# data[].attributes.headline
Disabled and Neurodivergent LDBTQ+ Support

# data[].attributes.subject
Disabled and Neurodivergent LDBTQ+ Support

# data[].attributes.attachment_link.title
Disabled and Neurodivergent LGBTQ+ Support

# data[].attributes.attachment_link.description
Some disabled and/or neurodivergent LGBTQ+ young people face specific barriers to entering or remaining in education, training, or work. On this page, you can find resources and services with specific support. What is neurodiversity? Neurodiversity…

# data[].attributes.headline
Evaluation of the Useability of the Once for Wales Health Profile 

# data[].attributes.subject
Evaluation of the Useability of the Once for Wales Health Profile 

# data[].attributes.attachment_link.title
Evaluation of the Useability of the Once for Wales Health Profile

# data[].attributes.headline
Gwerthusiad o Ddefnyddioldeb Proffil Iechyd Unwaith i Gymru

# data[].attributes.subject
Gwerthusiad o Ddefnyddioldeb Proffil Iechyd Unwaith i Gymru

# data[].attributes.attachment_link.title
Gwerthusiad o Ba Mor Hawdd yw Defnyddio'r Proffil Iechyd Unwaith i Gymru

# data[].attributes.body
We’re here to make sure your views and experiences are used by decision-makers to plan and deliver better health and social care services.  And when things go wrong our independent and trained complaints advocates can support you to make complaints.

# data[].attributes.attachment_link.description
We use JavaScript to set most of our cookies. Unfortunately JavaScript is not running on your browser, so you cannot change your settings using this page. To control your cookie settings using this page try turning on JavaScript in your browser.

# data[].attributes.attachment_link.title
Flyer with Agenda November parent carer subgroup flyer

# data[].attributes.body
Views sought on a national vision for children and young people with a learning disability

Improvement Cymru is seeking feedback from children and young people with learning disability, and their care providers, on how they see their future health and wellbeing.

# data[].attributes.attachment_link.readable_text
Improvement Cymru is seeking feedback from children and young people with learning disability, and their care providers, on how they see their future health and wellbeing.

The Improvement Cymru Learning Disability team have spent the last 18 months consulting with children, young people and the adults who care for them, on the development of a national vision and an action plan of how these goals can be achieved.

The team have held listening events, visited schools and held workshops to ask children and young people about what they think should be in a vision, and as a result the work has been shaped by those who it affects the most.

Now the team would like further feedback on the final draft of the vision, which is committed to improving the lives of children and young people with a learning disability, ensuring they are happy and healthy now and in the future.

Rebecca Curtis, Senior Improvement Manager said: "Our journey towards a national vision started with the Learning Disability Strategic Action Plan (2022-2026) which seeks to 'provide a consistent, accessible, and easily understood, Wales-wide approach to children's services across the public sector and improve all aspects of transition services'.

"To do this, we listened to people across Wales including families, professionals, and young people about the challenges and wishes for the future of services. Key themes like feeling valued, included, and connected emerged and helped to shape the vision.

"We believe health, education, and social care should collaborate to support children and young people to recognise their rights and involve them in decisions that affect their lives.

"We would like to hear from young people with a learning disability and those who care for and work with children and young people with a learning disability."
The survey will be open until 2 September 2024.

# data[].attributes.attachment_link.title
Views sought on a national vision for children and young people with a learning disability

# data[].attributes.attachment_link.description
Improvement Cymru is seeking feedback from children and young people with learning disability, and their care providers. on how they see their future health and wellbeing.

# data[].attributes.body
Creu gweledigaeth genedlaethol ar gyfer plant a phobl ifanc ag anabledd dysgu yng Nghymru

# data[].attributes.headline
Crynodeb o gyfarfod is-grwp cymuned ymarfer rhieni/gofalwyr  25.06.2024

# data[].attributes.subject
Crynodeb o gyfarfod is-grwp cymuned ymarfer rhieni/gofalwyr  25.06.2024

# data[].attributes.headline
Development of a sexual consent intervention for adolescents with intellectual and developmental disabilities. (June, 2024)

# data[].attributes.subject
Development of a sexual consent intervention for adolescents with intellectual and developmental disabilities. (June, 2024)

# data[].attributes.attachment_link.title
Research Intellect Disabil - 2024 - Greene - Development of a sexual consent intervention for adolescents with intellectual

# data[].attributes.headline
Children and young Persons Health Profile

# data[].attributes.subject
Children and young Persons Health Profile

# data[].attributes.body
Please download the Health Profile: Every child and young person with a learning disability should have one in Wales.

# data[].attributes.attachment_link.title
Health Profile - Children and Young People ENG (1)

# data[].attributes.headline
Summary of Parent/Carer Subgroup meeting 25th June 2024

# data[].attributes.subject
Summary of Parent/Carer Subgroup meeting 25th June 2024

# data[].attributes.headline
Adolygiad Llenyddiaeth a Gwerthusiad o Fodelau a Fframweithiau Gofal i Blant a Phobl Ifanc ag Anableddau Dysgu ung Nghymru

# data[].attributes.subject
Adolygiad Llenyddiaeth a Gwerthusiad o Fodelau a Fframweithiau Gofal i Blant a Phobl Ifanc ag Anableddau Dysgu ung Nghymru

# data[].attributes.headline
A Literature Review and Evaluation of National Care Models and Frameworks Providing Care for Children and Young People with Learning Disabilities in Wales

# data[].attributes.subject
A Literature Review and Evaluation of National Care Models and Frameworks Providing Care for Children and Young People with Learning Disabilities in Wales

# data[].attributes.headline
Mortality amongst people with a learning disability in Wales 

# data[].attributes.subject
Mortality amongst people with a learning disability in Wales 

# data[].attributes.headline
ASK, ADJUST, ASSIST | GOFYNNWCH, ADDASWCH, HELPWCH

# data[].attributes.subject
ASK, ADJUST, ASSIST | GOFYNNWCH, ADDASWCH, HELPWCH

# data[].attributes.body
Our ASK, ADJUST, ASSIST Campaign for health and social care. Please download this free poster as a resource.

# data[].attributes.headline
Supporting self-determination of individuals with severe or profound intellectual and multiple disabilities according to relatives and healthcare professionals. (June, 2024)

# data[].attributes.subject
Supporting self-determination of individuals with severe or profound intellectual and multiple disabilities according to relatives and healthcare professionals. (June, 2024)

# data[].attributes.body
PLEASE CLICK TO GIVE YOUR FEEDBACK

Creating a National Vision for children and young people with a learning disability in Wales

# data[].attributes.headline
Children and Young people's Community of Practice Pledge Wall | Cymuned Ymarfer Plant a Phobl Ifanc Pledge Wall

# data[].attributes.subject
Children and Young people's Community of Practice Pledge Wall | Cymuned Ymarfer Plant a Phobl Ifanc Pledge Wall

# data[].attributes.body
Pledges made by our membership to improve experiences for children and young people with a learning disability.

# data[].attributes.headline
Learning Disability Improvement projects (2023/ 2024)

# data[].attributes.subject
Learning Disability Improvement projects (2023/ 2024)

# data[].attributes.body
The improvement projects we have funded across Wales to improve services for people with a learning disability. Reports to share the learning will be available by March 2025

# data[].attributes.headline
A behavioural description of meaningful moments of interaction between people with profound intellectual disabilities and support staff (May 2024)

# data[].attributes.subject
A behavioural description of meaningful moments of interaction between people with profound intellectual disabilities and support staff (May 2024)

# data[].attributes.body
The Cornerstone of Well-being: The Critical Link

Between Education and Health for Children and Young

People with a Learning Disability

# data[].attributes.body
New grant funding from the Welsh Government is set to improve the lives of children and young adults with a learning disability across Wales

# data[].attributes.attachment_link.readable_text
New grant funding from the Welsh Government is set to improve the lives of children and young adults with a learning disability across Wales.

