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Need a chat about your child and their needs? You can book a free 45 minute appointment with one of the Inclusion team at West Northants.

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Drop-in sessions with Inclusion and Intervention Support Team (Thorplands)

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A 45 minute session with an IIST practitioner to offer strategies around SEND, supporting parents and carers in West Northamptonshire.

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ParentKind is a website with a section for supporting parents with children with SEND. This page is broken up into the following categories:

General support

Specific Learning Difficulties (Dyslexia, Dyspraxia and Dyscalculia)

Neurodevelopmental conditions (Autism and ADHD)

Learning difficulties

Physical difficulties

Mental health

Learning aids

This directory is constantly evolving and growing. If you can’t find what you’re looking for and want to make a suggestion for future edits, feel free to get in touch with the site here.

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We are offering bookable 1:1 drop-in appointments for parents and carers to meet with an Inclusion and Intervention Support Team (IIST) practitioner. You will be able to discuss your concerns with the IIST practitioner and hopefully receive some useful advice and/or signposting.

If you need to discuss multiple children, you will need to book multiple time slots. The appointments are being held in local community hubs as well as some virtual options. Appointments will last approximately 45 minutes.

To view the dates and book your place, please visit our Eventbrite collection using the link below. We will add dates ahead of the Autumn, Spring and Summer terms.

Book a drop-in appointment

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School Age Specialist Support | West Northamptonshire Council

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We offer tailored School Age Support as part of our Inclusion and Intervention Team Service

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Action for Children runs holiday clubs, Saturday clubs, and youth clubs for children and young people with SEND in Northamptonshire. The clubs are fun places to play, learn new things, and make friends. Staff help with any needs your child may have. There are also trips out and family fun days where everyone can join in.

You can book directly with Action for Children. Action for Children will ask for further details of your child’s care requirements to ensure they can support your child to enjoy the activities safely and happily. There is a small cost, but help is available if needed. Email northants.disability@actionforchildren.org.uk to register.

Click here for more information

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Are you looking for a nurturing, inclusive space where individuals with additional needs can grow, express themselves, and shine? Born to Perform offers:

Creative Programmes

Performance Opportunities

Community Connections

Personalised Support

Their passionate team is dedicated to fostering independence, creativity, and friendship. Join their community in Northampton or Bedford! Phone 01604 372629.

SEND Family Swimming

When: Last Sunday of each month, 2:30pm-3:30pm

Cost: Adults: £4.75 Children: £3.80
Family Ticket (2 Adults & 2 Children): £12

Where: Brackley Leisure Centre, Springfield Way, Brackley NN13 6JJ
Tel: 01280 701787

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Are you looking for a nurturing, inclusive space where individuals with additional needs can grow, express themselves, and shine? Born to Perform offers:

Creative Programmes

Performance Opportunities

Community Connections

Personalised Support

Their passionate team is dedicated to fostering independence, creativity, and friendship. Join their community in Northampton or Bedford! Phone 01604 372629

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Young Person’s Autism Advisory Project (YAAP): For autistic young people aged 11–25. No diagnosis needed. Meets twice a month in Semilong.

Mini YAAP: For autistic children aged 8–11. No diagnosis needed. Meets monthly in Kingsthorpe.

Parent Support Groups: For parents/carers of autistic children and young people. Meets monthly at Delapre Abbey.

Autism Support: Free 1:1 support with 4–6 sessions tailored to individual needs. Drop-in sessions also available around the county.

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An event for children of all ages with SEND, their friends, siblings, and families. All children must be accompanied by an adult. Tea, coffee, and juice are included.

When: Sunday 27th July 2025, 9:30am to 11am
Where: Kingsley Park Methodist Church, Northampton, NN2 7HG (Entrance on Milton Street)

Book tickets using the link above

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SENshine☀️ event tickets from TicketSource.

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Buy tickets for senshine’s upcoming events. Click the link for further information and to secure your tickets now!

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Check out these great (free) online autism workshops for Northamptonshire parents - https://wnc.ai/autism-hub-midlands-online-workshops 

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Check out these great (free) online autism workshops for Northamptonshire parents - https://wnc.ai/autism-hub-midlands-online-workshops 

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Make sure your child is in the right space to start learning.

