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What are Special Educational Needs and Disabilities?

The SEND Code of Practice states:

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

has a significantly greater difficulty in learning than the majority of others of the same age, or,

has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

A child does not need a diagnosis to have SEND. SEND is needs-led, not diagnosis-led. There are four main types of need, as defined by the Code of Practice:

Cognition and Learning

Communication and Interaction

Social, Emotional and Mental Health

Physical and Sensory

At Highsted, we have pupils with needs within all four categories. If you feel your child may have SEND then do drop the SEND department an email at SEND@highsted.kent.sch.uk

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Kent's Guidance on Severe and Persistent Literacy Difficulties (including Dyslexia)

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Kent's Guidance on Severe and Persistent Literacy Difficulties (including Dyslexia)

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This is the latest Kent guidance. Parents are encouraged to be aware that they do not need to seek a Dyslexia diagnosis in order to get support.

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All Local Authorities are required to provide a ‘local offer’ for children and young people aged 0 – 25 years with SEND. These ‘local offers’ provide information and support services available to families in their local areas.

In Kent, the Local Offer is called the ‘SEND Information Hub’ and is on this website.

The SEND Information Hub includes sections on different age groups (under 5, school age, 16-25), health and wellbeing, types of special educational need as well as support for parents with SEND children.

You can also complete a current survey offering your opinions and suggestions on improving the Local Offer, should you wish to do so.

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sen; send; special education needs; special educational needs; special needs; disabled children; children with disabilities; kent sen; kent send; special edicational needs in kent; local offer; kent local offer; kent's local offer; sen local offer; sen offer; send offer; send local offer; send information hub; send newsletter; sen information hub; kcc send; kcc sen

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Special educational needs and disabilities (SEND)

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SEND information hub (local offer) providing services and support for children and young people (0 to 25) with special educational needs and disabilities.

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We will be running workshops on review meetings for parents/carers and young people in July, further information and booking links can be found on our workshop page: https://www. iask. org. uk/parents-and-carers/workshops/

INFORMATION SESSIONS | KAT Family Support

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Telephone Helpline open Monday - Friday, 9am - 5pm

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‘Stimming’ is another word for ‘repetitive behaviours’ and almost everyone does it! If you twirl your hair, or fiddle with your fingers, or have a hair band you like to play with, then you are most likely stimming. Stimming can be a way for people to calm and self-regulate their emotions.

Many people who are autistic feel then need to stim more often and this can help them to adapt and regulate themselves in their environments. Stimming could involve using tool like a fidget toy, a Rubix cube, a bracelet, or it can be more physical, like humming, hand waving, rocking or foot tapping. These movements might be repeated over and over again and are part of that person’s way of soothing themselves. This is ok!

Sometimes, if someone is stimming a lot, it might mean they are feeling overwhelmed. If your friend or someone in your class is stimming, and you think this might be because they are feeling overwhelmed, then you could gently distract them by talking to them about something you know they like. Or, you could quietly let a teacher know that they might need a check in.

It can be helpful to practice different ways to stim, as well as using breathing exercises alongside stimming. If you’d like any help or advice in managing stims, or practicing different techniques, then pop by and visit us in the SEND suite.

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Stimming: It's Not Just for Autistics Anymore (thriveautismcoaching.com)

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Stimming: It's Not Just for Autistics Anymore

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Discover the truth about stimming and how it's not just for autistic individuals anymore! Learn the benefits of this behavior for everyone.

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Some people who struggle with concentration and attention have ADHD. Other people are neurotypical, but also find this difficult. Here are some top tips if you struggle with paying attention or concentrating on things....

Regular, daily exercise releases dopamine into the brain which is a chemical messenger linked to increasing motivation, improved mood and better concentration.

Use tools to help you stay organised, like making lists or using an app to set reminders for yourself to get things done.

Turn off your phone (or at least the notifications) while you are getting homework done. This will help you improve your ability to focus on your homework, as phones are a very easy way to get quickly distracted!

Be proactive! Talk to your teachers and see if they have any tips for you – they know you best in school and might have some ideas to help you.

If you find it difficult to concentrate then it can take time and practice to improve, but you absolutely can improve this. We always have good ideas to help with focus and attention in SEND, if you are struggling then you can pop by and ask for some more top tips for you to practice

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Staying focused in school and in other areas of your life can be a challenge, especially if you have a lot on your plate. Working on improving your concentration and achieving sustained attention can help you handle school and other responsibilities in your life more easily. Learn more about why you might be experiencing trouble focusing and what you can do to improve your attention span.