Improvement Cymru's Learning Disability team has awarded improvement grants to enable projects that will support the lives of people with a learning disability through improvement. The first round of grants were awarded last summer to support teams across health, social care and education to explore new ways of working or develop innovative ideas into reality.

Consultant Paediatrician, Dr Martin Simmonds at Hywel Dda University Health Board is working in collaboration with third sector organisation SNAP, who are supporting parents and children who are experiencing crisis and supporting access to a specialist community of learning disability services which are collocated at Withybush Hospital, Haverfordwest.

The project is based within the child health department and works with preschool children aged between 0-5 years with additional and complex learning needs.

Parental input has been integral to the design and development of this improvement project which aims to emphasise the 'learning' element for parents and carers. The aim of this project is to help reduce behaviours that challenge, increase strategies for parents and carers to utilise at home and build a network of support.

Project Lead, Cindy Jenkins said; "The Improvement Cymru grant has enabled staff to work much closer with parents, providing guidance and support which has empowered them to carry out strategies to enhance the development of their children's needs.

"We have watched parents grow in confidence, meet with other families going through the same difficulties and have managed to extend our partnership with other agencies within our community all working together for better outcomes.

"We have seen an increase in families wanting our support and we couldn't have done this without this funding."

Working in collaboration with third-sector organisation MIND, Anglesey County Council have developed an open access hub to support families to access information as they need it. This is in response to families who have reported that the wait for specialist services can cause further distress at a time when resilience often feels compromised within the family.

The hub is hosted within the local community to provide a space for families to access early help and peer support alongside the triage process. Access to the hub is not based on diagnosis, but to offer support to families to make sense of the issues they face 'here and now'.

The hub, offering space for integrated working between health and social care clinicians, also provides the opportunity for families and professionals to share responsibility and power in line with a vision to promote and embed coproduction.

Project lead, Shelley Lewis of Mencap Môn said: "Organisations who are waiting to see families can combine appointments and link up with each other.

"For families, this is 'their space'. It makes a positive difference that it's not in a clinical or specialist setting. There is no receptionist to 'go through'.

"Families arrive and have a cuppa and decide who they want to speak to; it is changing the power dynamic."

One of the parents attending the hub commented: "I come here and I feel normal."

The project involves coproducing and testing a digital toolkit/platform that aims to empower people with a Learning Disability between the ages of 14 and 35 years to self-discover and express their ambitions with regards to where and how they wish to live their adult lives.

Working in partnership, the charity 'Where I Want to Live' and Pembrokeshire and Conwy local authorities are coproducing a prototype platform and through a process of testing will develop a final product that is designed by the end user.

The platform aims to connect people to their networks providing easy to use signposting and suggestions to aide decision making. The toolkit will be developed by a small project team who will consult with an advisory group, with representation from all groups involved in supporting people with learning disabilities in Pembrokeshire and Conwy.

One service user commented: "I believe that many people will benefit significantly from the ability to search for their desired home and others things they would like access to such as transportation and shopping."

Richard Lloyd, from the Senior Management Team in First Choice Housing Association who sits within the advisory group added: "The advisory group has successfully developed a very engaging and user-friendly app by adopting a meaningful decision-making process throughout the project, observing transparency, and adopting a positive outcome focus.

"I feel there has been a good skill set amongst the advisory group spanning across a wide sector. Members of the group have effectively contributed their time, knowledge and experience in assisting within the development of the app.

"Being a member of the advisory group has been a really positive experience and I look forward to further development resulting from the data captured from the app."

Augmentative and Alternative Communication (AAC) Project - Digital technology for communication

Aneurin Bevan University Health Board are using their funding to facilitate an improvement project focused on promoting communication outcomes for young people, aged 8 - 11 years old within a special education school.

The speech and language team will be using an application called 'TD Snap' to meet this need. Traditional and lower tech methods have not been able to support this cohort in the past as the vocabulary has been restricted by being paper based, and not expansive for the young person's needs. The aim is to test the use of high tech AAC with this cohort of young people, to show that there is a solution to their communication needs which has not been widely used previously.

Lowri Walters, Speech and Language Therapist said: "We are thrilled to have been chosen to receive an Improvement Cymru grant to support our project.

"Having the opportunity to trial high tech communication aids will be an exciting offer that we hope will improve our pupil's quality of life. By improving and developing communication skills, we aim to provide our pupils with the opportunity to reduce frustration, advocate for themselves, and expand their relationships with others.

"Our young people encounter many communication partners throughout their lives (e.g peers, teachers, health care staff, family, respite providers). Having a functional system for communication, which each of these partners can use and understand, is crucial to building relationships and reducing frustration and disengagement."

Rebecca Curtis, Senior Improvement Manager in the Learning Disability Improvement team, added: "When we began our journey with the improvement grants, we weren't sure what to expect. However, we knew it was crucial to make the application process open to all public sectors, including health, education, and social care.

"The incredible success of this process not only showcases the dedication of our learning disability practitioners but highlights the importance of teamwork and collaboration across sectors when exploring new ideas.

"We are delighted to support a total of six projects across Wales to share the lessons learned from both successes and setbacks with our communities and networks. This presents an opportunity to scale up good practice and inspire other teams to consider changes that can be made to enhance experiences for those accessing their services.

"Despite the challenging and ever-changing landscape that services are navigating, these improvement projects are a true celebration of creative and innovative thinking. They demonstrate how committed services are to improving the quality of care for all people with a learning disability in Wales and what can be achieved when we work in collaboration with our partners."

Projects facilitated by the improvement grants will support the Learning Disability team's work to improve the lives of people with a learning disability by reducing inequality, as part of Welsh Government's Learning Disability Strategic Action Plan 2022 to 2026 .

Two further projects have been awarded grants; an online course for healthcare staff to support people with a learning disability Swansea Bay University Health Board and a reducing floor restraints initiative within Hywel Dda University Health Board. Updates around these projects will be communicated as they progress.

# data[].attributes.attachment_link.title
Children and young adults to benefit from learning disability grants

# data[].attributes.attachment_link.description
New grant funding from the Welsh Government is set to improve the lives of children and young adults with a learning disability across Wales.

# data[].attributes.body
An all-society Framework to support a coherent, consistent approach to developing and implementing trauma-informed practice across Wales, providing the best possible support to those who need it most.

# data[].attributes.attachment_link.readable_text
Access the Trauma-Informed Wales Framework

The Framework establishes how individuals, families/other support networks, communities, organisations and systems take account of adversity and trauma, recognising and supporting the strengths of an individual to overcome this experience in their lives. It also sets out the support they can expect to receive from the organisations, sectors and systems that they may turn to for help. It is inclusive of people of all ages, from babies, children and young people right through to older adults.

The Framework provides a Wales definition of trauma-informed approach, and a set of five principles that underpin four practice levels that describe the different roles people and organisations may have when supporting people affected by trauma. The levels extend from societal awareness that trauma and adversity exists and recognising the multiple presentations of the impacts of trauma; to enabling services to support practice that helps people feel connected, valued and safe, and through to specialist clinical interventions, that are personalised and co-produced, when these are required.

