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We want to hear about the experiences of our SEND Families in Essex.

From NHS waiting times to support in schools, accessing clubs/activities to obtaining equipment to support your child.

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Welcome to the Essex Family Forum - Disabilities Support Community

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The Essex Family Forum will be a well-informed, connected and empowered community of families that includes children and young people up to the age of 25 with disabilities or additional needs. We will work in partnership with organisations, our Local authority and health commissioners aiming for quality outcomes that..

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SNAP are hosting a sensory support session with Anna Hamlet on Wednesday 14th February at 10am. See their facebook page for further details.

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With your help, we can keep offering free support to those who need us.

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Southend, Essex and Thurrock Children's and Adolescent's Mental Health Service

Who are we?

The Southend, Essex and Thurrock Children's and Adolescent's Mental Health Service (SET CAMHS) provides advice and support to children, young people and families who are in need of support with their emotional wellbeing or mental health difficulties.

The service covers Southend, Essex and Thurrock and is open to young people between the ages of 0-18, or up to 25 for those with special educational needs.

Any child or young person experiencing mental health difficulties as well as any parent, guardian or professional can access the service for help and guidance.

There are lots of ways to access the service.

A child or young person can contact us directly

Any parent/guardian or professional such as a teacher, school nurse or GP can contact us on the behalf of the young person

When the service can help?

Everyone goes through ups and downs, but sometimes feelings or behaviours can start to get in the way of day-to-day living. When this happens, it might be time to seek some help.

We can support people with a range of mental health difficulties faced by young people, which can include:

Low mood

Anxiety

Obsessional thoughts

Sleep problems

Body image and eating difficulties

Behavioural and emotional difficulties

Trauma and loss

Parenting and family difficulties

These are some of the things we can help you with. If we feel SET CAMHS is not right to help your particular need, then we can put you in contact with a number of different organisations who might be more appropriate.

What the service can do

SET CAMHS offer a range of both individual and group talking therapies such as;

CBT (Cognitive Behavioural Therapy)

DBT (Dialectical Behavioural therapy)

Trauma focused therapies

Play based therapies

Art and creative therapies

Psycho-dynamic therapy

Family therapy

Group Therapy

Medication

Journey through the service

Waiting times may vary but we aim to see people within 12 weeks. However, if you find that things become more stressful while you are waiting to be seen, contact us as soon as possible so we are able to provide support.

Useful online resources

MiLife

MiLife; is an online help service designed by young people from Essex with useful information and links to other organisations that work with young people.

Kooth

Kooth; is an online mental health service for children and young people which offers online counselling and emotional-wellbeing support.

For a full list of NHS approved online self-help services visit the website link here.

Important contact details

To contact the service between the hours of 9am-5pm, Monday to Friday, you or someone on your behalf can;

Call SET CAMHS: Freephone 0800 953 0222

Email: SET-CAMHS.referrals@nelft.nhs.uk

If you need urgent help or out of hours help; call NELFT out of hours: 0300 555 1200

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Southend, Essex and Thurrock (SET) CAMHS

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Southend, Essex and Thurrock (SET) CAMHS service provides emotional
wellbeing and mental health advice and support for young people and
their families across Southend, Essex and Thurrock.

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We use necessary cookies to make our site work. We’d also like to set optional performance and functional cookies. We won’t set these optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.

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SEND Family Bulletin - SEND Family Bulletin June Edition

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At our clinic in Colchester we provide diagnostic assessments of autism spectrum conditions. Our experienced clinicians use standardised assessment tools recommended by the National Institute of Clinical Excellence (NICE). We strive to provide the highest quality of service with our client's and referrer's needs central to what we do.

We provide specialist multi-disciplinary assessments for children from aged two years, adolescents and adults. We are experienced in assessing people with complex presentations. For example, many of our clients have comorbid ADHD (attention deficit hyperactivity disorder), executive function problems, sensory processing disorder, Irlens Syndrome (visual stress), dyslexia, intellectual or learning disabilities, mental health problems and genetic syndromes. We specialise in assessing girls and women, and people who are 'high functioning' (of average intelligence and above) who have learned to "mask" their symptoms. We are also trained and experienced in assessing and diagnosing comorbid Avoidant/Restrictive Food Intake Disorder (ARFID) alongside an assessment of autism spectrum disorder.

Our Contact Details

email: info@essexautismservice.com

Telephone: 01843 652571

WHAT OUR CLIENTS SAY ABOUT US:
"The service was so personal and professional. Every effort was made to accommodate our needs and the report was completed very promptly and efficiently. Dr Bearman was friendly and approachable and clearly understands the autistic perspective and how to put the client and family at ease during an assessment. Her expertise in assessing our son will help us work together to manage his future care more safely and effectively." "I was unsure about pursuing a formal diagnosis for my 61-year-old brother but Dr Bearman was so sensitive when gathering information that he found the process completely unthreatening. It also widened my understanding of his difficulties and the challenges he faces. The report is comprehensive and detailed and I hope it may mean we obtain the support he needs. I would not hesitate in recommending Dr Bearman." "Our daughter was very anxious about attending the appointment, so we appreciated the information that was sent to us beforehand to help prepare her. Our daughter actually enjoyed the assessment and we were pleased to receive the report quickly with detailed recommendations. We hope that the assessment will help us move forward with her education." "Not really knowing what to expect (despite the helpful introduction letter) the experience was friendly, professional and was able to put our child at ease."

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Welcome to Essex Autism Service - Essex Autism Service

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At our clinic in Colchester we provide diagnostic assessments of autism spectrum conditions. Our experienced clinicians use standardised assessment tools recommended by the National Institute of Clinical Excellence (NICE). We strive to provide the highest quality of service with our client's and referrer's needs central to what we do.

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Self Pay Healthcare in Essex | Wellbeing

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We understand that a diagnosis of neurological challenges can often be the turning point in being able to access further support, and that obtaining a diagnosis can often be a lengthy process on the NHS. We are proud to partner with the NHS to offer both NHS and self-pay ASD and ADHD services to ensure that we can offer our support to as many people as possible. Autism and ADHD assessments are a key part of our offering that result in a thorough report and signposting to useful resources. Our consultant-led, multi-disciplinary team will work with you to provide actionable insights, no matter where you are in your journey, and offer expert advice to help you or a family member. Our ASD and ADHD services are suitable for both children and adults, meaning that it is never too late to be assessed.