What Causes Poor Attention Span?

Many mental, physical, and environmental factors can affect your attention span. Certain factors, such as what you eat and how much sleep you get, can have an impact on how well you are able to concentrate. Medical conditions and mental health disorders can also cause poor attention spans. Knowing more about these factors and conditions can help you understand why you might have trouble focusing, so you can work on learning how to improve concentration.

Factors Affecting Concentration

What kinds of factors can affect concentration? Lifestyle habits, your environment, and other factors can all play a role in your ability to focus. Some of these include having a poor diet filled with unhealthy foods, not getting enough sleep, and not participating in regular physical activity. Having a stressful home environment or working under stressful conditions can also lead to a poor attention span. When you identify the specific factors that might have a negative impact on your concentration, you can make changes to help improve your ability to focus.

Health Conditions Related to Concentration

Certain health conditions and disorders are associated with poor attention span and trouble concentrating. Some of these conditions include attention-deficit hyperactivity disorder (ADHD) and certain mental disorders, such as depression, post-traumatic stress disorder, and anxiety. Concentration problems can also occur due to medical conditions, such as those that cause chronic pain. Sometimes, side effects from brain injuries can lead to poor attention span. Other possible causes of concentration problems include sleep apnea, vision problems, medication side effects, and metabolic disorders.

Tips to Improve Your Focus and Attention Span

What steps can you take to concentrate in school and in other areas of your life? Making some changes to your daily life and adding certain activities can help you improve your focus and increase your attention span. The following tips are simple ways to help boost concentration. If you suspect that a medical condition is making it hard to focus, you should talk to your doctor.

1. Prioritize Sleep

Getting enough sleep is a big part of being able to focus in class or other situations requiring sustained attention. However, this can be difficult if you do not make sleep a priority. No matter how packed your schedule is, aim to get at least six hours of sleep per night, although seven or eight hours is preferred.

Prioritizing sleep involves creating a comfortable environment in your bedroom. Make sure your room is quiet, dark, and not too hot or too cold. Avoid napping and drinking caffeine later in the day. Going to bed at night and waking up around the same time every day can also help you sleep better.

2. Exercise

Physical activity can boost brain health, making it easier for you to focus and pay attention. Ideally, try to get a minimum of 30 minutes of exercise daily. While this might seem hard if you have a busy schedule, remember that you can break this time into shorter segments. For example, you might find it easier to do a few 10-minute walks per day rather than a 30-minute workout.

Getting physical activity does not automatically mean doing strenuous workouts. You can get exercise while doing an activity you enjoy, such as walking around your neighborhood to get fresh air or dancing in your living room.

3. Eat Nourishing Brain Foods

The right kinds of foods can help increase attention span and improve concentration. Certain foods have antioxidants and other nutrients that support brain health and cognitive function, including your memory and ability to focus. Incorporating these foods into your diet is a great way to improve your attention span and boost your well-being.

Brain foods include salmon and other fatty fish, leafy greens, berries, and walnuts. Adding these kinds of foods to your diet and staying away from starchy or sugary processed foods can help your brain stay healthy and ready to tackle schoolwork and other tasks.

4. Start a Meditation Practice

Meditation can help calm your brain and ease stress, making it easier to concentrate. Including meditation in your daily routine can help your mind feel more focused so that you can pay attention during class or at work.

Meditating involves letting your thoughts flow through your mind without focusing or dwelling on any of them. Meditation can also involve concentrating on a single thing, such as a candle flame or your breathing. It might take time to get used to meditating, but it should come easily to you after practicing enough. Consider doing a meditation session in the morning before starting your day or in the evening before heading to bed.

5. Try Mindfulness Activities

Mindfulness activities offer effective ways to reduce stress and improve concentration. Being mindful means focusing on the present and avoiding worrying about the future or dwelling on past events. Being present helps your brain focus on what you are currently doing instead of getting distracted by other thoughts.

Mindfulness activities include writing a gratitude list, focusing on a single task instead of multitasking, and concentrating on your surroundings. For example, you can practice mindfulness while going for a walk, eating a meal, or gardening. The key is to keep your mind focused on what you are doing and avoid distractions.

