preast, J.L., Warmbold-Brann, K. (2017) Reliability and Relationship to Retention of Assessing an Acquisition Rate for Sight Words With Kindergarten Students. Journal of Psychoeducational Assessment, May 2017, retrieved from http://journals.sagepub.com/doi/10.1177/0734282917707144

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Sight Word Activities | Fun Activities to Learn Sight Words at Home

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Parents can easily support the development of their child's reading skills at home with fun activities. One aspect of learning to read which needs lots of repetition, and is ripe for home attention, is building a sight word bank. Fluent reading requires quick word recognition so your child is focused on comprehending the text, not decoding words.

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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The new edition of our Read and See books were reviewed in the April issue of Teach Primary magazine.

We are very grateful to Mike Mike Davies for this very positive review, and we are glad it was noted just how carefully we choose each word to amplify the their effectiveness in getting young children to learn reading and writing skills.
Read the full product review here
🇬🇧 Buy from UK Shop: Pack 1 Pack 2

🇺🇸 Buy from US shop: Pack 1 Pack 2

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Welcome to Jolly Learning - Raising Standards Around The World

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Discover our 7-year Jolly Phonics and Grammar programme, as well as Jolly Music., Jolly Futures and Jolly Phonics Extra.

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A phonological awareness programme

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101 ways to teach children social skills

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101 ways to teach children social skills

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A Social Story for children who withhold stool

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Working Memory - A Guide for SENCOs and Teachers.Dec2015

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Calmer reduces resonance (distortion) by using a tiny waveguide inside our ears that removes the effect of the Concha. The Concha is the small shell shape that connects to our ear canal which normally resonates mid frequency sounds.

By removing this resonance, Calmer dampens the most common alert-triggering noises such as phone alerts, dogs barking, tube trains, slamming doors and sudden loud vocal noises. Also, mid frequency sounds have none of their normal painful aspects.

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Calmer reduces resonance (distortion) by using a tiny waveguide inside our ears that removes the effect of the Concha. The Concha is the small shell shape that connects to our ear canal which normally resonates mid frequency sounds.

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Discover stylish Loop earplugs: experience life at your volume. Loved by 2M+ customers for concerts, sleep, focus & more. Shop now!

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Beacon Films CIC is a production company of disabled, autistic and neurodivergent filmmakers

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It was in June 2006 that Michael first started at Border Links in Cornhill. He came up with some good ideas for the veggie baskets and enjoyed painting with Billy as well as a trip to York on the train. Michael often entertained the members with his musical ability and played many instruments including the accordion and the organ.

Michael sadly passed away in 2012 but we remember him every year through the Michael Whitehead Achievement award given to a member of Border Links. His sister chooses someone each year who has achieved something in their life that is of major significance to them.

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BORDER LINKS VEGGIE BASKETS ARE BACK!! We're back with gorgeous fresh seasonal vegetables Veggie Bag - £6.00 Mini Veggie Bag - £3.75 1/2 Dozen Eggs - £1.50 Collection only - 1 - 3pm Collect from your local venue Grove Gardens, Berwick-upon-Tweed Cornhill Village Hall Kelso Rugby Club Call 01289

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We want to transform the lives of disabled and disadvantaged people through working opportunities.

At The Hextol Foundation we believe that work is good and that everyone should feel valued.

We provide working opportunities for people who have a learning disability or mental health condition which limits their ability to obtain regular, supported and purposeful work.

Why we do it:
Develop Skills Reduce Social Isolation Build Self-Esteem Gain Confidence
How we do it:

The working opportunities we offer are in our suite of not for profit businesses based in Hexham and Newcastle.

We also provide

 job and employability skills coaching;

 regular social events and activities;

 recognition and appreciation;

 and opportunities to form new friendships.

We are so grateful to all of our funders for the help and support they give. Here are just a few we have received donations from recently...

Would you like improve the lives of disabled and disadvantaged people?

Tel: 01434 605253

Email: [email protected]

Address: 14c Gilesgate, Hexham, NE46 3NJ

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At The Hextol Foundation we believe that work is good and that everyone should feel valued. We provide working opportunities for people who have a learning disability or mental health condition which limits their ability to obtain regular, supported and purposeful work.

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CONNECT

​ WITH US:

Waffling On

How to REALLY include people with learning differences

Support our campaigns to make the workplace and the community equal for everybody

Why Waffling On?

People often say that they know about learning differences but then start waffling. So we set up a waffle stall to meet with people, raise awareness and help people and employers recognise our strengths and treat us equally .

Full Report here of our

'From the Horse's Mouth' Conference

Get the App and spread the word!

Stop Waffling and get our Award!