Our services include:

At Wellbeing, it is our goal to make you feel at ease in our clinic venues, and to ensure that your experience is a positive one. The assessments that we provide are not a test with right and wrong answers, but a holistic approach that takes into account previous history, key concerns, and responses on the day.
We have created a new, dedicated website that goes into detail about the process of working towards a diagnosis of autism and neurodivergent conditions, and offers resources written by our clinicians to help you throughout your journey. For more information on our ASD and ADHD services, you can also get in touch with one of our team today.

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Autism Assessment | ASD Services in Essex | Wellbeing

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We understand that a diagnosis of neurological challenges can often be the turning point in being able to access further support, and that obtaining a diagnosis can often be a lengthy process on the NHS.

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At the Therapy Life Centre we work together as a team to help both adults and children with their physical, mental and emotional issues.

Sometimes today’s busy lifestyle can result in physical manifestations of underlying emotional dis-ease. It’s not always something that y…

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You might find recording what happens each night by using a sleep diary useful.

You can see if any patterns are occurring and this could help to understand what might be causing sleep problems or disruption and, in turn, help to find the right strategy to use to address them.

For children struggling to settle, you might find that recording the 'goings on' before bed can help you to establish a bedtime routine. Likewise, or in the case of night waking, you might want to record whether this is the same every night and if something specific is causing it.

A sleep diary might help you to see if your child is getting enough sleep overall (see Sleep Facts) - even if you're not!

There are lots of templates and ideas for keeping a sleep diary and the links below are a selection of these. However, here are some suggestions for the things you might want to include if you are creating your own sleep diary:

Time/length of daytime naps

Time bedtime routine started - Any problems? What did you do?

Time in bed - Any problems? What did you do?

Time fell asleep

Night-time awakenings - What did you do? How long did they last?

Time woke in the morning

Total hours sleep.

Have a look at the links below for more sleep help.
Back to Sleep Tips >

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Sleep tips for families raising children with disabilities | Tired Out

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Recording what happens each night by using a sleep diary can be a good way to monitor your child's sleep pattern. You can see if any sleep patterns are occurring, which could help you understand what might be causing sleepless nights.

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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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Who do I talk to if I can't sleep? The National Sleep Helpline can help with your sleep problems, 7pm-9pm, Sunday to Thursday, 03303 530 541.

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When you're told that your child's behaviour at school isn't up to scratch, it can be difficult to know how to react. You might feel angry (with the school or even your child), frustrated, embarrassed or perhaps judged by teachers and other parents - after all no-one wants their child to be the labelled the 'troublemaker'.

There are lots of reasons for difficult or challenging behaviour, so it's important to put aside your emotions, do some fact finding, and work together with your child and their teachers to get the best outcome.

Listen to your child without judgement

Have open conversations with your child and listen closely to what they tell you. Let them talk freely about what it's like at school, ask what goes well as well as what doesn't. Older children will be able to tell you in more detail, but try and encourage your child to focus on facts rather than emotions and opinions.

Wait until your child has finished before moving on to discuss what might make things better for them. Try to avoid saying anything that might (unintentionally) re-inforce or make worse any negative feelings they have about themselves or school, like "you shouldn't feel that way" or "your teacher shouldn't do that".

Find out what the school expects

Once you've got a handle on your child's view of the situation, make an appointment to speak to their teacher. Prepare for the meeting by reading the school behaviour policy, so you'll have a good understanding of what's expected and how the school promotes positive behaviour for learning.

The relationship you have with your child's teacher and school will certainly affect how you feel about going in for this kind of meeting. If you're at all worried about it, read our tips for communicating with the school.

Talking to your child's teacher

Just as you had an open, non-judgmental conversation with your child, try and do the same with their teacher. Listen to what they tell you before asking questions or talking about solutions.

Take with you some notes from the conversations you've had with your child, and a list of questions you'd like to ask. If you're not clear on what the school's behaviour policy is, or why they manage behaviour in the way they do, ask your child's teacher to explain their reasons.

There's lots of information that will be useful for you to share too, like a list of the things you do at home that support positive behaviour for learning, and some examples of any challenges you've faced in the past (or now), including what has, or hasn't worked.

Discuss any concerns you have about how school affects your child, for example if they're struggling with homework, reluctant to go to school, or showing any signs of anxiety or stress.

And if there's something going on at home that could be affecting their behaviour at school, like a sick relative or a house move, it's really helpful for teachers to know about it - any personal information you share will be treated with confidence.

In a nutshell, the more open the communication is between home and school, the easier it will be to work together to make school life happier for your child.

Promoting positive behaviour at home

Learning starts at home, so the plans you agree with the school will be more effective when they're supported by some simple strategies for promoting positive behaviour at home:

Recognise the good stuff. When your child does something great, like working hard on a project (not necessarily school related), showing kindness to friends or family, or being persistent at something - let them know you've noticed their efforts by telling them so, and remind them they should be proud of themselves too.

Be a good role model. We can all have our off days, but don't underestimate the power of being a good role model for your kids. If you want them to be respectful, kind (online as well as in the 'real' world), and feel positive about school, then make sure they see you behaving that way too. If you have rules in place, like doing homework before TV, or no phones at the dinner table, the whole family needs to stick to them.

Support their learning. Talk positively about school and let your child know you're there to support them with homework, read together, talk about their day, support them at exam time, attend parents' evenings, and (as much as you can) go along to other school events.

Seek expert help if you're worried

If you're worried that your child's behaviour isn't improving, or they're struggling to cope, make an appointment to speak to the staff member responsible for pastoral care at your child's school. If you're concerned there could be an underlying condition affecting their behaviour, contact your GP or other family health professional.

Related articles: Where to find parenting advice

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There are lots of reasons why children's behaviour can become difficult or challenging at times. So if you're told your child's behaviour at school isn't up to scratch, it&rsquo;s important to put aside your emotions, do some fact finding, and work together with your child and their teachers to promote postive behaviour at school and at home.

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See if you can set aside some time every day to talk to your little one about how their day went and what they're expecting from tomorrow. That way, you can help them anticipate any tricky situations and plan how they might behave. Bedtime is a great time to do this, as that's when kids' minds will naturally be digesting their day.

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How to help your child make friends at primary school

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Worried about how your little one will cope at big school? The start of term can be an emotional time for everyone, especially if your child is heading off to a new school.

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Every parent knows schoolyard friendships are important. Friends enrich our lives, boost our self-esteem, and provide the moral support we need when we're memorizing multiplication tables. Developmentally speaking, making a friend in school is every bit as important as getting an A. Learning how to form successful peer relationships is a critical skill for kids, and one that they will be using-and refining-all their lives.