6. Use Music to Enhance Focus

For some people, listening to music while trying to study or handle other tasks can be distracting. However, others may find that they can focus better with music playing in the background. If you are one of these people, try listening to music while working on school assignments or studying.

The kind of music you listen to might affect how well you are able to concentrate. For example, you might find that instrumental music or softer music helps you focus more, while dance music or louder music is distracting. Create a playlist of songs or music that helps you concentrate, so you can easily put it on while studying or doing schoolwork.

7. Schedule Frequent Breaks

Trying to focus for long periods of time can be mentally tiring, especially if you already struggle with concentrating. Taking frequent breaks can help prevent your brain from becoming exhausted or overwhelmed and give you a chance to unwind so that you can get back to your tasks with renewed energy.

Set aside time for these breaks in your daily schedule. Otherwise, you might forget to take them. These frequent breaks can be short, such as 10 or 15 minutes, which can make them easier to fit into your schedule. During these breaks, avoid thinking about the tasks or projects you are currently working on.

8. Practice Attentive Listening

When you have trouble focusing, remembering what you hear during class or in other situations can be difficult. This can cause you to miss out on important information or make it harder to understand what you are learning. Practicing attentive listening can help you pay close attention to what you hear.

You can practice attentive listening in several ways. While interacting with someone, ask questions, avoid interrupting them, listen to what they are saying instead of thinking of what you want to say, and make eye contact while they are speaking. You can also repeat what you heard them say or paraphrase it to show that you understand.

9. Use a Planner or Calendar

Trying to keep track of deadlines and due dates in your head can be incredibly difficult. Using a calendar or planner can make it much easier to do this. Setting up reminders can also help since you will have a heads-up when due dates or test dates are getting close.

Write down important dates, such as upcoming tests and exams, in a planner or calendar, so you can make sure you study for them. You can also use a planner or calendar to write down due dates for school assignments and projects, personal appointments, and other important dates.

10. Break Big Projects Up Into Small Steps

Tackling large projects when you have problems focusing can be challenging. You might feel overwhelmed before you even start, leading you to procrastinate and further add to your stress and concentration problems.

When you need to work on a big project, break it up into smaller steps. Having smaller steps to focus on makes it easier to get started and stay on track until you complete the project. Breaking a large project into smaller steps can also help you feel less stressed about it overall.

11. Focus on One Task at a Time

Multitasking might seem like a good way or the only way to ensure you finish all your tasks. However, approaching them this way can be harder on your brain. You might have trouble deciding how to juggle multiple tasks, or you might take longer to complete each task while trying to focus on more than one at a time. Plus, most experts agree it is literally impossible for you to effectively multitask - so stop trying.

Focus on one task at a time instead. When you devote your attention to one task, you should find it easier to complete. You can then move on to the next task on your to-do list.

12. Assess Your Social Media Usage

Checking your social media pages or feeds throughout the day might seem harmless, especially if you only spend a few minutes at a time on them. However, your social media usage might make it harder to pay attention to other tasks. Social media can be a big distraction, and you might spend more time on it than you realize.

Cut back on social media usage if you find that you spend too much time on it. Turning off notifications for social media sites and apps might help you avoid using them as much. Set aside a scheduled time for checking social media and keep it short.

13. Seek Mental Health Support

You might find that you are still struggling with concentration problems, even after making changes to your daily routine and habits. Seeking mental health support can help you get the help needed to improve your focus, especially if you have depression, anxiety, chronic stress, or other problems.

If you feel stressed or need more tips on improving your concentration, Post University offers counseling services. Our Center for Mental Health and Wellness provides in-person appointments, hotlines, and other mental health resources for students and their family members. Please contact Post University for more information about our Counseling Center!

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13 Top Tips for Improving Focus and Attention Span

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Staying focused in school and in other areas of your life can be tough. Learn why this happens and what you can do to improve!

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Here is a great You Tube channel designed to focus on the voice of young Autistic adults and children so their opinions and thoughts can be heard loud and clear!

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Hi, we're the Autistic Young Experts and on this channel you'll find out about our experiences of being autistic in our everyday lives, why we see autism as a difference and not a deficit, and why you should too! If you're new to our channel, please consider subscribing...

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Here's some Top Tips from Mrs Gambell to help you if you are finding reading or spelling tricky.