The SpLinter Group is run for and by young adults with specific learning differences (SpLDs)

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CONNECT ​ WITH US: Waffling On How to REALLY include people with learning differences Support our campaigns to make the workplace and the community equal for everybody Why Waffling On? People often say that they know about learning differences but then start waffling.

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Welcome to SpLinter Group in Blyth. It's lovely to meet you!

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The children and young people we work with have learning and physical disabilities, autistic spectrum disorders, challenging behaviour and other complex needs. We also support children and young people with health care needs such as: specialist feeding requirements, epilepsy, medication needs and personal care.

We hope that you find our website informative and easy to navigate. It is designed to give you an insight into the outstanding quality of care and support that we strive to deliver. If you would like further information, please don't hesitate to contact us or better still arrange to come and visit us during one of our activity sessions.

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WECAN - We Enable Children with Additional Needs | Hexham, Northumberland

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The children and young people we work with have learning and physical disabilities, autistic spectrum disorders, challenging behaviour and other complex needs. We also support children and young people with health care needs such as: specialist feeding requirements, epilepsy, medication needs and personal care. We hope that you find our website informative and easy to navigate.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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Total stormbreaks completed

Happy, healthy humans

When the storm rages we teach children to create light, calm and change through movement.

Mentally healthy movement

Embedding mentally healthy movement for every child, everyday

Lifelong healthy habits

Equipping children with sustainable skills and coping strategies to thrive throughout life.

Hope and optimism helps us to see that things can change and we can believe in our potential now and in the future.

© 2020 Stormbreak · Stormbreak CIO is a registered charity in England & Wales (1182771) · Unit 10 Branksome Park House, Branksome Business Park, Bourne Valley Road, Poole BH12 1ED

Unit 10 Branksome Park House, Branksome Business Park, Bourne Valley Road, Poole BH12 1ED

Signposting - Contact

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Total stormbreaks completed When the storm rages we teach children to create light, calm and change through movement. Embedding mentally healthy movement for every child, everyday Equipping children with sustainable skills and coping strategies to thrive throughout life. Hope and optimism helps us to see that things can change and we can believe in our potential now and in the future.

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Support for Parents from Action For Children

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Parent Talk - down-to-earth parenting advice you can trust

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We're on hand to support parents, when they need us. Find answers to your questions in our advice articles, or speak to one of our parenting coaches.

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Contact - for families with disabled children | Contact

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We are Contact, the charity for families with disabled children. We support families, bring families together and help families take action for others.

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Making it REAL programme, which has been delivered in over 80 local authorities. A combination of exciting and developmental Special Treasure Chests and workshops for families and practitioners led to excellent outcomes.

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Our job coaches offer one-to-one personalised support for neurodiverse young people, adults, and those with disabilities who are currently in paid employment.

Highly skilled, the team have the know how to help their clients find the skills needed to remain in employment, to navigate change within the workplace and to feel confident as an employee.

We can:

Provide mentoring for one-to-one personalised support

Provide practical teaching to remove any language barriers encountered in work

Offer coaches skilled in Training and Systematic Instruction (TSI)

Begin working with clients at any stage in their employment

Offer 'crisis-point' support

Help within the workplace

Support is accessed via self-referral or as a request from employers.

Support in Employment can often be provided free of charge via government funded Access to Work grant.

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What's inside this article: Up to 95% of autistic children experience atypical sensory processing, so this article first looks at how proprioceptive input affects children with autism. But, it includes signs of sensory challenges that can affect up to 20% of children, as well as 40 different proprioceptive input activities. Disclaimer: This post contains affiliate links.
Recently, I published a series on the different sensory systems, including proprioception. If you'd like to learn about what proprioception is and how it works, click here

This post is diving into more information on daily activities for kids that offer proprioceptive input. Evidence shows this can help tremendously with both sensory seeking behaviors and preventing meltdowns.

Also, take some time to read how you can improve emotional regulation in 7 minutes per day which includes a fun daily workout that provides tons of proprioceptive input.

Proprioceptive Input and Autism

It is common for children and adults with autism to have atypical sensory processing. In fact, 95% of people with autism have sensory processing differences in at least one of the seven senses.

This means that one or more of their senses are over or under reactive to stimuli.

The senses include the well-known 5 senses: smell, taste, touch, sound, and sight, as well as the less commonly mentioned senses: vestibular (inner ear), proprioception, and interoception.

The proprioceptive system includes the muscles and joints and it's the reason we know, subconsciously, where our bodies are.

For example, we know where our nose is even though we can't see it, and why we are able to bring a glass of water up to our mouth and take a drink without spilling it.

Signs of proprioceptive challenges include:

Clumsy

Messy Eater

Poor fine motor skills. For example, messy writing, trouble with zippers, poor posture

Roughhousing when playing, often hands-on

Impulsivity and aggression

Hyperactivity

These behaviors may be to compensate for the sensory differences they are experiencing.