The Framework was developed in co-production with an Expert Reference Group that included Welsh professionals and people with lived experience people, and with people and organisations across Wales through a public consultation. The Framework is supported by Welsh Government.

# data[].attributes.attachment_link.description
A Societal Approach to Understanding, Preventing and Supporting the Impacts of Trauma and Adversity

# data[].attributes.headline
How do people with intellectual disabilities understand friendships? A systemic meta-synthesis (April, 2024)

# data[].attributes.subject
How do people with intellectual disabilities understand friendships? A systemic meta-synthesis (April, 2024)

# data[].attributes.body
CONTENT WARNING: This document refers to traumatic examples based on parent carers’ lived experiences.

# data[].attributes.attachment_link.readable_text
Content warning - Trauma is a big word and not one to be taken lightly. Just talking or reading about trauma can be triggering for some of us. Before we dive in, we may wish to check in with ourselves to see if we are in an emotional place to even think about the topic.

Due to the nature of our roles, there is unlikely to be a carer who doesn't have some degree of trauma. Trauma massively impacts our ability to cope with day-to-day life, and we might not even know it's there. Because taking care of someone we love can be so emotionally and physically consuming, even if we are aware there is an issue, it can feel impossible to find the time or energy to work on it.

Keeping busy with our caring role, or even finding new caring roles may also become a coping mechanism. Something else to focus on as a distraction from how we feel inside.

"We can run from or ignore our feelings by keeping busy - but eventually they hit you like a ton of bricks."

It might be beneficial to take some time to slow down and consider if it may be something we are carrying with us. And if we could, and should, carve out some time to put some of the weight down.

Some of us may have hidden traumas, be experiencing traumatising experiences regularly, or not have a clue what trauma actually means. Wherever we are in our understanding of trauma, hopefully we will find something useful in this guide. We may wish to read the whole thing at once, chip away a section at a time, or skip the definitions and get straight to the coping strategies.

What is trauma?

What comes to mind when you think of the word trauma?

The chances are, it will bring up something for all of us. Maybe we've heard terms thrown around, such as 'childhood trauma' or 'generational trauma'. Or maybe we might get a specific memory, or an emotional response. Trauma is often hiding in plain sight. But it is something very few of us have a deep understanding of.

As Dr Gabor Maté said in his work on trauma:

"Trauma is an invisible force that shapes our lives. It shapes the way we live, the way we love and the way we make sense of the world. It is the root of our deepest wounds."

It is caused by a deeply distressing or disturbing experience, often known as something traumatising, and the trauma itself is the wound, or scar, left by that experience. The lasting impact on how our brains are wired.

"It's not what's wrong with you, it's what happened to you" - Trauma Research UK

If not dealt with, a trauma response can be triggered by anything that reminds us of that experience, such as a sight, smell, location, or emotion. When a trauma response is triggered we can be left feeling profoundly unsafe. Like our life, and very existence is in danger, even if logically we know it isn't.

The different types of trauma

The different types of trauma

As well as there being multiple causes of trauma, there is also more than one type:

Acute trauma - a single incident such as an accident, experiencing violence, or being in a natural disaster

Chronic trauma - a repeated and prolonged experience to a distressing situation, such as domestic violence or abuse. Or ongoing distress from caring for a friend or family member for a long period of time

Complex trauma - exposure to varied and multiple traumatic events which build layers of trauma and triggering factors

Secondary trauma - a process, rather than an event like typical trauma. It comes from being in close proximity to someone suffering and grows over time

Post traumatic stress disorder (PTSD) - an anxiety disorder caused by experiencing or witnessing trauma, which can result in intense flashbacks and other symptoms.

We could have one, or a combination of any of these types of trauma. And the same type of trauma can also look completely different person to person.

How do I know if I have unprocessed trauma?

How do I know if I have unprocessed trauma?

So, if trauma looks different in everyone, how do we know if we have it? The specifics of trauma can vastly vary for each of us. It can also come through in a similar way to other conditions such as anxiety, , or depression. Ultimately, we need a professional to diagnose us. But there are some common signs that show we might be living with unprocessed trauma.

"The impact of trauma can be subtle, insidious, or outright destructive. How an event affects an individual depends on many factors, including characteristics of the individual, the type and characteristics of the event(s), and developmental processes." Understanding the Impact of Trauma NIH

Before we jump in, we should be mindful not to over-focus on trauma. We may have experienced traumatic things in our lives that have not left us traumatised - a traumatic event does not always equal a trauma wound. It is also worth noting that while there can be a lot of crossover between trauma and other physiological wounds such as , not all negative emotions or responses are going to be trauma.

The mental signs of trauma:

Lowered concentration

Less motivation to do the things we used to enjoy

Withdrawal from friends and family

An inability to make decisions

Flash backs

Hypervigilance - jumpy, wired, or feeling 'always on'

Panic attacks - racing pulse, hard to breathe, weight on chest, dizzy, sweaty

Unable to think clearly, a constant brain fog

Being unable, or unwilling, to think about the future

Nightmares

Impaired memory, difficulty in remembering tasks

An excessive focus on work or making money

Over or under eating

A focus on routine as it feels safe which can then become obsessive

A regular feeling of paranoia, as if something bad might happen

A compulsive need to know every detail of something to feel more in control

In severe cases, unprocessed trauma can result in suicidal ideation

The emotional signs of trauma:

The physical signs of trauma:

Chronic fatigue

Tension in body

Frequent headaches

An impaired immune system, often getting sick

Feelings of panic, such as a tight chest or racing heart

Spikes of adrenaline which cause bursts of energy and productivity, followed by extreme exhaustion

Chronic pain

Shakes or trembling

We aren't likely to experience every one of these, but rather a combination of several. And while many of us might feel these in our day to day lives, the importance is the severity, and that it lasts for a prolonged period of time - such as months or years.

Why are carers more likely to experience trauma

Why are carers more likely to experience trauma?

We might wish to pause at this point and reflect on how we are feeling. While it is really helpful to understand what we are dealing with, 'Oh, this is me', moments can bring up a lot of complex emotions. We might be feeling relieved to have a possible understanding of what we've been experiencing, but it can also feel like the first step down an intimidating path.

There are a number of reasons why we, as carers, might be more likely to be living with trauma. This is in part due to our situation, but also to do with the personal qualities we may have that allowed us to take on caring for another person in the first place.

We have empathy

Empathy is a quality which many unpaid carers have. It allows us to want to support another person, and to feel concern about their needs. Someone with empathy tends to feel things deeply, and can be susceptible to taking on other people's suffering. Both of which can make us more likely to experience a trauma.

There is no time to process emotions

When we look after someone it can be full on. We often don't get the time or space to process our emotions. There is little chance to pause and catch our breath.

For many of us, our caring role may well be the traumatising event we are experiencing. And often it's not something that happens, and is then over quickly. Some of us can be providing care for decades. It can feel nearly impossible to work on resolving something caused by a situation that is still going on around us, possibly evolving or getting worse over time.

We see a lot of traumatic situations

Regardless of our situation, caring for someone can often come with more than its fair share of upsetting experiences and crisis situations. This might be having to make the decision to move our parent or partner to a care home.

Seeing them looking weak and broken in hospital. Constantly waiting for things to get worse for them. Watching your child's mental health suffer again and again, as they try to fit into a 'normal' system. The person we love not knowing who we are. Seeing them experience intense illness, or lose themselves to it. Their grief as they come to terms with the situation. Their death.