But some kids have a harder time fitting in. Cornerstones of childhood interaction, like sharing a toy or engaging in make-believe, might elude them. While parents can't make friends for their children, they can help them develop and practice key social skills. If you see your child struggling to make friends or getting rejected by other kids, here are some steps you can take to help.

Building social skills

Social skills don't come naturally to all kids. Impulsive and hyperactive children often act in ways that stymie their strong desire for friendship, notes Mary Rooney, PhD, a psychologist who specializes in ADHD and disruptive behavior disorders. They often have trouble taking turns and controlling their anger when they don't get their way. More inattentive kids may act flighty or hover at the margins of playgroups, unsure of how to assert themselves.

If you notice that your child is struggling to interact with their peers, try some coaching at home. Emphasize taking turns and sharing during family playtime and explain that friends expect the same good behavior. Impulsive children will also benefit from practicing different strategies for settling peer conflict. Role playing can be very helpful here. Of course, as a parent you should also be careful to model good social behavior yourself when talking to family members and your own friends.

For kids who need more intensive guidance, experts suggest using "social scripts," or simple everyday conversations that kids can practice with their parents. You can work with your child's doctor or behavioral therapist to select appropriate scripts and develop a strategy for rehearsing and implementing them. Social scripts are especially helpful for children on the autism spectrum who need to deliberately learn key social skills, such as establishing eye contact and responding to the moods of others.

Finally, if your child has been having a hard time making friends, Dr. Rooney suggests setting up a meeting with their teacher. "Often kids will say 'everyone hates me,' but they may not be able to describe what's going on." Teachers can give a better sense of your child's peer interactions and suggest more positive classmates for after-school playdates.

Supervised playdates are a great way for children to build their social muscles. Dr. Rooney suggests that parents spend some time before playdates reviewing social cues with their children. Some activities for playdate-prep include:

Talk with your child about what it means to be a good host. What will your child do to make their guests feel comfortable?

Have your child pick out a few games in advance. How will your child know when it's time to move on to the next game?

Ask your child how they'll know if guests are having a good time. Are they smiling? Laughing?

As long as the children don't veer into play that's outright dangerous, let the playdate unfold as it may, recommends Jamie Howard, PhD, a clinical psychologist at the Child Mind Institute. Children learn from the natural consequences of their actions, which is why it's so important to let them practice socializing in a warm, supportive setting.

And when you review how it went, focus on the good behaviors you want to reinforce. "Kids are more motivated by praise than by avoiding criticism," says Dr. Howard. "Specific, labeled praise is most helpful. Instead of 'good job,' say, 'you shared very well with your friend.'"

Helping shy kids

Some kids are natural social butterflies while others need more time to warm up to new situations. Don't worry if your child is a little more hesitant in social situations. Expecting every child to jump in and be the leader of the group isn't realistic, so avoid pushing too hard. However, parents shouldn't make the mistake of keeping more tentative kids at home, either. Rachel Busman, PsyD, a psychologist who works with anxious kids, explains, "There's a difference between accommodating and enabling. For shyer kids we want to give them opportunities to meet new kids, but we want to help bridge the transition so they aren't too uncomfortable."

Dr. Busman suggests planning playdates at your house first, where your child will be most at ease. Clubs or other activities are also a good way to make friends because they provide built-in structure that helps minimize anxiety. If your child is reluctant to try something new, suggest inviting a friend they're already comfortable with to join in. As with any social skill, parents can help shy kids rehearse ahead of time for a situation that makes them nervous, like going to a birthday party or meeting a new group of people.

Every child is different

Dr. Busman notes there is also a difference between children who are shy and children who are simply more introverted and prefer spending their down time reading or drawing by themselves. "Different children in the same family can have different social limits and degrees of comfort. A child who prefers quiet time or being in small groups isn't necessarily avoiding other kids." But it's essential that more introverted children still get opportunities to make friends. Dr. Busman recommends knowing how much your child can handle and setting expectations accordingly. It's enough for some kids to find just one thing they like to do once a week.

Finally, it's important that parents not place too many of their own social expectations on children. Dr. Rooney advises keeping things in perspective. "Kids need just one or two good friends. You don't have to worry about them being the most popular kid in their class."

How can you help your child make friends?

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Kids Who Need a Little Help to Make Friends - Child Mind Institute

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What parents can do when kids struggle with social skills. How to help kids who need a little help to make friends and develop friendships.

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Are you worried that your child is having friendship issues? You may feel anxious that these are happening outside your control and concerned about the effect on your child's emotional state.

Learning social skills are just as important as learning to read and write and personal and social education is part of the curriculum. However, there are steps you can take to support and develop your child's social skills and confidence. Read the blog below to find practical, empathetic tips.

How does your child like to play?

Some children are naturally more introverted than others or prefer to play alone some of the time. Introverts enjoy the company of others but need time alone to recharge their batteries, finding constant company exhausting. If this is your child, let them have this time and try not to be anxious about it.

Similarly, some people prefer the company of just one or two close friends, rather than being at the centre of a large group. If this is your child, talk about the joy of having a couple of really good friends, rather than lots of 'friends' that you might not know so well.

How can I talk about these issues with my child?

If you do feel there is a friendship issue going on, talk to your child about it. If they say, 'I've got no friends,' or 'No one would play with me today,' ask, 'What do you mean?' Sometimes a child has fallen out with a key member of their friendship group during the day, which has naturally upset them and perhaps made them feel a little alienated. However, young children frequently make up as quickly as they fall out.

Reassure your child, talk through what happened and discuss positive steps they can take to make things better by using these cards.

Is your child struggling with friendships?

If so, keep talking to your child - but be careful not to give them a daily interrogation. Rather, be on hand to listen when they do want to open up about their day. The likelihood is that your child is struggling either because they themselves find social skills difficult to master, or because they're being treated unkindly by other children. You could try talking to them about what a good friend looks like.

What should I do if my child is being treated unkindly?

As a parent not being able to support and protect your children at school is hard especially when you suspect that your child is being treated unkindly. Approach the class teacher as soon as possible to talk through a plan to deal with this. It may be that things are not as bad as you think.

Most teachers have a pretty good idea of what is going on socially with the children in their class and they can keep a closer eye on your child for a while. They can also suggest appropriate children who can 'buddy up' with your child and support them.

Resist the urge to approach the parents of any child you feel is being unkind - this rarely works well, and it doesn't show your child the best way to deal with difficult situations.

How can I help my child with their social skills?

Social skills don't come automatically to all children, especially younger ones. Some children are naturally quite impulsive or lively. They have a strong desire for friendship but can struggle to control their reactions to others. This might be when they feel they've been unfairly treated or if they're losing control of the way a game is going. These cards can help your child to think about a range of situations and how their peers might feel.