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The ADHD Foundation is the largest provider of training in ADHD and neurodevelopmental conditions for professionals in the UK.

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Autistic Spectrum Disorder Information pack - from The Local Offer

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Autistic Spectrum Disorder Information pack - from The Local Offer

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Northamptonshire Local Offer - Autism Information Pack (PDF 1.5MB)

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A practical approach at home for parents and carers - Autistic Spectrum

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A practical approach at home for parents and carers - Autistic Spectrum

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Words for Life | National Literacy Trust

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Activities and support for parents, children and young people to improve language, literacy and communication skills from home.

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Speech and Language UK: Changing young lives

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Skip to content

Our guide to the typical stages of speech and language development in babies, children and young people.

Children develop their speech, language and communication skills at different rates. However, knowing what is typical can help you identify speech and language problems early. You can also find out how to help your child learn to talk and understand words.

Our progress checker will provide short questions you can answer to see how your baby or child is getting on with their talking and understanding of words.

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Ages and stages - Speech and Language UK: Changing young lives

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Our guide to the typical stages of speech and language development in babies, children and young people.

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Information, training and support around autism

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Information, training and support around autism

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This website is more than just details about the services that En-Fold provide directly - it is also an autism online web resource for information, services and support generally within Northamptonshire. We pride ourselves on our content being developed for and written by those with Autism Spectrum Condition. En-Fold is a support service charity, based in Northamptonshire.

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This Facebook page has some fantastic information about tips and courses that may interest you and support you and your child.

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Local Offer West Northants | Northampton

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Local Offer West Northants, Northampton, Northamptonshire. 858 likes · 69 talking about this. The place to find information for 0-25s with SEND in West Northants.

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This Facebook page has some fantastic information about tips and courses that may interest you and support you and your child.

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Local Offer West Northants | Northampton

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Local Offer West Northants, Northampton, Northamptonshire. 858 likes · 69 talking about this. The place to find information for 0-25s with SEND in West Northants.

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Make sure your child is in the right space to start learning.

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Words for Life | National Literacy Trust

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Activities and support for parents, children and young people to improve language, literacy and communication skills from home.

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Young minds advice for supporting a child with ADHD

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Young minds advice for supporting a child with ADHD

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What is ADHD?

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects behaviour and concentration.

Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go. Some people with ADHD do not experience hyperactivity though, and this is sometimes called attention deficit disorder (ADD).

ADHD is not a mental illness or a learning disability, though children and young people with ADHD may also have other conditions or experience mental health problems.

Living with ADHD can be very challenging, for children and young people as well as for their parents and carers. But the right diagnosis, treatment and support can make a big difference to a child's learning, life skills and relationships, as well as making family life easier. There is also lots you can do as a parent/carer to help your child manage the things they find difficult.

What are the most common symptoms of ADHD?

A child with ADHD may be:

easily distracted, finding it difficult to start or finish tasks

often unable to concentrate

often restless or fidgety

very talkative, often interrupting or blurting things out

impulsive, acting before considering consequences, prone to taking risks

easily angry or frustrated, struggling to deal with emotions

finding making or maintaining friendships difficult

disorganised, for instance often losing things or being late

lacking awareness of time

Every child or young person with ADHD is individual and they may not display all of these behaviours. And many of these traits and behaviours are typical in younger children, or can follow a traumatic experience - they don't necessarily mean your child has ADHD.

Age and gender can also affect how someone with ADHD behaves. This can make it harder to spot signs of ADHD, particularly in girls, who are more likely to be undiagnosed or wrongly diagnosed with other conditions(i).

Typically the symptoms of ADHD develop in early childhood and they may become particularly noticeable at times of significant change, such as starting or changing school.

What to do if you think your child might have ADHD

If your child frequently experiences some of these symptoms; this is affecting their day- to- day life; and it's happening in more than one setting (for instance at home and school), discuss your concerns with your child's GP. Before doing this, talk to your child's teacher and the school special educational needs co-ordinator (SENCO) about what they have noticed.

The GP may want to refer your child for assessment, as ADHD can only be diagnosed by a specialist such as a child and adolescent psychiatrist or paediatrician.

Sometimes parents are reluctant to pursue assessment. They may be worried about 'labelling' their child or about stigma, or they may prefer to watch and wait. These feelings are normal. But parents and young people who do seek diagnosis can find it helps them access the right support; understand and manage challenges; and identify individual strengths.