While trauma and a crisis situation can overlap, they are still distinct. We can find tips specifically for healing and recovery after a caring crisis.

Often during these difficult times our brains will shut down our emotional side to protect us, and allow us to deal with the situation at hand. But that doesn't mean it's not impacting us. That it hasn't hurt us. The trauma wound can lie dormant within us, and then manifest or be triggered down the line in a number of ways.

A particularly difficult situation can be if the person we care for is our child. The person we feel we should be able to protect from anything. Those of us going through this can find more on the topic , and support in ' Recognising trauma, healing and growth in parent carers '.

We're living in a type of limbo

Taking care of someone can often have a lot of unknowns. What will happen when we are no longer around? How will their condition decline? How long do they have? We might even be wondering when we will get our lives back (which might also bring some uncomfortable feelings).

However we feel, living in limbo can be deeply unsettling and make it difficult to work through, or process, our emotions.

We are close to a lot of intense emotions

Along with our own emotions and experiences, the person we care for may well be going through their own deeply traumatic time. This can leave us close to their intense emotions, which is not only deeply upsetting, but can sometimes cause secondary trauma.

As Dr. Rachel Naomi Remen said in her , 'The expectation that we can be immersed in suffering and loss daily and not be touched by it is as unrealistic as expecting to walk through water without getting wet.'

It is not uncommon for someone going through an intense health concern or diagnosis to become angry, violent, lost, or sad. This can be even more likely if they have a degenerative condition such as Alzheimer's disease or Dementia.

As hard as it can be, it is important we take care of ourselves. We should speak to social services or our local council immediately and consider bringing in safeguarding measures if we ever feel in danger. If danger is immediate do reach out for urgent support.

We are living closely with grief

When we take care of someone we will often experience feelings of grief. This could be around a diagnosis for someone we love, the loss of the person we knew, or loss of the life we thought we might have. While trauma and grief symptoms and treatments can overlap, they are distinct experiences.

Our carer's guide to experiencing grief explores the feelings and physical symptoms that can be triggered by grief in more detail. Along with how to start processing them.

We have lost touch with the people or things that bring us joy

When we are always on the go and rushed for time, often the first things to come off our schedule are the ones for us. The things that bring us joy, or remind us who we are. It can feel hard to make time, (or have the motivation or energy) for seeing friends, doing a hobby, working at a job we love, or just curling up with a good book. But these are the things that can protect us from intense emotions and can help a little towards healing a trauma wound.

Caring can also be very isolating. Over a quarter of carers (29%) reported feeling lonely often or always - Carers UK, State of Caring 2022. But if we can find ways to make connection happen, it can be that time with family or friends that anchors us and provides a form of respite and recovery.

What are the impacts of caring with trauma

What are the impacts of caring with trauma?

We might be thinking, ok I know I have trauma. But so what? What impact does it actually have on me and my ability to care for someone?

As well as the mental, emotional, and physical symptoms listed of trauma, there are a number of ways living with unprocessed trauma can impact us in our caring role.

We can become less able to complete caring tasks

We might actually be putting ourselves or the person we care for in danger by not dealing with the complex emotions around trauma.

This might look like a number of different things. We might be so removed from our emotions we don't realise if either them, or us, are in a dangerous situation. Or the symptoms such as lack of sleep, forgetfulness, or feeling like we are constantly in a state of brain fog can cause us to forget important aspects of our caring role, such as giving them their medication.

Avoidance can also become an issue, such as putting off opening an important letter or email about their diagnosis because of the feelings it may trigger.

We might become emotionally shut off to the person we care for

When we are dealing with complex emotions such as those around trauma, sometimes our minds can shut off to protect us. This is known as dissociation.

We might also be more likely to experience compassion fatigue. Similar to carer burnout, compassion fatigue can be common in carers, and in simple terms is the feeling that we have no more empathy left.

It becomes harder for us to control our own emotions

On the flip side of our emotions becoming shut off, trauma can also make them bubble to the surface unpredictably. Even if we are usually the calmest, most emotionally regulated person, trying to push down something like trauma can make us more likely to have extreme emotional reactions to certain situations.

We may become unable to continue providing care

The physical and emotional side effects of keeping trauma in our bodies can be detrimental. This can ultimately mean we become genuinely unable to carry on providing care. Or, that we end up requiring care ourselves.

OK, I have trauma. What can I do?

OK, I have trauma. What can I do?

Working through unprocessed trauma is no easy feat. And ultimately, not something we want to face without an expert. We often don't have the time to fall apart. Or consider dealing with our emotions a luxury we can't afford.

This is ok for the short term, and can actually help us get through a crisis, but eventually our minds or bodies will make us confront it through illness, anxiety, depression and so on. It is amazing what our minds can do when it is trying to get us to take note of a problem.

We also shouldn't be tempted to tackle anything that could bring up intense memories or emotions alone. If we choose, or are encouraged to, re-live and share our experiences repeatedly it can actually just leave us stuck in that place of trauma.

It can also reinforce thought patterns and behaviours we might be trying to work past. A trauma informed therapist is trained to revisit the trauma with us in a skillful and supported way, before moving us forwards to conversations and tools that work on our automatic responses, and ultimately our healing.

It might be a long journey to fully recover from our trauma, but there are things we can do on our own, or with support from our friends and family. And every small step will make a difference. For those of us who do feel that we are in a place to start soothing or unpicking these complex emotions and triggers, here are some ways to get started.

Try to get a diagnosis

While this is not always an easy process, having a diagnosis such as PTSD can not only help us in understanding what we are experiencing, but also open up more access to support.

The first step here is to speak to our local GP, we might want to request one we have met before and know we are conformable with, and explain what's been going on.

Depending on our symptoms and their severity, our GP may refer us to a mental health specialist for further assessment. This could be a psychologist, psychiatrist, or a specialist trauma service.

Speak to a trauma specialist

With or without an official diagnosis, it can be helpful to speak to a trauma therapist. Our GP can provide us with some contacts, or the NHS talking therapist service will show what options are available in our area. Our guide to therapy for carers might give us a good starting point.

If we do not feel comfortable with therapy but want to try something, there are a number of alternatives. We could look at meditation for trauma, somatic exercises, deep tissue massage, acupuncture, breathwork, seeing a chiropractor, tapping, eye movement desensitisation and reprocessing (EMDR), or Reiki. These are not just for self care. A lot of emotion and stress is stored in the body, and all of these can help us start to shift that.

'The traumatic events in childhood at the root of a young person's anxiety, depression, addiction, or other behaviours can't be resolved through the mind alone. The body also needs ways to release these memories. Otherwise, the nervous system remains stuck in "fight or flight" response mode.' Newport Institute

Be aware of our triggers

Once we've started to come to terms with the fact we are carrying trauma around with us, it can be helpful to recognise what our triggers for that trauma are. Effectively, the things that poke that trauma wound (or wounds).

This could be reading emails or doing admin that reminds us of our caring role. Being near the intense emotions of the person we care for. Going into hospitals. Anniversaries of a diagnosis or death. Having strangers come into our homes to provide paid care. Or even a change in routine.

While we might not be able to do anything to prevent ourselves from coming into contact with these triggering experiences, even recognising them can take away a little of their power. We can also then start to be more mindful of their impact on us. If we know we will be physically and emotionally exhausted after a hospital visit, maybe we can plan a phone call with our friend for when we get home. Or avoid carer paperwork on a day we are already feeling drained or emotional. Focusing on the things we can change, rather than what we can't, gives us back a sense of power and control.