Other children can be unsure how to assert themselves and have their voice heard, so may stay on the margins of group play and social activities.

These flashcards can help you to discuss with your child how a good friend might behave.

How can I build my child's confidence and social skills?

You can practise social skills at home and build confidence by helping your child to talk about what their best qualities are. You could also give opportunities for your child to practise taking turns, sharing and coping when things don't go their way, perhaps by playing a board game as a family.

Try to model positive reactions to difficult situations. You could also talk about why, as a family, you expect people to treat each other fairly, because you care for each other and want everyone to feel happy. Then explain that our friends expect the same.

How can role-play help children in social situations?

Role-play, with teddies, dolls, action figures, even toy cars, is a great way to explore different situations with young children. Act out some different responses to situations and their consequences, then discuss the outcome. For example, 'Teddy is mean to Rabbit because Rabbit has a toy he wants. As a result, Rabbit is hurt and cries, running to tell the teacher. Teddy gets into trouble and also feels sad'.

Talk about how Teddy can make amends for the situation by saying sorry and about what he could do differently next time.

What is a social script?

Just as adults may rehearse what they are going to say when meeting a new person or having a job interview, for example, it can be helpful for children to practise how they will respond to different situations.

These cards provide a range of scenarios that you can work through with your little one.

Playdates

You might want to invite one of your child's friends over for a play date. Beforehand, you could talk to your child about how to be a good host. What games should they play? It could be a good idea to plan something such as baking cakes, building a den or constructing a train set.

Talk to your child about what they should do if there's a disagreement or their friend wants to change the game. Then leave them to it. Children need to learn about the consequences of their actions, so resist the urge to interfere unless things are getting physically dangerous!

If you do sense tension is building up too much, break it up by suggesting a snack or an activity change. Once the friend has gone home, talk about what went well.

Model positive relationships yourself

If your child sees you interacting positively with your family and friends, they're more likely to do the same. Make sure that you keep interactions with your child positive too - don't put your own social needs onto them.

Most friendship issues sort themselves out. If you feel the problem isn't going away, it would be a good idea to talk to your child's class teacher for more support.

If you've found this blog about how to deal with friendship issues helpful, why not read one of our other blogs, such as this guide to children's mindfulness?
Black History Month: Facts About Famous Figures Back to School: Ten Free Spanish Activities and Ideas for Parents Easy Halloween Crafts for Kids
We hope you find the information on our website and resources useful. As far as possible, the contents of this resource are reflective of current professional research. However, please be aware that every child is different and information can quickly become out of date. The information given here is intended for general guidance purposes only and may not apply to your specific situation.

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Helping Your Child to Develop Positive Friendships

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Are you worried that your child is having friendship issues? You may feel anxious that these are happening outside your control and concerned about the effect on your child's emotional state. Learning social skills are just as important as learning to read and write and personal and social education is part of the curriculum.

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South East Essex Community Health Services | EPUT

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For more information on services, please click on the appropriate page of the directory below:

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Why is this happening?

How do I help them to learn to handle their feelings?

What will happen if they don't figure this out before they grow up?

Where do I start?

As a therapist with 20 years of experience and a mom of 2, I create practical resources with an organized way to explore lots of different styles of coping skills.

Tons of ideas

Just as our children learn in different ways, they also cope in different ways - a "one size fits all" approach isn't helpful. There are tons of coping skills ideas you can explore through the products here.

Organized

We divide our coping skills up into different styles: Relaxation, Distraction, Sensory, Movement, and Processing. This allows children to explore strategies that fit with their personality.

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Why is this happening? How do I help them to learn to handle their feelings? What will happen if they don't figure this out before they grow up? Where do I start? As a therapist with 20 years of experience and a mom of 2, I create practical resources with an organized way to explore lots of different styles of coping skills.

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Anxiety is one of the most common mental health conditions experienced by children and young people and can be devastating for the whole family. While it's normal for everyone to worry at times, anxiety disorders are much more serious and can significantly affect your child's life.

In 2020, research from the NHS discovered that the proportion of children experiencing a probable mental disorder (including anxiety and depression) has increased over the past three years, from one in nine (10.8%) in 2017 to one in six (16%) in 2020.

When exploring how Lockdown has affected children and young people's stress and anxiety, the Children's Commissioner found that smaller stressors - including anxiety about appearance, bullying and tests - have been overtaken with a particular focus on Covid-19 and its secondary impact on schoolwork, health, social lives and employment opportunities.

Our Neurodevelopmental Specialist, Emma Woodhouse, outlines some simple strategies you can use to support your child or young person if they are suffering with anxiety and help them feel more in control.

1. Ask: "Where can you feel it?"

Sometimes people find it difficult to identify their emotions. They may be aware that they don't feel 'good', but for some people it is hard to know whether that feeling is sadness, anxiety, frustration, or a combination of different emotions. If a young person struggles to identify the emotion, it may be difficult for them to describe or communicate how they feel.

We often experience anxious emotions in our bodies, like that uncomfortable feeling in your stomach lurch just before a big presentation. Children and young people are no different. Asking your child to point to where they feel their anxiety can help them to understand their emotions. It can also help to ask questions like what shape is it? What colour? Is it spiky or smooth? You could even encourage your child to 'draw' their anxiety.

Emma explains, "I think it's important for parents to think about their timing if they want to bring up sensitive topics like anxiety (or emotions more generally). The time that feels right for the parent might not be the best time for their son/daughter. It may be helpful to try and talk to them whilst simultaneously engaged in an activity (e.g. a walk, cooking something together, drawing / art, gardening). If they have watched a film or television programme featuring anxiety, it could be helpful to discuss that with them and hear their thoughts. It can feel more 'removed' and less 'threatening' if the conversations are more general, rather than specifically about their own anxieties."

2. 'Fire alarm'

Describing to your child how their anxieties are like a fire alarm can be helpful. You might say something like, "How many times do the fire alarms in the house go off but without a fire?" Helping them understand that their anxiety response is a way of their body, misguidedly, preparing them for a problem can help them understand that the response is often not needed.

3. Don't dismiss their worries

Many parents are struggling with their own worries, particularly during the pandemic. Your child's worries may seem minor in comparison, but it's important not to trivialise your child's fears. Even if their worries seem 'silly' or disproportionate to you, they can feel overwhelming for a child. Saying things like, "I can hear how worrying this is to you," allows them to feel heard and not judged. This will make them more comfortable in opening up to you.