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Autism can present differently in girls. Here is a couple of guides, however, it is important to remember that autism is a spectrum and everyone is different!

Keeping-it-all-inside.pdf (autisticgirlsnetwork.org)

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Bev Noaker, who runs ADHD Sheppey, is a fantastic local resource! She is knowledgeable and caring, and I highly recommend her ADHD Parent Courses.

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KEPS - Kent Educational Psychology Service - run a free consultation line for parents, see attached flyer.

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SEND can be a minefield of specialist language, diagnoses and agencies. Do check in with us at SEND@highsted.kent.sch.uk if you come across one that isn't on our list!

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A useful guide to help children move towards managing sensory sensitivities as teenagers, for the whole family.

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Some tips to support children with ADHD, but the ideas are broad enough to be useful for anyone interested in developing friendships.

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Cultivating friendships during the teen years can be an awesome task for the youngster with attention deficit/hyperactivity disorder (ADHD). Cliques are hard to break into, and delayed maturity is a roadblock to social success.

While some hyperactive, impulsive ADHD teens win friends with their enthusiasm and offbeat humor, others find themselves ostracized, seen by their peers as overbearing or immature. And for primarily inattentive kids with ADHD, chitchat may be a challenge, paralyzing them into silence.

You can't structure your child's social life, as you did through elementary and middle school, but you can give the little push that helps her learn how to improve social skills. "Jump starts" that some of my clients' parents have used include:

School Clubs

High schools are often much larger than elementary and middle schools, and the school-wide social scene can be daunting to navigate for inattentive teens with ADHD. Conversation - and friendship - come more easily among teens who have a shared interest.

Encourage your child to sign up for clubs or activities that will put her in touch with like-minded students. An outing with the French club may spark conversation with a student in a different class.

Youth Groups

ADHD teens, like ADHD children, often need planned activities. Although you no longer plan and supervise play dates, church organizations, scout groups, and other after-school or community activities can provide structure for the teen who cannot find a crowd on her own.

An added bonus: The adults who run such groups are generally committed to involving all the kids. They'll take the time to talk to a teen standing on the edge of the group and encourage her to join in.

Outings with Parents

Some teens do best in smaller groups, with some parental monitoring. Although parents are generally "uncool" to high-schoolers, your presence is acceptable in certain situations. A teen who's reluctant to call a friend to "hang out" might be persuaded to invite a friend or two to a sporting event, if Dad gets a few tickets.

Community-service programs often involve parents along with their children. The National Charity League sends mother-daughter pairs to volunteer in food kitchens or homeless shelters. I've seen many girls make real connections with peers in this kind of setting.

Part-Time Jobs

An after-school or weekend job can let a teen practice some social skills and gain self-confidence. I worked with one youngster who thought he was doomed to social isolation - until he landed a job at a local smoothie shop. He began by talking with classmates who came into the shop, then got to know many of them outside of work, as well.

Social-Skills Groups

If a teen is seriously struggling on the social front, his "jump start" might be a formal group designed to teach social skills. Such groups are generally led by a psychologist or therapist, and may be sponsored by schools or community centers.

The format may involve structured tasks or be an open forum for conversation, with feedback coming from both group leaders, and peers. I've seen social-skills groups work wonders for teens who turned a deaf ear when Mom or Dad pointed out social blunders.

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From getting a part time job to joining a school club, here are five creative ways to help your teenager with ADHD improve social skills and make friends.

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A website for teens looking to develop their friendship skills, with links at the end.

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Making friends can be a little overwhelming and daunting for some people

You have opportunities to make friends at every stage of your life, so being able to make friends easily is a helpful skill to develop. Hopefully these 5 simple tips will help you:

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You shouldn't have to change who you are to make friends; trying to be someone else all the time is exhausting! Just be yourself and let others see the real you.

A good friend will like you for who you are, and if they don't, then they are not the type of friend that you want to have.

Remember, if possible use open and friendly body language, like smiling, relaxing your shoulders and looking people in the eye, rather than hiding your face and looking down, as this will show others that you are friendly and approachable.

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Sometimes, meeting people can be difficult.

Trying new hobbies or interests that get you out and about, helping you meet new people. This could involve volunteering locally, or joining a club at school or outside of school.

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Even simply saying 'hello' is a great way to start a conversation with someone.