Talk to the person we care for

Talking to the one we look after about how we feel might not always be possible. But if it is, it might bring intense relief to both us and them.

We might find talking to them about our fears helps them to realise how much we care, deepening our connection. Or telling them things we are finding triggering might allow us to work on a solution together, or just to both have more awareness.

Connect with other people

Connection is one of the best ways to help with healing the symptoms of trauma. Caring can be very isolating, and sometimes we have to work to find connection. Whilst trauma support groups can be helpful, in some cases other more day to day connections with people are just as important. This might look like connecting with new friends over hobbies, exercise, joining the Mobilise Hub, volunteering, work, music and other shared passions or joyful distractions. Or spending quality time with our loved ones or good friends.

We might feel resistant to the idea that just spending time with friends will make any difference, but it is actually backed up by . It's called polyvagal theory, which provides a framework for understanding the connection between our autonomic nervous system, social behaviours, and emotional regulation. Directly connecting how we respond to stress, trauma, and social interactions.

'Stuck in the sympathetic state, those with unhealed trauma may carry a story of fear, distrust, dysregulation, and anxiety, while those stuck in the dorsal vagal state may carry one of loneliness, disconnection, and numbness. When survivors heal and reside in the ventral vagal state, they are able to let go of these stories and become more connected and attuned with others.'

Reconnect with the things that bring us joy

Spending time doing positive things, no matter how small, can have a real impact on us and support post traumatic healing and growth. As well as connecting with other people and our surroundings, support from our peers (such as other carers on the Mobilise Hub), time with a good book, or doing a hobby we enjoy, can all help to soften and heal us a little. We explore this further in five ways to mental wellbeing.

If we are looking for ideas of things to help us feel more connected or joyful, our community of carers shared 30 simple things that can help us feel great.

Find a way to process our thoughts and feelings

We might need to give ourselves permission to prioritise finding time to start to work through some of our emotions. There are a number of ways to start to process the inner workings of our minds. This might look like talking to someone, saying them outloud, writing letters we will never post, or a great option is journaling.

However we do want to be mindful here of not writing things down in a way that might end up in just causing us to relive a difficult memory or experience. Or bringing up complex emotions without a way to sooth them. This guide from Choosing Therapy can help to steer us through the process, with helpful prompts and guidance on how to use journaling to help us process our trauma.

Work on our resilience

Resilience can be a term that puts a lot of us off, but ultimately it is working on our ability to cope with stress. While this won't help us with healing, it can help us to continue functioning in our day to day lives in a way that won't make our trauma symptoms worse.

There are a number of ways to work on improvising our resilience:

Breathe

While being told to 'just breathe' can feel like the most frustrating advice in the world, there are actually a lot of benefits to be had from focusing on our breath.

Making sure our exhale is longer than our inhale will stimulate the vagus nerve, which connects our mind and body. It will send signals for relaxation, and tells us subconsciously we are safe. As well as soothing our emotions, this can help reduce some of the symptoms such as anxiety and hypervigilance.

Taking a moment to breathe can also help us to be more present, bringing us back to the here and now, and give us a second of calm to think before reacting.

Have a plan for what's next

If we know that our caring role might come to an end, we might want to start preparing for this. While there are a lot of other things to think about if end of life care, or a transition to someone else providing care is on the horizon, it is also worth acknowledging that this is the time when everything we've been pushing down or suppressing might rush to the surface.

We might want to write ourselves out a plan beforehand, if we are able, to remind ourselves of a toolkit on how we will cope. This might include any of the ideas mentioned above, such as planning in time with friends, getting back into activities that bring us joy and remind us of who we were before becoming a carer. If we've felt like we just didn't have the time or energy so far, this might also be the perfect opportunity to speak to a professional and begin working through our experiences.

If we've got to the end of this guide we might be feeling some fairly intense emotions. Trauma is not an easy subject to think about, and even reading about it can bring up a lot. We might be feeling resistance towards the idea of starting to unpack this, or overwhelmed by the idea. Or we might feel hopeful that there is a solution out there, or comforted to know that we are not alone.

However we feel, allow those emotions. Accept them. And then, if we can, give ourselves time to have a little reset before tackling the next thing on our todo list. This might look like doing some deep breathing, a meditation, stepping outside for a moment and feeling the fresh air, doing a quick yoga session or other workout to shift us from our minds to our bodies, or having a cup of tea with a biscuit.

We've suggested a lot of things here to help us start our healing journey, but it won't happen overnight. We might want to pick just one thing to bring into our daily lives from tomorrow. Or perhaps just reading this article was the start we needed for now. And that's ok! Remember, there are professionals out there and ultimately their help might be what we need, but there are some things in our control. It's just taking that first step.

If we would like to share our own stories, or how reading this has made us feel, we can start a discussion over on the Mobilise Hub.

# data[].attributes.attachment_link.description
Due to the nature of our roles, there is unlikely to be a carer who doesn't have some degree of trauma. Find out what trauma looks like, the impacts it has on unpaid carers, and how to start healing.

# data[].attributes.headline
Parent Carer Trauma: Discussion Paper, Affinity Hub (May, 2024)

# data[].attributes.subject
Parent Carer Trauma: Discussion Paper, Affinity Hub (May, 2024)

# data[].attributes.body
CONTENT WARNING: This document refers to traumatic examples based on parent carers’ lived experiences.

# data[].attributes.headline
Ruskin Mill Open access book: Place, Craft, and Neurodiversity

# data[].attributes.subject
Ruskin Mill Open access book: Place, Craft, and Neurodiversity

# data[].attributes.body
With its non-specialist language, Place, Craft and Neurodiversity offers ideas and resources for work in different areas of education and therapy. It will inspire parents, educators and care workers around the globe

# data[].attributes.attachment_link.title
Place, Craft and Neurodiversity | Re-imagining Potential through Educa

# data[].attributes.attachment_link.description
For over four decades, Ruskin Mill Trust has worked with young people with special educational needs and behavioural issues who learn traditional crafts and

# data[].attributes.body
Offering a variety of resources to raise awareness and offer support to individuals with a learning disability across the age-range.

# data[].attributes.attachment_link.readable_text
Health, Sports & Psychology

...learning disabilities to access and use technology? This series of seven videos will help you answer this question...Find out more about The Open University'sHealth and Social Care courses and qualifications. In this series of videos, people with learning disabilities and their support workers share their experiences of providing and receiving support to use everyday...

# data[].attributes.attachment_link.description
Health, Sports & Psychology ...learning disabilities to access and use technology? This series of seven videos will help you answer this question...Find out more about The Open University'sHealth and Social Care courses and qualifications. In this series of videos, people with learning disabilities and their support workers share their experiences of providing and receiving support to use everyday...

# data[].attributes.headline
Paul Ridd Foundation: E-learning modules

# data[].attributes.subject
Paul Ridd Foundation: E-learning modules

# data[].attributes.body
Module 1: Basic Awareness of Learning Disabilities

Module 2: The Care Bundle

Module 3: The Health Profile

# data[].attributes.attachment_link.description
eLearning Thank you for accessing our eLearning modules. Select a module below to get started. Module 1 Basic Awareness of Learning Disabilities Get Started Module...

# data[].attributes.headline
Understanding different types of learning difficulties or disabilities

# data[].attributes.subject
Understanding different types of learning difficulties or disabilities

# data[].attributes.body
A series of additional learning needs (ALN) e-learning units, where individual units focus on a different learning difficulty or disability. The units have been designed to support practitioners to enhance their knowledge and understanding of different types of learning difficulties or disabilities. They also provide ideas on how to support learners with specific areas of need

# data[].attributes.attachment_link.readable_text
HWB.GOV.WALES uses cookies which are essential for the site to work. Non-essential cookies are also used to tailor and improve services. By continuing to use this site, you agree to our use of cookies.