We have more information about getting support from the GP, CAMHS or school in our guide.

ADHD diagnosis, support and treatment

ADHD assessment is usually done through the specialist Children and Young People's Mental Health Services, commonly referred to as CAMHS.

Diagnosis is most commonly made in childhood, and in the majority of cases, symptoms affecting daily life continue into adulthood(ii).

There is no single, definitive test for ADHD. Specialists will base clinical diagnosis on a combination of observations of your child; discussions and questionnaires (with you and your child); and information from your child's school.

They will consider how long the symptoms have been present; their impact on your child's daily life; and whether they might be due to another condition. Approximately 60-80% of children with ADHD have at least one other condition,(iii) (such as autistic spectrum disorder, dyslexia, dyspraxia, anxiety or behaviour problems) and your child may be given more than one diagnosis.

Support and treatment options

You and your child should be offered support and advice to help manage ADHD in their day-to-day life.

ADHD can also be treated with medication and/or therapies. These should be discussed with you when your child is diagnosed, and are set out in the National Institute for Health and Care Excellence (NICE) guidelines on ADHD.

ADHD can be treated with therapies such as cognitive behavioural therapy (CBT). For more information about therapy, see our parent guide to counselling and therapy.

There are a number of types of medication. These are not a cure for ADHD, and many children do not take them, but they can help manage some of the symptoms. Medication must be prescribed and overseen by a specialist.

You may also be offered ADHD -focussed parent training. This does not mean your parenting is somehow wrong. It is designed to provide support and specific strategies and skills to help you and your child thrive.

Jack is still perennially late, disorganised and impulsive; but he's also energetic, original and creative. The medication is helping him make the most of all of that.

How can I help my child with ADHD?

Be explicit and consistent about unacceptable behaviour, such as violence. Set appropriate consequences and follow them through, but try to stay calm in the moment to avoid escalation. Dealing with challenging behaviour can be very hard, and our parent guide has helpful advice.

Plan the day so your child knows what to expect. Maintaining regular sleep patterns, physical activity and mealtimes can help your child. Some people find dietary change and/or certain supplements helpful, but there is no clinical evidence for this and medical advice should be sought first(iv). Our young person's guide has helpful advice on sleep problems.

ADHD and your child's mental health

Any child or young person can struggle with their mental health and wellbeing, whether or not they have ADHD. This might be caused by things like family change, bullying, exam stress or a traumatic event.

But having ADHD may also mean your child has extra challenges - such as social difficulties, struggling to manage their emotions or getting into trouble at school - that leave them more vulnerable to low self-esteem, anxiety or depression.

Children and young people with ADHD frequently have other developmental or mental health conditions and it is important to ensure they have the appropriate support for these.

As a parent there is a lot you can do to support your child with their wellbeing and mental health:

encourage your child to talk about how they are feeling with you. Our starting a conversation guide has ideas for keeping communication open

if you feel your child may have a mental health problem or another condition alongside ADHD, discuss your concerns with their GP or ADHD specialist.

Working with school if your child has ADHD

ADHD is a special education need (SEN), and it may be referred to as a specific learning difference (SpLD). Your child is entitled to appropriate support to help them thrive socially and educationally. This could include potential adjustments in certain situations, such as extra time or rest breaks for exams, movement breaks in lessons, written instructions for tasks and a seating plan that minimises distractions.

Discuss the diagnosis and needs with the school's SENCO, taking a list of your concerns and background information to the meeting.

Your child may be entitled to an education, health and care plan (EHC plan) which details the support they need and how it will be provided. (The National Autistic Society has helpful information about EHC plans.)

Good communication between you and school can be really helpful in ensuring your child thrives in education and meets their potential. Our parent guide to support has more advice on talking to school or college.

ADHD in teenagers and beyond

If your child is a teenager or young person, their needs and the support you give may well be different from when they were younger. They may like to read our young person's guide to ADHD and mental health. But there are still many ways you can help.

Looking after your own wellbeing

Parenting a child with ADHD can sometimes be isolating, upsetting or exhausting. Sometimes parents feel judged or blamed by others (unjustifiably as parenting does not cause ADHD). It is entirely understandable if you are finding things difficult.