You could also try conversation starters, such as giving a compliment. For example, 'I love your jacket, where's it from?'

Try and keep the conversation going by asking open questions (those which invite people to say more than just 'yes' or 'no') as this will help you find out a bit more about the other person.

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From talking to someone, you may find out that you have similar interests or hobbies.

Using this can help build a friendship as you have something in common that you can discuss or do together.

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Friendships take time and effort, but a good friendship will be worth the effort.

Showing willingness to stay in touch will help build upon the friendship. You can also use this to get to know them better or arrange to meet up and do something.

how to get help

If you have any more questions on this area or would like to speak to somebody about this topic, have a look at the links or search for your local services in the blue box below. Alternatively you can always contact your school nurse.

take action

Remember: Making new friends can be difficult and sometimes results in rejection. When this happens, it doesn't mean that it's your fault or that you are a bad friend, it could simply be that that person was having a bad day or has different interests to you.

Don't let this put you off making new friends, even if you had a bad experience, as not everyone will be like this.

Find help in your local area

Find help in your local area

Find out what services are available to you in your area. Remember your school nurse is always there to give you confidential help and support.

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Find help in your local area

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5 Simple Tips To Make Friends | Health For Teens

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If you find it difficult to make new friends, you're not alone, so take a look at some of the simple tips we have put together to help with this.

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Dyslexia is a neurodevelopmental condition that affects the ease in which people can read, spell and process information.

The British Dyslexia Association says that 10% of the population is influenced by dyslexia, therefore it is important for all of us to understand what it means to be dyslexic.

Dyslexia diagnoses are only available privately, however, a pupil does not need a dyslexia diagnosis in order to get support at school. There are inspirational stories of famous people who have dyslexia, for instance, Richard Branson calls dyslexia his ‘superpower’ and actively seeks out dyslexic people for his workforce.

We can empower pupils to learn strategies that can support them as they move on from education and into the workplace. One way, for instance, to still enjoy stories if reading is tricky is to listen to audiobooks. These are available through paid for services like Audible or Bookbeat, through Kent Libraries, or through the Listening Books charity if you are dyslexic.

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Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact on other areas such as organisational skills.

It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.

Delphi definition of dyslexia

Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling.

In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.

Across all languages, difficulties in reading fluency and spelling are key markers of dyslexia.

Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.

The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.

Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language.

The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e., in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed.

Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia.

Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.

The journey to find a new definition of dyslexia

The Dyslexia Delphi Study aimed to establish 'areas of consensus among a wide range of experts' and to reduce 'confusion and misinformation' about how dyslexia should be defined.

The papers have been published in the Journal of Child Psychology and Psychiatry and the Dyslexia Journal.

Carroll, J.M., Holden, C., Kirby, P., Thompson, P.A., Snowling, M.J. and (2025), Toward a consensus on dyslexia: findings from a Delphi study. J Child Psychol Psychiatr. https://doi.org/10.1111/jcpp.1...

Holden, C., Kirby, P., Snowling, M.J., Thompson, P.A. and Carroll, J.M. (2025), Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification. Dyslexia, 31: e1800. https://doi.org/10.1002/dys.18...

It is important to note that the definition identifies the same or similar underlying cognitive indicators of dyslexia as the previous Rose (2009) definition, alongside recognition of its impact on individuals. For this reason, there is no suggestion that anyone diagnosed under the previous definition would not continue to meet the criteria for a diagnosis.

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What is dyslexia? - British Dyslexia Association

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Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is...

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People who are neurodivergent may experience higher levels of anxiety if they are also finding it tricky to manage their social environment. Anxiety and stress are, however, feelings that any person can experience, whether neurodivergent or neurotypical.

Did you know that by practising breathing exercises you can reduce feelings of anxiety and stress? The vagus nerve is one of the body’s cranial nerves and is based in the neck. It is responsible for various organ functions including digestion, heart rate and breathing, and is part of the process of calming your body when experiencing stress.

When we experience stress or anxiety, our breathing tends to become more shallow and rapid. Taking deep, belly breaths signals to our body that it is safe to unwind and relax. You can try different breathing exercises when you are calm to help keep your body relaxed. You can then use these techniques when you are stressed to help you calm.

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There are lots of way to feel calmer. Try our breathing exercises, activities and games or watch a video to help let go of stress.