Emma explains, "Sometimes it can be helpful to think about practical strategies and it is completely natural for parents to want to offer solutions for their child's problems. However, a child needs to feel heard if they are going to share their worries. I came across a quote several years ago and it stuck with me because I think there is a lot of truth in it: "The biggest communication problem is we do not listen to understand. We listen to reply".

4. Empathise

Your child probably feels alone in their anxious feelings and might think they are the only ones who feel this way. This can be incredibly isolating. Depression often accompanies anxiety, so thinking of a time that you have also felt anxiety and talking about it can help your child feel less alone.

5. List their worries

Sit down with your child or young person to write down or draw a list of the things that worry them, however small they might be. Just remember not to judge. Come back a day or week later and see if any of those worries have come true. The likelihood is they haven't and even if they have, the consequences were probably manageable.

6. Seek help

Emma believes that avoidance maintains anxiety. "The more people avoid the things that make them anxious, the less confident they feel in their ability to cope when they face the anxiety provoking situation. Any steps to increase exposure to the anxiety provoking situations must be very gradual, otherwise they can feel too overwhelming. It is also important to consider the thoughts and feelings behind the anxiety."

There are lots of strategies that can help your child, and some young people may grow out of their fears. However, if anxiety goes untreated, it can stay with a young person as they transition into adulthood. Anxiety can prevent them from enjoying life to the full and may even prevent them from attending school or making friends. Professional help from a child psychiatrist or psychologist can be incredibly useful in helping your child to manage and overcome their anxiety. Treatment options differ for each child so getting a thorough assessment is the first important step.

Further Advice

At Clinical Partners, our specialist clinicians have years of clinical experience in tailor making the right support for children, young people and adults with Anxiety. To find out more about what's available, visit our Anxiety hub or call the team on 0203 326 9160.

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6 top tips for helping your anxious child

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Anxiety is one of the most common mental health conditions experienced by children and young people and can be devastating for the whole family. While it's normal for everyone to worry at times, anxiety disorders are much more serious and can significantly affect your child's life.

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When children are chronically anxious, even the most well-meaning parents, not wanting a child to suffer, can actually make the youngster's anxiety worse. It happens when parents try to protect kids from their fears. Here are pointers for helping children escape the cycle of anxiety.

None of us wants to see a child unhappy, but the best way to help kids overcome anxiety isn't to try to remove stressors that trigger it. It's to help them learn to tolerate their anxiety and function as well as they can, even when they're anxious. And as a byproduct of that, the anxiety will decrease over time.

Helping children avoid the things they are afraid of will make them feel better in the short term, but it reinforces the anxiety over the long run. Let's say a child in an uncomfortable situation gets upset and starts to cry - not to be manipulative, but just because that's how they feel. If their parents whisk them out of there, or remove the thing they're afraid of, the child has learned that coping mechanism. And that cycle has the potential to repeat itself.

You can't promise a child that their fears are unrealistic-that they won't fail a test, that they'll have fun ice skating, or that another child won't laugh at them during show & tell. But you can express confidence that they're going to be okay, that they will be able to manage it. And you can let them know that as they face those fears, the anxiety level will drop over time. This gives them confidence that your expectations are realistic, and that you're not going to ask them to do something they can't handle.

It's important to understand that validation doesn't always mean agreement. So if a child is terrified about going to the doctor because they're due for a shot, you don't want to belittle those fears, but you also don't want to amplify them. You want to listen and be empathetic, help them understand what they're anxious about, and encourage them to feel that they can face their fears. The message you want to send is, "I know you're scared, and that's okay, and I'm here, and I'm going to help you get through this."

Encourage your child to talk about their feelings, but try not to ask leading questions- "Are you anxious about the big test? Are you worried about the science fair?" To avoid feeding the cycle of anxiety, just ask open-ended questions: "How are you feeling about the science fair?"

What you don't want to do is be saying, with your tone of voice or body language: "Maybe this is something that you should be afraid of." Let's say a child has had a negative experience with a dog. Next time they're around a dog, you might be anxious about how they will respond, and you might unintentionally send a message that they should, indeed, be worried.

Let your child know that you appreciate the work it takes to tolerate anxiety in order to do what they want or need to do. It's really encouraging them to engage in life and to let the anxiety take its natural curve. We call it the "habituation curve." That means that it will drop over time as he continues to have contact with the stressor. It might not drop to zero, it might not drop as quickly as you would like, but that's how we get over our fears.

When we're afraid of something, the hardest time is really before we do it. So another rule of thumb for parents is to really try to eliminate or reduce the anticipatory period. If a child is nervous about going to a doctor's appointment, you don't want to launch into a discussion about it two hours before you go; that's likely to get your child more keyed up. So just try to shorten that period to a minimum.

Sometimes it helps to talk through what would happen if a child's fear came true-how would they handle it? A child who's anxious about separating from their parents might worry about what would happen if a parent didn't come to pick them up. So we talk about that. If your mom doesn't come at the end of soccer practice, what would you do? "Well I would tell the coach my mom's not here." And what do you think the coach would do? "Well he would call my mom. Or he would wait with me." A child who's afraid that a stranger might be sent to pick them up can have a code word from their parents that anyone they sent would know. For some kids, having a plan can reduce the uncertainty in a healthy, effective way.

There are multiple ways you can help kids handle anxiety by letting them see how you cope with anxiety yourself. Kids are perceptive, and they're going to take it in if you keep complaining on the phone to a friend that you can't handle the stress or the anxiety. I'm not saying to pretend that you don't have stress and anxiety, but let kids hear or see you managing it calmly, tolerating it, feeling good about getting through it.

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What to Do (and Not Do) When Children Are Anxious - Child Mind Institute

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How to help a child with anxiety? We bring expert parenting advice on assisting children to escape the cycle of anxiety. Learn what to do and not to do, anxiety treatments, and behavioral modification techniques.

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Place2Be is a children's mental health charity with over 25 years' experience working with pupils, families and staff in UK schools.

We provide mental health support in schools through one-to-one and group counselling using tried and tested methods backed by research. We also offer expert training and professional qualifications.

Why it's important

1 in 6

children and young people have a diagnosable mental health problem, and many continue to have these problems into adulthood.

50%

of those with lifetime mental health problems first experience symptoms by the age of 14.

1 in 10
boys aged 5-19 with a mental health condition are excluded in some form from school

Find out more about our work

How we help

Mental health support in schools

Our in-school mental health service supports the wellbeing of pupils, families and staff.
Find out more

Training and workshops for schools

We provide mental health training to support school leaders, teachers and other staff to develop mentally healthy schools.
Find out more

Counselling training and placements

Gain experience and skills with our child counselling training and placements.
Find out more

Place2Be is part of our school family. It is more than an office, more than a therapy room and more than a collection of counsellors.