It's important to recognise the impact the situation is having on you, and think about ways you can take care of yourself - including getting support from other people so that you can take some time off. It's okay to ask for help when you need it, and to share your worries with someone you trust. We have advice on looking after yourself as well as your child.

Our son's challenging behaviour with ADHD had an enormous impact on the whole family, as we and his brothers bore the brunt of his anger.

Where to get further support

If you would to speak to a professional adviser or find out more about how you can support your child, these organisations can help.

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Help Your Child With ADHD | Parents Guide to Support

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What is ADHD? Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects behaviour and concentration. Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go.

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Fantastic training about all things SEND

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Fantastic training about all things SEND

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Sometimes learning is simply better on-line...SEND Station is a great destination to explore fresh , practical and great value training for those working with and supporting children with Special Education Needs and Disabilities

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12 Amazing Superpowers of students with ADHD 

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12 Amazing Superpowers of students with ADHD 

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The positives of ADHD are numerous and mighty - creativity, empathy, and tenacity, just to name a few. Here, readers share their amazing superpowers.

Thinking positive to find the plus sides of adhd.

1 of 13

Problem solving skills are a positive about ADHD.

2 of 13

Children use their creativity to build a fort.

3 of 13

A teenager consoles a friend, using her gift of compassion.

4 of 13

Girl with snorkel by family unpacking van shows her sense of humor.

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The word impossible is written on a chalkboard, with the "im" crossed out, because those with ADHD have perseverance.

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A woman is very observant and employs her keen sense of observation.

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A mom holds her child while also ironing - multitasking is a strength for those with ADHD.

8 of 13

A man is very focused on writing in his notebook. Hyperfocus is a positive trait of ADHD.

9 of 13

A group of young children are running with endless energy, another positive trait of ADHD.

10 of 13

A father and son play airplane together. Their seal for life is an ADHD superpower.

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A green apple in a group of oranges illustrates differences. Kids and adults with ADHD are very accepting.

12 of 13

A road sign has an arrow pointing to Right and another toward wrong. Those with ADHD have a strong moral compass.

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

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Welcome, Parents!

Use these occupational therapy resources for parents to help kids thrive using OT home programs and therapist recommended tips and strategies for the home. This is your parent resource center for all things kids!

As parents, you know how demanding and challenging parenting can be. Children develop at such different rates and no one child is like any other. Sometimes, having a better idea of how a child develops, and having tools in your back pocket that meet specific needs in the family can make all the difference. Learning at home (and building essential skills) can use free materials or items typically found in the home. Let's talk resources for parents!

Having a set of occupational therapy activities for the home can be pivotal in helping kids thrive as they get more practice and the family is fully "in" on achieving specific goals. This helps carryover of skills SO much easier for the child. On this page, you will find resources and tools to help kids thrive at home using OT home programs, tips and tools for achieving success with functional skills at home, and how to help kids succeed in developing skills.

Occupational therapists know all about connecting with parents and providing resources and tools to parents. Here, you will find ideas and activities that will help kids flourish! I've tried to put together items here that will meet the needs of parents. If you are looking for something specific, be sure to search in the search bar. You can also let me know if there is something specific you need. Chances, are, if you are looking for a certain item or information on a specific topic, than others are too!

Pediatric Occupational Therapy Tips for Parents

As a reminder, the information found on The OT Toolbox is not a means of intervention or a replacement for therapy. If you have any concerns about your child's development, contact a local occupational therapist who can perform an individualized evaluation and interventions.

TIPS for parents to help your child thrive in teletherapy

With therapy sessions now moved to online settings, and children receiving teletherapy as their source for occupational therapy intervention, you may be wondering HOW to help your child thrive in virtual therapy sessions. Here are common teletherapy activities that can serve as a starting point. Remember that occupational teletherapy is a virtual version of face-to-face occupational therapy sessions.

Here are tips that can make occupational therapy teletherapy a success for your little one.

Common red flags parents MIGHT see

Parents are many times looking for "red flags" or an indication that their suspicions are correct about a concern with development or function. You will find resources here on many different topics relating to red flags.

Here are clothing sensitivity red flags, or things to consider when kids are irritated by or hate certain types of clothing or fabrics.