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There are some fantastic podcasts out there for families looking to learn more about SEND and neurodiversity.

Pop one on while you are doing the ironing, in the car, or while you take a walk! Here’s a summary of our favourites:

Pooky Knightsmith: Pooky Ponders... podcast is just brilliant and covers all kinds of topics including neurodiversity, parenting, anxiety, eating disorders and sensory needs. Pooky is an adult with autism, and she has two autistic children who she now home educates. Her podcasts are warm, thought-provoking and always full of practical tips.

The SENDCast has over 160 episodes packed with topical information about SEND, the latest is called ‘the National SEND picture’ for anyone interested in roaming further afield than Kent!

Dr Kathy Weston’s ‘Get a Grip’ Parenting Podcast which covers a broad range of topics, not all of which are SEND related but the ones we have listened too have all been interesting and informative.

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On the 2nd April, it was Autism Awareness Day.

Mrs Gambell’s Neurodiversity Group have a keen interest in Autism and wrote this newsletter article for the school Newsletter:

Autism is a spectrum, not all autistic people behave the same. Autism shouldn’t be something that should be ‘serenaded’ or perceived as a ‘club’. We have found that 1 in 7 people in the UK are neurodiverse, so it also isn’t something that should be thought of as ‘different’ or ‘other’, but part of ‘us’.

Recently, there has been a trend of people saying “you’re autistic” or “you’re acoustic” as an insult. It can feel awful if you are autistic to hear people say these things. If someone is behaving a bit ‘silly’ then there is also a trend where people might say things such as, “sorry they’re being a bit autistic” or “sorry I'm being autistic right now.” This is not acceptable and needs to be challenged as it continues a stereotype of autistic people behaving in a certain, negative way.

Autism is a neurotype which affects the way that people think and act. For example, people with Autism or ADHD might have social difficulties or sensory issues, which may, at times, cause them to demonstrate unexpected behaviours. However, having Autism can also mean that someone is extra creative, able to pay more attention to detail and be an innovative thinker. Greta Thunberg calls Autism her ‘superpower’! This Autism Awareness Day, take the time to wear something blue and find out a little bit more about Autism.

From the Neurodiversity Group

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Training and information sessions for families

MIDAS are the outreach service based at Meadowfield School and run excellent workshops for families on a range of topics, usually for around £5pp. The staff are knowledgeable and are always willing to answer questions and offer support. Their brochure is here Parent-Carer-Brochure-2023-2024.pdf (meadowfield.kent.sch.uk)

Parents can book places by completing the booking form on our website - https://www.meadowfield.kent.sch.uk/midas-and-stls/parent-courses-and-bookings-2/ and sending it to midas@meadowfield.kent.sch.uk or by calling 01795 477788 (option 6).

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As we are entering that time of year, this week we are focusing on exam anxiety. One of my favourite SEND experts is Dr Pooky Knightsmith, and she has written a great article here all about supporting neurodivergent pupils with developing their study skills. She has also said that exams, although stressful, are a scaffolded environment for experiencing stress and it is about building good strategies now for coping with and managing anxiety that will enable our young people to go on to manage tricky situations in adult life.

I have been sent this Sway from KCC which outlines some good advice and guidance for anyone experiencing exam anxiety, you or your child may find it helpful to look through.

https://sway.cloud.microsoft/infOFFru929ZtLDr?ref=email

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In this article, we will delve into a framework for cultivating effective study habits that cater to the specific needs of neurodivergent learners, enabling them to thrive academically.
Goal-setting and breaking down tasks
The importance of setting clear academic goals cannot be overstated. Neurodivergent learners may benefit from breaking down these goals into manageable steps, reducing feelings of overwhelm and boosting their confidence as they achieve smaller milestones. Here are some ideas:
Time management strategies
Neurodivergent learners might struggle with time management, making it essential to provide them with strategies for organising their study time, especially when it comes to homework and extended projects. Techniques such as creating schedules, using timers, and employing time-blocking methods can help them stay on track. Here are some ideas:
Organisational techniques and note-taking
Challenges with executive functioning mean that neurodivergent students can struggle to demonstrate the breadth and depth of their learning because organisation and task completion gets in the way of demonstrating knowledge. We can support students to overcome this hurdle by exploring tools and methods that help them keep track of assignments, deadlines, and materials as well as teaching effective note-taking strategies, to aid them in organising and retaining information. Here are some ideas:
Visual aids for enhanced understanding
Visual aids such as diagrams, mind-maps, and charts provide neurodivergent learners with alternative ways to grasp complex concepts. These aids can facilitate comprehension and retention and can be used to support both classroom-based learning and homework. Here are some ideas:
Memory techniques and digital tools
Introducing memory aids like mnemonic devices and repetition can significantly aid neurodivergent learners in retaining information. Additionally, reducing the cognitive load of other tasks by recommending digital tools and apps that assist with organisation, note-taking, and study planning can increase the bandwidth students have to focus directly on their studies. Here are some ideas:
Final thoughts
Cultivating effective study habits for neurodivergent learners is about recognising their unique strengths, challenges, and preferences. I hope that by exploring and implementing some of the strategies outlined in this framework, you will be able to support your neurodivergent learners to enjoy their learning and show you the brilliant things they are capable of when some of the day-to-day barriers are removed for them.