Glyn Ellis - Headteacher, Haslingden Primary School

My daughter had become a different person - one we didn't recognise - but since counselling we see signs of our old loving daughter coming back.

Parent

If you have problems or worries you get a chance to talk to a person you trust. When I grow up I want to help children like Place2Be helps children.

Eight-year-old girl

Your support makes it possible

Thousands of vulnerable children and families depend on our work every single day. We simply cannot reach them without your help. There are so many ways to lend your support.

Place2Be's counselling service in primary schools has the potential to return £8 to society by improving long-term outcomes for each child.

Make a donation

How you can help

Fundraise for us

Raise money to transform children and young people's mental health. Browse ideas, tips and advice.

Get fundraising inspiration

Take part in an event

Run, cycle, walk. Trek to great heights or tackle some muddy obstacles. Take a look at our fundraising events.

Take on an event

Partner with us

See how your organisation can help us to support more children, families and school staff across the UK.

Find out more

Our impact

In the last school year

5,875

pupils were supported through one-to-one counselling

27,995

pupils booked their own appointments to speak to our mental health professional

After one-to-one counselling with Place2Be

68%

of pupils caused fewer problems for the teacher or class, according to teachers

79%

of pupils with severe difficulties showed an improvement in wellbeing, according to parents and carers

83%

of pupils with the highest level of need show an improvement in wellbeing, according to children and young people themselves

Place2Be: mental health support in schools

Hear from children and teachers about the impact of Place2Be.

News & blogs

Letter to the PM: Suicide and self-harm prevention in the Online Safety Bill

We're urging the Prime Minister to ensure that the regulation of harmful content is retained in the Online Safety Bill.

Read more

Promoting wellbeing to a new generation of teachers in Scotland

Kathleen Forbes, Place2Be Consultant Clinician at the University of Edinburgh, on promoting wellbeing to student teachers

Read more

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Improving children's mental health in schools - Place2Be

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We provide mental health support in schools through one-to-one and group counselling using tried and tested methods backed by research. We also offer expert training and professional qualifications. 1 in 6 children and young people have a diagnosable mental health problem, and many continue to have these problems into adulthood.

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Why is this happening?

How do I help them to learn to handle their feelings?

What will happen if they don't figure this out before they grow up?

Where do I start?

As a therapist with 20 years of experience and a mom of 2, I create practical resources with an organized way to explore lots of different styles of coping skills.

Tons of ideas

Just as our children learn in different ways, they also cope in different ways - a "one size fits all" approach isn't helpful. There are tons of coping skills ideas you can explore through the products here.

Organized

We divide our coping skills up into different styles: Relaxation, Distraction, Sensory, Movement, and Processing. This allows children to explore strategies that fit with their personality.

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Why is this happening? How do I help them to learn to handle their feelings? What will happen if they don't figure this out before they grow up? Where do I start? As a therapist with 20 years of experience and a mom of 2, I create practical resources with an organized way to explore lots of different styles of coping skills.

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Movement Matters UK

Movement Matters is the UK umbrella organisation representing the major national groups concerned with children and adults with coordination difficulties, a condition called Developmental Coordination Disorder (or DCD) and sometimes referred to as 'dyspraxia'.

Movement Matters was formed early in 2011 to act as an umbrella group to bring together the key bodies involved in Developmental Coordination Disorder/Dyspraxia in the UK.

This includes DCD-UK, the Dyspraxia Foundation, and the National Handwriting Association.

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Developemental Coordination Disorder, DCD, Dyspraxia, ADHD SPLD, support and information, Movement Matters

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Movement Matters is the UK umbrella organisation representing the major national groups concerned with children and adults with coordination difficulties, a condition called Developmental Coordination Disorder (or DCD) and sometimes referred to as 'dyspraxia'. Movement Matters was formed early in 2011 to act as an umbrella group to bring together the key bodies involved in Developmental Coordination Disorder/Dyspraxia in the UK.

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Building better futures for children with ADHD

UKAP recognises ADHD as a complex but treatable condition, which can have a profound impact on individuals, families and society.

We aim to support clinicians and allied professionals to identify and meet the needs of children and young people affected by this disorder. ADHD is now recognised as a condition that may cross the lifespan and there are multi-modal interventions for ADHD that can be delivered at every age.

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The UK ADHD Partnership supports clinicians and allied professionals to identify and meet the needs of children and young people affected by this disorder. ADHD is now recognised as a condition that may cross the lifespan and there are multi-modal interventions for ADHD that can be delivered at every age.

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Covid-19 Statement

Yellow Door is here for you. All our services continue to operate at whatever stage of national or local covid-19 restrictions. However, some services will be delivered remotely and/or may be adapted to meet your needs & preferences while still being covid-secure.
Contact us

We offer a wide range of specialist therapeutic, support & prevention services to anyone at risk from or affected by domestic abuse, sexual violence/abuse or other forms of interpersonal harm.

Our services

We provide a wide range of specialist services to meet the many varied and diverse needs of our service-users.

Services

"The services I received have been exceptional. I cannot thank everyone enough. I cannot remember the person I was when I first arrived here"

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Covid-19 Statement Yellow Door is here for you. All our services continue to operate at whatever stage of national or local covid-19 restrictions. However, some services will be delivered remotely and/or may be adapted to meet your needs & preferences while still being covid-secure.

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Special Needs Jungle provides parent-centred information, news, resources and informed opinion about SEN, disability, children’s health and SEN politics

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SEND Information, Advice and Support Service (SENDIASS) - Essex Local Offer

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SEND IASS is currently working with Bigfork on the development of a new website for the service. We are hoping to go live in the Autumn term 2021! Read update on what to expect from Essex SENDIASS during the coronavirus.

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Essex Educational Psychologists (EPs) offer independent professional advice to:

children and young people up to 25

families

pre-schools, schools and colleges

An EP applies psychology (the study of thinking, learning and behaviour) to support the learning, development and wellbeing of children and young people. Many Essex EPs have specialist skills in areas such as autism, behaviour, literacy and mental health.

An EP might be a good choice to help with significant learning or behaviour difficulties which are complicated, difficult to understand or have not improved with the support already in place.
Using the service
A setting, school or the local authority may ask for an EP to become involved. This is usually to investigate needs in more depth or to help plan support. Parents and young people will always be asked for permission and involved in all steps of this process.

The EP will work in a person centred way to plan how to support a child or young person depending on his or her needs. Their work might include talking with the child or young person, psychological testing, observing in class and speaking with key staff and family members. This information will be used to plan what to do next.