# data[].attributes.body
Paradigm is a development and training organisation with a passion for supporting people with a learning disability, and/or autism, to live lives THEY choose.

# data[].attributes.attachment_link.readable_text
Boundless in energy and aspiration, Paradigm is a development and training organisation with a passion for supporting people with a learning disability, and/or autism, to live lives THEY choose.

The success of our work is based on our commitment to co-facilitation and our ability to bring people together to imagine what more is possible in order to plan action. We help dust off the cobwebs, re-energise tired thinking, and banish any institutionalised beliefs and behaviour. We are all about making human rights real and freeing people to live good ordinary lives.

AND download the NEW "A Practical Guide to Supported Decision Making' in Welsh and English

# data[].attributes.attachment_link.description
Boundless in energy and aspiration, Paradigm is a development and training organisation with a passion for supporting people with a learning disability, and/or autism, to live lives THEY choose. The success of our work is based on our commitment to co-facilitation and our ability to bring people together to imagine what more is possible in order to plan action.

# data[].attributes.headline
Link to LIVE padlet | Dolen i padlet BYW

# data[].attributes.subject
Link to LIVE padlet | Dolen i padlet BYW

# data[].attributes.headline
Understanding Positive Behaviour Support 

# data[].attributes.subject
Understanding Positive Behaviour Support 

# data[].attributes.body
Part 1

# data[].attributes.body
Part 2

# data[].attributes.headline
The role of families in the development and implementation of PBS plans

# data[].attributes.subject
The role of families in the development and implementation of PBS plans

# data[].attributes.body
Part 3

# data[].attributes.headline
Key questions families should ask professionals

# data[].attributes.subject
Key questions families should ask professionals

# data[].attributes.body
Part 4

# data[].attributes.headline
Initiatives to facilitate the social inclusion of people with intellectual disability in physical activities with others in community-based sporting, recreation and leisure activities: A scoping review (April, 2024)

# data[].attributes.subject
Initiatives to facilitate the social inclusion of people with intellectual disability in physical activities with others in community-based sporting, recreation and leisure activities: A scoping review (April, 2024)

# data[].attributes.body
Words to use and avoid when writing about disability.

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

Cookies on GOV.UK

We use some essential cookies to make this website work.

We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

Accept additional cookies Reject additional cookies View cookies

Consider these guidelines when communicating with or about disabled people.

1. Language guidelines

Not everyone will agree on everything but there is general agreement on some basic guidelines.

1.1 Collective terms and labels

The word 'disabled' is a description not a group of people. Use 'disabled people' not 'the disabled' as the collective term.

However, many deaf people whose first language is BSL consider themselves part of 'the deaf community' - they may describe themselves as 'Deaf', with a capital D, to emphasise their deaf identity.

Avoid medical labels. They say little about people as individuals and tend to reinforce stereotypes of disabled people as 'patients' or unwell.

Don't automatically refer to 'disabled people' in all communications - many people who need disability benefits and services don't identify with this term. Consider using 'people with health conditions or impairments' if it seems more appropriate.

1.2 Positive not negative

Avoid phrases like 'suffers from' which suggest discomfort, constant pain and a sense of hopelessness.

Wheelchair users may not view themselves as 'confined to' a wheelchair - try thinking of it as a mobility aid instead.

1.3 Everyday phrases

Most disabled people are comfortable with the words used to describe daily living. People who use wheelchairs 'go for walks' and people with visual impairments may be very pleased - or not - 'to see you'. An impairment may just mean that some things are done in a different way.

Common phrases that may associate impairments with negative things should be avoided, for example 'deaf to our pleas' or 'blind drunk'.

2. Words to use and avoid

Avoid passive, victim words. Use language that respects disabled people as active individuals with control over their own lives.

(the) handicapped, (the) disabled

disabled (people)

afflicted by, suffers from, victim of

has [name of condition or impairment]

confined to a wheelchair, wheelchair-bound

wheelchair user

mentally handicapped, mentally defective, retarded, subnormal

with a learning disability (singular) with learning disabilities (plural)

cripple, invalid

disabled person

spastic

person with cerebral palsy

able-bodied

non-disabled

mental patient, insane, mad

person with a mental health condition

deaf and dumb; deaf mute

deaf, user of British Sign Language ( BSL), person with a hearing impairment

the blind

people with visual impairments; blind people; blind and partially sighted people

an epileptic, diabetic, depressive, and so on

person with epilepsy, diabetes, depression or someone who has epilepsy, diabetes, depression

dwarf; midget

someone with restricted growth or short stature

fits, spells, attacks

seizures

3. Some tips on behaviour

use a normal tone of voice, don't patronise or talk down

don't be too precious or too politically correct - being super-sensitive to the right and wrong language and depictions will stop you doing anything

never attempt to speak or finish a sentence for the person you are talking to

address disabled people in the same way as you talk to everyone else

speak directly to a disabled person, even if they have an interpreter or companion with them

# data[].attributes.attachment_link.title
Inclusive language: words to use and avoid when writing about disability

# data[].attributes.attachment_link.description
Skip to main content We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

# data[].attributes.headline
Link to resource padlet | Dolen i padlet adnoddau

# data[].attributes.subject
Link to resource padlet | Dolen i padlet adnoddau

# data[].attributes.headline
Sleep advice for children with special educational needs and disability (SEND)

# data[].attributes.subject
Sleep advice for children with special educational needs and disability (SEND)

# data[].attributes.body
Helping everyone to sleep better, regardless of their age, background or ability.

# data[].attributes.attachment_link.description
Supporting people across all ages to improve sleep, and provides sleep training to professionals in the health, social and corporate sectors.

# data[].attributes.headline
ERIC- The children's Bladder and bowel charity

# data[].attributes.subject
ERIC- The children's Bladder and bowel charity

# data[].attributes.body
Find out how you can help keep your child's bowel and bladder working properly from birth. Clinically approved information and resources to help you and your child.

# data[].attributes.attachment_link.description
With your help, we can keep offering free support to those who need us.

# data[].attributes.headline
Expectant Parents with intellectual disabilities in child protection: Risk factors for child safety. (March, 2024)

# data[].attributes.subject
Expectant Parents with intellectual disabilities in child protection: Risk factors for child safety. (March, 2024)

# data[].attributes.headline
Annual health checks for people with intellectual disabilities: An exploration of experiences, follow-up and self management of health conditions (April,2024)

# data[].attributes.subject
Annual health checks for people with intellectual disabilities: An exploration of experiences, follow-up and self management of health conditions (April,2024)

# data[].attributes.headline
PADLET GOVERNANCE | 
LLYWODRAETHU PADLED:

# data[].attributes.subject
PADLET GOVERNANCE | 
LLYWODRAETHU PADLED:

# data[].attributes.body
Links to the three padlets with a summary of their purpose.

# data[].attributes.headline
The child with developmental disabilities: The effects on the whole family. What do the families really need from the ‘early intervention’ professional system? (December, 2021)

# data[].attributes.subject
The child with developmental disabilities: The effects on the whole family. What do the families really need from the ‘early intervention’ professional system? (December, 2021)

# data[].attributes.headline
Personal support networks of young people with and without intellectual disability. A comparative study (January, 2024)