Dr Pooky Knightsmith is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by a PhD in child and adolescent mental health and her own lived experience of PTSD, anorexia, self-harm, anxiety and depression. You can contact Pooky via www.pookyknightsmith.com. Find her previous articles and podcast and webinar appearances for SecEd, visit www.sec-ed.co.uk/authors/dr-pooky-knightsmith

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Cultivating effective revision and study habits in neurodivergent learners - SecEd

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What are the key principles for developing effective study habits for our neurodivergent learners? Dr Pooky Knightsmith advises

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There is some parent training available here at FACE (Family Advice Communcation Education) which might be of interest to any parent.

They offer reasonably priced parenting sessions on topics over the coming weeks including ‘Understanding the Teenage Brain’ (20th May), ‘Raising Self-Esteem' (21st May), ‘Supporting a Child with ADHD’ (23rd May), ‘Introduction to OCD’ (11th June),  and also a free workshop entitled ‘Decreasing Depression’ at 6.30pm this Wednesday, 10th May.

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FREE Session - Decreasing Depression

Fighting back against depression. A free online session explaining what can aggravate symptoms of depression and what we can do to help reduce the symptoms. Tuesday 14th May. 7pm to 8pm

Family Advice - Communication - Education

FACE gives practical, accessible and affordable support to parents, schools and organisations across the UK.

Relevant advice, up to date information and easy to apply interventions, delivered via online and in-person talks,

group sessions, videos and one-to-one support.

​

National Standards CPD sessions

A new range of CPD approved sessions aimed at supporting school staff

and other professionals who support children and teenagers

Coming up Next!

All of the following are delivered live online by FACE Lead Facilitator, Jane Keyworth

19:00 - 21:00 £24 each

13 May - Autism: Improving Communication
14 May - FREE Decreasing Depression
16 May - Understanding Addictive Behaviour
20 May - Understanding the Teenage Brain
21 May - Raising Self-Esteem
23 May - Supporting a Child with ADHD
30 May - Anxiety Explained
3 Jun - Understanding Anger
4 Jun - Cannabis Awareness
11 Jun - Introduction to OCD

FACE Parent Brochure
2024

May
Newsletter

Your FACE

FREE sessions every week

for parents who live in the Weymouth & Portland areas.

Recommended and supported by local GPs from the Weymouth & Portland Primary Care Network

Get support with issues such as Anxiety, ADHD, Anger, Drugs and more for FREE!

Fantastic opportunity
FREE support for Dorset Parents
to im prove communication and understanding wi th their teens.

face2face

one
parent

one
teen

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Face Family Advice | online parenting classes

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FACE: Family Advice, Communication, Education. Affordable online classes for parents. We help empower parents to communicate more effectively with their children. Courses available on a range of topics covering communication, behaviour and emotions, as well as ADHD, autism and anger.

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Richard Branson: The University of Dyslexic Thinking 

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Richard Branson: The University of Dyslexic Thinking 

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Find out about how Richard Branson is celebrating and utilising the innovation of dyslexic thinking skills in new University courses!

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Launching DyslexicU: the world’s first ‘University of Dyslexic Thinking’ | Virgin

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Launching DyslexicU: the world’s first ‘University of Dyslexic Thinking’

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Private Dyslexia Diagnosis: Decoding Dyslexia 

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Private Dyslexia Diagnosis: Decoding Dyslexia 