Sometimes an EP will support in other ways, for example, by training the staff in the setting that the child or young person attends.
Helpline for parents and young people
Parents and young people with concerns about their child's, their own learning or other psychological needs can contact the helpline which is available every Monday afternoon during term time. An EP will listen to your concerns and discuss ideas, and help you consider what to do next.

The helpline is available every Monday afternoon during term time, between 1pm and 5pm. Call: 01245 433293.
Hear from an Essex EP:

Hours of operation

The helpline is available every Monday afternoon during term time, between 1pm and 5pm by calling 01245 433 293

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Essex Educational Psychology (EP) Service - Essex Local Offer

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Essex Educational Psychologists (EPs) offer independent professional advice to: children and young people up to 25 families pre-schools, schools and colleges An EP applies psychology (the study of thinking, learning and behaviour) to support the learning, development and wellbeing of children and young people.

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Essex Child and Family Wellbeing Service

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Oak Tree Family Hub is a warm and friendly centre for families. We welcome children, young people and their families and provide access to support and services to help children and families achieve the best start in life.

Our wide range of services include healthy family drop-in sessions which offer advice and support for the whole family, antenatal and post-natal sessions which provide support with routines and family wellbeing.

We want parents and carers to have access to services and networks which will empower and help them support their family.

Please feel free to contact us or come along and meet the Barnardo's team leading the groups and activities, for a full list, please see the timetable below.

Oak Tree Family Hub serves Rochford district along and coordinates activities from other local Family Hub Delivery Sites, including Willows (Hullbridge), Wishing Well (Rochford) and Seashells (Great Wakering).

Our activity calendar

There are lots of bookable activities and groups going on at your local family hub, please call 0300 247 0013.

Please click the link below to see sessions in your local area.
Please note: this calendar is only advisory and is subject to change. Please ring 0300 247 0013 to double-check activities and times. November & December 2021 Rayleigh & Rochford Timetable

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Oak Tree Family Hub - Essex Child and Family Wellbeing Service

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Oak Tree Family Hub is a warm and friendly centre for families. We welcome children, young people and their families and provide access to support and services to help children and families achieve the best start in life. Our wide range of services include healthy family drop-in sessions which offer advice and support for [...]

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Little Heroes ASD Support Group | Little Heroes ASD

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Little Heroes ASD offers support for children with ASD and their parents and carers in and around Southend and Essex. We offer special activities, drop-in family sessions and much more.

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The Lighthouse Child Development Centre | Livewell Southend

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood. With the right support, the strengths and talents of dyslexic people can really shine.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood.

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Losing someone or something we love and feel close to is extremely difficult and painful. Grief is our natural emotional response to this loss, and it is a process rather than an event.

Your child, as well as you and other family members, may be grieving because of:

the death of someone in the family, like a parent, grandparent or sibling

the death of a friend, or someone they knew at school

the death of someone by suicide

an illness, such as cancer or dementia, of someone they are close to

the loss of a relationship, like someone moving away or no longer being a regular part of their life

the loss or death of a pet

How do young people respond to loss?

Every child and young person will react to, feel and express loss differently, and this will change over time. There is no right or wrong way for a young person to grieve.

Children and young people who have gone through a significant loss can feel:

anxious or worried, including about their own health or the health of people close to them

frightened about losing other people they love

sad, low or withdrawn

isolated or lonely

angry or irritable

guilty

numb

physically unwell

unable to concentrate

unable to sleep

that their moods change quickly

that they cannot accept the situation

that they are struggling to cope

It's helpful to remember that it is normal for your child to feel and experience these things after a loss, particularly if they have lost someone they were close to.

How can I talk to my child about loss?

Tips for starting a difficult conversation

If your child finds it difficult to talk, it might help to start a conversation while doing an activity. You can find our activity ideas here.

Especially with older children and teenagers, it's okay to give them some space if they don't want to talk. Sometimes it helps to just sit together quietly, or to offer a hand squeeze or gentle hug. Make sure they know you are there for them, and that it's okay for them to open up to a relative, family friend or someone else they trust if they want to.

Alongside talking to your child, it might help for you to speak to someone you trust about your own feelings of grief and the impact the situation is having on you. This can help to create the head space you need to be there for your child.

How can I support my child?

This can help them to process and make sense of a loss. This could be things like:

writing a letter to the person they have lost telling them all the things they want to say to them

writing a letter to you or someone else who is supporting them, so you or they know what they
are going through

keeping a diary or journal of how they feel

painting or drawing pictures

writing songs or poems

creating a memory box full of pictures and items, such as films, clothes and perfume, which remind them of good times they had with the person they have lost

Young people's advice for those who are grieving

Take the next step, the next minute, the next day, one at a time.

There is no one way to grieve.

It's okay to be angry and to express your anger.

There's no shame in having a strong reaction.

It's okay to feel nothing.

It's okay not to be okay.

It's okay to reach out for help.

Don't feel guilty for having fun.

You're not alone.

Helping your child with a sudden or unexpected bereavement

When a death is sudden or unexpected, children are likely to feel extremely shocked in both emotional and physical ways. They may find it impossible to believe that it's happened, or feel numb or confused. They may scream or shake, or stop talking, eating or drinking. They may experience tummy aches, headaches and other pains, feel dizzy, sleep for longer periods than normal or have nightmares. They may also act out and feel very angry. These reactions are a normal way of coping with huge shock.

In the days and weeks after a sudden death, the most important thing you and other family members or friends can do is provide safety and support. See below for our tips on how to do that.

Getting professional help

Grief has no set timescale, and it is normal to feel a whole range of emotions after a loss. Sometimes, however, a young person may feel they are struggling to cope over a much longer period of time.

Your child may need professional support if, over a prolonged period, they are:

feeling depressed or anxious

withdrawing from family, friends and activities

struggling to sleep

refusing to go to school

turning to less healthy coping mechanisms such as self-harm

talking regularly about wanting to join the person who has died

experiencing suicidal thoughts

acting like a much younger child

not believing that the person has died

Let your child know about the helplines, textlines and online chat services that are available to them, which are listed on our young person's guide to grief and loss. Speak to your child's school about what they can provide, such as a teacher they can speak to or a buddying service.

A counsellor or therapist can provide emotional support and help your child to make sense of their feelings. Read our guide to find out how you can access counselling for your child.

If you're worried about your child's mental health or wellbeing, speaking to your GP is often a good first step. They can discuss your concerns and, if needed, refer your child for more support - including to Child and Adolescent Mental Health Services (CAMHS).