# data[].attributes.subject
Personal support networks of young people with and without intellectual disability. A comparative study (January, 2024)

# data[].attributes.headline
Peer perspectives on friendships among peers with and without intellectual and developmental disabilities: A pilot mixed methods study (February, 2024)

# data[].attributes.subject
Peer perspectives on friendships among peers with and without intellectual and developmental disabilities: A pilot mixed methods study (February, 2024)

# data[].attributes.headline
Don't hold back report | Peidiwch â dal yr adroddiad yn ôl

# data[].attributes.subject
Don't hold back report | Peidiwch â dal yr adroddiad yn ôl

# data[].attributes.body
Transitions to adulthood for young people with learning disabilities.

# data[].attributes.headline
Health Profile for Children and Young People 

# data[].attributes.subject
Health Profile for Children and Young People 

# data[].attributes.attachment_link.title
The Health Profile - for children and young people

# data[].attributes.attachment_link.description
How to fill in your Health Profile (PDF)

# data[].attributes.headline
Summary of parent/carer Subgroup meeting 13th March 2024

# data[].attributes.subject
Summary of parent/carer Subgroup meeting 13th March 2024

# data[].attributes.headline
Crynodeb o gyfarfod is-grwp cymuned ymarfer rhieni/gofalwyr 13.03.24

# data[].attributes.subject
Crynodeb o gyfarfod is-grwp cymuned ymarfer rhieni/gofalwyr 13.03.24

# data[].attributes.body
Illustration of how the community of practice feeds into the learning disability policy team in the Welsh Government.

# data[].attributes.headline
Learning disability ministerial advisory group (LDMAG)

# data[].attributes.subject
Learning disability ministerial advisory group (LDMAG)

# data[].attributes.attachment_link.title
Learning Disability Ministerial Advisory Group | GOV.WALES

# data[].attributes.attachment_link.description
The Learning Disability Ministerial Advisory Group advises on improving the lives of people with learning disabilities.

# data[].attributes.body
Has the legal powers to look into complaints about public services and independent care providers.

# data[].attributes.attachment_link.readable_text
We have legal powers to look into complaints about public services and independent care providers in Wales. We also investigate complaints that local government councillors have breached their authority's code of conduct. We are independent of all government bodies and our service is impartial and free of charge.

# data[].attributes.attachment_link.description
We have legal powers to look into complaints about public services and independent care providers in Wales. We also investigate complaints that local government councillors have breached their authority's code of conduct. We are independent of all government bodies and our service is impartial and free of charge.

# data[].attributes.headline
Human rights in the curriculum for Wales

# data[].attributes.subject
Human rights in the curriculum for Wales

# data[].attributes.body
Developing an understanding of rights is integrated into learning descriptions for the Humanities and Health and Wellbeing Areas of Learning and Experience, and Relationships and Sexuality Education

# data[].attributes.attachment_link.readable_text
Human rights education is a cross-cutting theme of our new curriculum in Wales. Human rights education means that adults and children:

This means that children and adults know and understand their human rights, they experience their human rights in their education, and they are empowered with the skills to advocate for their rights and those of others.

How do human rights fit into the curriculum?

Developing an understanding of rights is integrated into learning descriptions for the Humanities and Health and Wellbeing Areas of Learning and Experience, and Relationships and Sexuality Education.

The wider requirements of the curriculum set out human rights education as a cross cutting theme of the curriculum and set out how learners need to meaningfully experience their participatory rights n curriculum design.

Importantly, children's human rights are on the face of the Curriculum and Assessment (Wales) Act 2021, which sets out that all staff involved in delivering the curriculum need to develop knowledge and understanding of children's human rights under two UN Conventions:

The United Nations Convention on the Rights of the Child (UNCRC)

The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)

The UNCRC sets out the human rights of children. The UNCRPD sets out what human rights mean for disabled people, including disabled children. Both of these Conventions are also fundamental to the Additional Learning Needs and Education Tribunal (Wales) Act 2018.

Our resources and guidance will help all leaders and staff in education meet these requirements:
Read the Curriculum Map Read our children's human rights framework for schools Learn more about our free children's rights schemes

# data[].attributes.attachment_link.title
Human Rights in the Curriculum for Wales 2022 - Children's Commissioner for Wales

# data[].attributes.attachment_link.description
What is human rights education? Human rights education is a cross-cutting theme of our new curriculum in Wales. Human rights [...]

# data[].attributes.body
‘A Wales wide platform offering a two-way approach for parent’s voices to be heard and to feed into policy development leading to meaningful participation in the form of co-production’.

# data[].attributes.attachment_link.description
Visit our Children and Young People pages to learn more about Children's Rights, Young Wales, and other projects Children and Young People can get involved with.

# data[].attributes.headline
Learning Disability Strategic Action Plan 2022-2026

# data[].attributes.subject
Learning Disability Strategic Action Plan 2022-2026

# data[].attributes.attachment_link.readable_text
This action plan sets out the Welsh Government's overarching strategic agenda for the development and implementation of learning disability policy for the remainder of the current term of government, 2022 to 2026.

An accompanying delivery plan is being developed which contains specific actions with timelines for each commitment. Co-produced with Welsh Government policy leads, the Learning Disability Ministerial Advisory Group (LDMAG) and key stakeholder partners during a targeted stakeholder engagement exercise in early 2022, this action plan identifies and prioritises the key areas, actions and outcomes that will be pursued over this period.

Building on the success and the momentum of the Improving Lives programme, the action plan aligns fully with Welsh Government Programme for Government commitments and the principles and objectives set out in the Wellbeing of Future Generations (Wales) Act. It incorporates Improving Lives legacy actions. Key issues identified by the LDMAG in their Policy Priorities report submitted to the Welsh Government in May 2021 and priority actions focussing on helping services and people with learning disabilities as we continue to emerge from ongoing pandemic restrictions are clear.

The action plan (and associated delivery plan) is a living document and will be updated to reflect any changes to priorities and circumstances as they arise. It is designed to be flexible and contains actions that can reasonably be expected to be achieved given the ongoing focus on pandemic recovery and limits on available resources.

It is not intended that these plans be a complete record of all policies affecting people with a learning disability. Neither does inclusion of a specific area in the initial plan indicate that another area is considered less important, e.g. Section 1.3 outlines initial focus on tackling an identified issue in relation to the provision of policy affecting the Black, Asian or Minority Ethnic Community, this does not mean that policies affecting people with other protected characteristics (such as the LGBTQ+ community) are not important, just that they are not being taken forward during this phase of the plan. LDMAG will oversee progress in delivery of the action plan through receipt of annual progress reports while a formal review of the plan will be undertaken at the end of the second full year, in spring 2024.

Overarching/cross-cutting, including cross-government activity that may not sit in one specific area

COVID recovery

Health, including reducing health inequalities and avoidable deaths

Social services and social care

Facilitating independent living and access to services through increased access to advocacy and self-advocacy skills, engagement and collaboration

Education including children and young people's services

Employment and skills

Housing - appropriate housing, close to home, access to joined-up services

Transport

Ensuring the views of people with a learning disability, their families and carers and third sector stakeholders is included in the development of all Welsh Government policies as a fundamental principle and full engagement with these groups and individuals will take place whenever possible.

All relevant information and guidance will, wherever possible, be provided in an accessible format with the use of Easy-Read documentation being promoted and encouraged in communications issued by Welsh Government and our partners, at the same time as standard documentation/ guidance.

1.2

An inclusive, visible and fully accessible Learning Disability Ministerial Advisory Group that fully meets the needs of people with a learning disability.