Some autistic adults have even described it as feeling as though their bodies are floating with no awareness of where their bodies are in space if they aren't receiving enough proprioceptive input.

Engaging in activities that provide proprioceptive input with your children helps with body awareness, relieves some of the stress caused by sensory processing challenges, and improves self-regulation.

Planned proprioceptive input activities throughout the day can improve sensory integration, emotional regulation, and also prevent inappropriate sensory seeking behaviors.

Proprioceptive Input Activities

What are the best kinds of activities for proprioceptive input?

Activities that involve heavy lifting or pushing, stretching or compression, or deep pressure are all great ways to stimulate the proprioceptive system.

Heavy work activities can include household chores such as vacuuming and mopping, or outdoor playground activities, animal crawls and walks, using weighted blankets/vests, jumping on a trampoline, etc.

Whole-body activities provide the most stimulation but other activities like drinking a thick milkshake from a straw or squeezing a stress ball also give proprioceptive input.

I've created a list of simple activities that children can do every day. Occupational therapists recommend short but frequent sensory breaks through the day, rather than longer but less frequent periods of activity.

1. Fun Movements

Take a 5-minute movement break every 1-2 hours and engage in one of these fun, whole-body movements:

2. Oral-Motor Activities

These don't give as much stimulation as a full-body movement activity but may be helpful in situations where your child needs to sit still for a bit (school, doctor's waiting rooms, etc.).
This is because there are proprioceptors in the jaw.

Chew gum

Eat crunchy foods like baby carrots or celery

Drink a thick milkshake through a straw

Drink applesauce through a straw

Use chew fidgets - these ones are my personal favorite

Try a chewable oral massager

These are simple activities that require an object or prop to play.

Most of these activities can be done at home.

Pillow fights

Skipping rope (I found a jump rope that lights up, which automatically makes it 10 times more fun)

Scooter board - Have your child sit on the board and hold onto a pool noodle while you pull them around.

Swinging and Monkey bars at the playground

Using a crash pad - These are AMAZING, If you've got a lot of stuffies in your home, you can fill up one of these and then you have your own crash pad that doubles as a storage system.

Playing with resistance items - like a body sock, a cuddle loop, or a resistance tunnel like this one.

Jumping on a trampoline - trampolines have SO many benefits. If you're tight on space, this trampoline folds up flat for easy storage and is under $50.

Squishing - Get your child to lay on the floor and "squish them" by rolling a large exercise ball over them.

Tug of War

This kid-sized non-motorized treadmill is perfect for times you're stuck in the house and your kids are bouncing off the walls.

Swimming - swimming provides proprioceptive input to the whole body because the density of the water adds extra pressure to your body.

4. Sports

All sports involve movement and exercise that stimulate the proprioceptive system. This doesn't mean you need to enroll your child in an organized sport.

Often, kids aren't comfortable with the social aspect of sports. However, you can play sports games with them one-on-one or in small groups.

For example, games like dodge ball, kicking a soccer ball, throwing a frisbee, catch, or tag, are fun ideas.

5. Heavy Work Activities

These are all activities that involve pushing, pulling, lifting, etc that stimulates the proprioceptors in the muscles and joints.
Read: 57 Heavy Work Activities

Wagon rides - Great for siblings. Have them take turns pushing and pulling each other in a wagon.

Gardening - Have children help you pull weeds, dig, water the plants. These tasks all involve heavy work.

Carrying in the groceries - It may be a chore but it's also a great way to give your child a bit of responsibility, heavy work, and positive reinforcement for helping you out. My kids all love helping with the groceries.

Play with a medicine ball - roll, throw, carry, etc. Just make sure that it isn't too heavy for your child.

6. Therapeutic Items

These are therapeutic tools that can help provide additional proprioceptive input during the day. These items may be used by an occupational therapist, but can be used at home too.

Children with sensory processing differences may lack the awareness to know where they are in time and space.

It's why the may seem to never stop moving or are always crashing into things- they're trying to get grounded by seeking proprioceptive input.

Activities that provide proprioceptive input can help give them that grounding and increase body awareness. It's an integral part of a sensory diet, so get ready to have some fun with your sensory seeking kiddos!

Don't forget to also check out how kids can calm down by hanging upside down and learn about other activities that provide vestibular input.

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Proprioceptive Input -40 Proprioceptive Input Activities for Sensory Seekers

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What's inside this article: Up to 95% of autistic children experience atypical sensory processing, so this article first looks at how proprioceptive input affects children with autism. But, it includes signs of sensory challenges that can affect up to 20% of children, as well as 40 different proprioceptive input activities.