You can find out more about speaking to GPs, accessing CAMHS, getting help from your child's school and finding local services on our guide to getting help.

Supporting a young person who is grieving can be a very emotional experience, so take time to look after yourself and top up your own batteries. If you are also grieving, things may feel overwhelming at times. Where possible, allow time and space for your own grief - and remember that it's okay to ask for help from family, friends and others when you need it.

If you need more support with your own grief, or you feel you're struggling to cope, it's really important that you get the help you need so you can be there for your child. You can access online and face-to-face counselling, helpline support and online and in-person support groups via the bereavement services listed at the end of this guide.

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Losing someone or something we love and feel close to is extremely difficult and painful. Grief is our natural emotional response to this loss, and it is a process rather than an event.

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Children, young people and grief - Cruse Bereavement Support

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Children & young people experience the same sorts of feelings as adults when someone dies. But they may express them differently.

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Children and young people grieve just as much as adults but they show it in different ways. They learn how to grieve by copying the responses of the adults around them, and rely on adults to provide them with the support they need in their grief.
Further guidance that may be helpful:
How might bereaved children react and what may help?

Children and young people have a limited ability to put feelings and thoughts into words and tend to show feelings with behaviours rather than words. Reactions will vary greatly as children absorb and process information in different ways at different ages.

The following reactions are common, and are likely to settle over time with reassurance, acknowledging what has happened and their feelings, giving them clear and age-appropriate information, and keeping to normal routines.

Picking up on tension and distress

Children pick up on tension, distress or anxiety in adults, and may mirror this in their own behaviour. Even babies sense that something important is missing, and may cry more than usual. Children of all ages may be clingy or unsettled.

Appearing not to react

Children under 6 years old do not understand that death is permanent. Children cannot handle strong emotions for long periods, and may jump quickly in and out of grief ('puddle jumping'). When told that someone important has died, some children may look blank and ask 'can I play' or 'what's for tea?' They may have heard, but they are not able to process what that means yet. They may react later with sudden crying, outbursts, changes in behaviour or asking questions.

Asking questions and exploring what death means

Children may ask repeatedly: "When's Nanny coming back?" or "Where has she gone?" even though they've been told clearly what has happened. They may hunt everywhere for a 'lost' person, and so a clear explanation of what 'died' means may help. Children may play games where the person dies, or is still alive. They may seem fascinated with death, play-act about death or ask repeatedly about it. All of these are ways that children show that they are processing their understanding of what has happened.

Feeling anxious or insecure

When someone dies, a child's sense of safety is rocked. They may not want to leave you, and may cling to you or follow you everywhere. They may behave as if they are younger: being very quiet or tearful, having temper flare-ups, sucking their thumb, being reluctant to do things they used to do with confidence, or wetting the bed.

Try to keep to normal routines which will help them feel safe, and keep them informed about plans for the days ahead. Tell them who will take them to school or activities. If you need to leave them, tell them when you will be home, or who will be looking after them.
Include them in simple decision-making that affects them. If the person who died was ill, address any fears about the illness (for example that it is not catching), and reassure them that you are not ill and not leaving them.

Anger

Anger and other strong emotions are natural reactions to sad or shocking news, and some children and young people may not be able to understand or manage their own feelings. They may feel angry at the person who died, at family, at themselves or at the world in general.

It can help to tell them it is understandable for them to be angry, as long as they don't hurt themselves or anyone else. Safe ways to release anger include hitting cushions, vigorous physical exercise, messy painting sessions, or going outside to shout very loudly.

Another idea is a 'safe zone' where they can go to calm down. This could be a quiet corner with familiar items that help them to feel safe.

Looking after adults or feeling responsible

As children realise that death is permanent, they also become aware that it happens to other people including themselves. They may be protective and try to look after their important adults and siblings. They may feel that they were somehow responsible for the death.

Primary aged children may show 'magical thinking' where they think 'if I do this, Dad will come back'. They may behave very well to compensate for what's happened, or be less well-behaved because they feel angry or guilty.

Denying what has happened or taking risks

Bereavement can be overwhelming, and can bring huge changes, alongside other challenges that young people face as they grow up. They may want to forget or deny the death or how strongly they feel. They may feel 'what's the point?' with school or social activities. Some young people may be impulsive or take risks, in an attempt to get back some control in a life that for them currently feels very out of control.

What helps grieving children and young people

Every child is unique and will cope with the death of someone important in their own way. There is no magic formula but things that help include:

Clear, honest and age-appropriate information

Reassurance that they are not to blame and that different feelings are OK

Normal routines and a clear demonstration that important adults are there for them

Time to talk about what has happened, ask questions and build memories

Being listened to and given time to grieve in their own way

Further information

More about how children and young people grieve, and what helps:

Finding support

For many bereaved children and young people, they may get all the support they need from those already around them that they know and trust. However, some children and young people may need additional support depending on their situation.

Latest

Most read

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Short films delivered by our support practitioners giving guidance on a range of bereavement topics. Read more

A list of books and resources relating to grief and bereavement and what may help. Read more

Watch short films and read experiences of bereaved families and how support has helped them. Read more

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charity bereavement child death grief loss baby stillbirth miscarriage suicide young people

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Supporting bereaved children and young people

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Children and young people grieve just as much as adults but they show it in different ways. Find out how you can help them and more about child grieving.

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The I CAN Enquiry Service continues to operate on Mondays to Wednesdays between 9.30 - 12.30 and 1.30 - 4.30. Please leave voicemail if you cannot get through and we will endeavour to call you back during opening hours.

To have a chat with an I CAN speech and language therapist, call 020 7843 2544

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The I CAN Enquiry Service continues to operate on Mondays to Wednesdays between 9.30 - 12.30 and 1.30 - 4.30. Please leave voicemail if you cannot get through and we will endeavour to call you back during opening hours.

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SEND (special educational needs and disabilities) resources, activities and support to help parents support their family.

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One Planning and Education, Health and Care Plan Archives - Essex Local Offer

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Search the Local Offer for over two thousand services, organisations, news articles, events, useful resources, and downloadable files.

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Services and support for special educational needs and disability

Information about support services and local opportunities for children and young people with SEND - find what you need all in one place.

Coronavirus (COVID-19) guidance and support

A little extra help

Transitions during the coronavirus crisis

School cluster information

The Essex Schools Info Link has published lists of the clusters, and the names of the Essex County Council staff who work with those clusters.

© Essex County Council 2017

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Services and support for special educational needs and disability Information about support services and local opportunities for children and young people with SEND - find what you need all in one place. The Essex Schools Info Link has published lists of the clusters, and the names of the Essex County Council staff who work with those clusters.