Maximise the effectiveness and reach of the Learning Disability Ministerial Advisory Group by increasing its profile and ensuring its accessibility for members, the public and external partners.

A fully inclusive and accessible meeting environment which meets the needs of all members and the public.

1.3

Equality and Inclusion.

To consider the impact and effectiveness of learning disability policies on people with learning disabilities, their families and carers from the Black, Asian and Minority Ethnic community.

In year one WG and LDMAG will review the impact and effectiveness of current policies to ensure that the needs of individuals with a learning disability from the Black, Asian and Minority Ethnic communities are being met.

Where gaps are identified - take action to ensure that Welsh Government policies fully meet the identified needs

Welsh Government learning disability policies fully meet the needs of people with a learning disability.

1.5

Promote Positive Behavioural support (PBS) and Trauma informed care in health, social care and education.

Implementation of the Reducing Restrictive Practice Framework published in July 2021.

Ensure the Welsh Government's Reducing Restrictive Practices Framework principles are promoted, understood and embedded in training and services across health, social care, education and childcare. To include appropriate monitoring, recording and reporting.

Work with sectors to ensure they consider and agree actions to support effective implementation of the Restraint Reduction Framework in childcare, education, health and social care.

2.3

Welsh Government to work with LDMAG and other partners to determine the priorities for action for a renewed strategic approach to well-being.

Integrated and dedicated activities delivered by local authorities for children and young people to support their physical, emotional and social wellbeing through suitable activities including leisure and sport.

3.1

Implement recommendations from the 2020 review of Adult Specialised Services "Improving Care, Improving Lives, National Collaborative Commissioning Unit"

Establish a multi-agency/ stakeholder national group to advise and oversee delivery of the national action plan

3.2

Provide accurate, robust mortality data that will inform policy development and practise to reduce avoidable deaths.

3.3

Learning Disability Education Framework for healthcare staff.

Improve how mainstream NHS services identify and respond to the needs of people with a learning disability and ensure reasonable adjustments are made that reduce diagnostic over-shadowing and ultimately reduce preventable adverse events and avoidable deaths.

3.4

Establish learning disability specific quality and safety standards and metrics for the priority health areas.

Develop evidence based quality and safety standards for implementation across Wales.

Strengthen consistent approaches to service delivery across Wales.

Improve evidence based practice in service delivery.

3.5

Increase access to Health Checks for people with a learning disability, ensuring the subsequent development of Health Action Plans

Improved health outcomes and reduced avoidable deaths through the earlier identification, diagnosis and effective treatment of health conditions.

Improve the consistency of approach to delivering health checks across Wales.

3.6

Development and implementation of a digital Health Equality Framework (HEF)

Undertake an options appraisal to establish a digital platform to support the comprehensive implementation of the Health Equalities Framework (HEF) across Wales.

Undertake phase 1 in 2022-23 - user research - to inform development of a specification for the platform.

Establishment of a digital system for inputting, collating and analysing data on the impact of services on the health and well-being of the individual.

Establishment of a Wales-wide local and national reporting system.

3.7

Physical Health - Undertakeimprovement projects to reduce health inequalities, premature and avoidable deaths

Develop policies and/ or guidance to address known/ emerging health issues and improve how mainstream NHS services identify and respond to the needs of an individual with a learning disability:

Priorities include:

identification, diagnosis and treatment of constipation,

priority access to vaccinations and improve access to screening services,

secure widespread use of the health profile,

Secure use of Additional Learning Needs tools, review use of the flagging system and use and potential update to the care bundle

Reduce health inequalities and avoidable deaths through improved service provision

3.8

Loneliness and Isolation

Ensure the ongoing work on tackling loneliness and social isolation continues to link with our learning disability improvement priorities.

Explore the prevalence and causes of loneliness and isolation with people with a learning disability and their families and carers.

Contribute to wider work-stream to identify solutions and ensure needs of people with learning disabilities are considered and addressed.

Promote the importance of maintaining friendships and relationships to reduce loneliness and isolation.

Better understanding of the prevalence and causes of loneliness and isolation for people with a learning disability and action taken to improve inclusion and involvement.

3.9

Promote recovery and new approaches to day services, respite care and short breaks.

Development of effective LA Day Services.

Improved access to flexible respite and short break options that promote inclusion and well-being.

4.1

To promote voice choice and control for people with learning disabilities and their carers. To include advocacy and self-advocacy and support for sibling carers.

Welsh Government to work with stakeholders to explore and review options for advocacy support, in order to develop appropriate, advocacy services for people with learning disabilities and their families in line with Commissioning Guidance.

Provision of advocacy and self-advocacy services that meet the needs of all people with a learning disability.
People with learning disabilities have their voices heard, are listened to and are supported to make choices and control their own lives.

5.1

Children and Young People's Learning Disability Services.

Review the provision of children and young people's services to identify barriers and gaps in support and to share good practice.

Promote collaborative working with stakeholders and service providers including transition services, across health, social care and education.

To provide a consistent, accessible and easily understood, wales-wide approach to children's services across the public sector.
Improve all aspects of transition services.

5.2

Additional Learning Needs -Implementation.

Ensure the needs of learners with learning disabilities are represented at a national ALN steering group which will co-create an accountability framework to ensure successful implementation of the ALN Act.

Evaluation of the extent to which stakeholders are compliant with the provisions in the ALN Act and the initial effects and impacts of the Act.

Assessment of the extent to which the ALN Act has achieved its intended outcomes

6.2

Supported Apprenticeships

Maximise opportunities for people with a learning disability to access apprenticeship schemes and provide support during the lifetime of the scheme.

To achieve and maintain apprenticeship starts for disabled people at above 10%.

7.1

Promote Regional Partnership Boards engagement with stakeholders to ensure inclusion of the voice and views of people with a learning disability

EnsureRPB needs assessment and planning arrangements include meaningful engagement with key stakeholders including those with a learning disability.

As part of Welsh Government's 'Rebalancing Care and Support' work programme, work with RPBs to promote and facilitate coproduction and inclusion of service user and carer voice in service design and delivery.

Citizen, carer and third sector reps are supported and enabled to make a full contribution to the work of RPB boards.

The views of disabled people are represented at board level and across the wider regional partnership.

Co-production is embedded in the work of RPBs, and people with learning disabilities are able to be fully engaged in the work of the regional partnerships at all levels.

7.3

Housing and Accommodation - voice and control in decision-making.

Improve choice and control for people with learning disabilities including where they live and who they live with, within community housing, supported living and private tenancies.

People with learning disabilities are living in housing which meets their needs and promotes their wellbeing.

8.1

People with learning disabilities have improved access to public transport across Wales which meets their needs.

Ensure services operated by public transport providers recognise and meet the diverse needs of users. Including ensuring accessibility of timetables in all areas of Wales, through engagement with experts by experience on developing policies such as Active Travel and the Wales Transport Strategy.
Maximise collaboration with representative groups to share experiences, work collaboratively and develop appropriate digital solutions that assist the use of public transport.
Public transport meets the needs of people with learning disabilities to fully engage in their communities.

# data[].attributes.attachment_link.title
Learning Disability Strategic Action Plan 2022 to 2026

# data[].attributes.attachment_link.description
Our plan for developing and implementing learning disability policy from 2022 to 2026.

# data[].attributes.body
Consultation responses for the new mental health strategy are now being reviewed and we shall await an update,

# data[].attributes.body
Terms of reference for the children and young people with a learning disability community of practice.