Here are pencil grasp red flags, or considerations when a child holds their pencil incorrectly or can't seem to establish a functional pencil grasp.

Here are sensory processing red flags, or those gut feelings you have about sensory-related considerations you might have about your child.

Here is information on vision red flags and things you may be wondering about such as how vision might be impacting your child's ability to read, learn, or catch a ball.

Here is information on hand dominance, ambidexterity, or mixed dominance and what to consider if your child uses both hands for things like writing, playing, or sports.

There are also resources for advocacy and for helping to explain things like sensory processing disorder to others.

Finally, you will find many activities and ideas for playing with kids, and fun ways to work on specific areas through play!

Advice for New parents

There are many resources and tips here on The OT Toolbox related to new parenting and strategies to help babies and toddlers thrive.

Here are 5 things that occupational therapists wish parents knew about pencil grasp.

Here are ways to encourage floor play with babies and toddlers and why this is such an important play activity for young children.

Here are learning and play ideas for babies and toddlers.

Toys like blocks can build so many skills. Here is more about child development and playing with blocks.

Parent Resources on child Development

Here are resources and tips related to child development. These are the very things that therapists wish parents knew.
Development of eye-hand coordination Development of oral motor skills Visual motor integration developmental milestones Development of bilateral coordination and how this skill impacts feeding Executive Functioning Skill development Boost child development with rhyming games Scissor Skills development Grasp development Developmental progression of pre-writing lines
Parenting Books Recommended by Therapists

These are parenting books guided by development. They are book lists that build skills in children and are parenting resources to help kids thrive.
Executive functioning books for parents Books about primitive reflexes Kids crafts based on popular children's books
Parent Toolbox

Parent Resource Hub

Use the activity ideas on these pages to address a variety of needs and developmental areas. Activities can be added to home programing. Consult with your chi;ds occupational therapist for intervention strategies. The activities, tips, and ideas on this site are not a replacement for therapy. They are only intended as educational.
Handwriting Pencil Control Executive Functioning Skills Visual Motor Skills Mindfulness for Kids Bilateral Coordination Activities How to Teach Impulse Control Vestibular Activities Attention Activities Occupational Therapy Activities Scissor Skills Auditory Processing Activities Organization Activities Proprioception Activities Crafts for Kids Cooking with Kids Child Development Sensory Play Kindergarten Learn and Play Preschool Activities Toddler Activities

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Welcome, Parents! Use these occupational therapy resources for parents to help kids thrive using OT home programs and therapist recommended tips and strategies for the home. This is your parent resource center for all things kids! As parents, you know how demanding and challenging parenting can be.

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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This website places cookies on your computer to improve your experience. By continuing to browse the site, you are agreeing to our use of cookies. For more details, see our privacy policy. I agree

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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Log in to TTrockstars to practise your timetables.

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Times Tables Rock Stars – Times Tables Rock Stars

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Does your child struggle with reading from the screen, could they use a helping hand. Please have a look at the You tube link below, for some features that are supported on Microsoft teams, Immersive reader. Once accessed it can read the script to you or provide a coloured overlay. 

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Does your child struggle with reading from the screen, could they use a helping hand. Please have a look at the You tube link below, for some features that are supported on Microsoft teams, Immersive reader. Once accessed it can read the script to you or provide a coloured overlay. 

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Immersive Reader Video Guide for Students and Teachers

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Sleep Right (by Scope) supports families of children with special educational needs and/or disabilities aged 2-19 years, who have severe sleep problems and live in Northamptonshire.

Sleep Right understand that every family is different, and will support you in the most appropriate way through an individual sleep programme. Their tailored service includes sleep training workshops, clinic appointments, home visits (where appropriate), and telephone / email support for referred families.

Sleep Right sessions take place at:

Contact the children's centre for a referral to the drop-in session. Alternatively, contact Karen Smith for a referral form (email karen.smith@scope.org.uk).
Referrals
Sleep Right Services are always accessed via a professional. Regretfully, parents cannot refer themselves.

The criteria for 1:1 intervention is children aged 2- 19 years with additional needs and/or physical disability, severe behavioural issues, and those undergoing investigation. Sleep Right accept referrals for children under CAMHS and children in the care of the Local Authority (looked-after children, LAC).

Scope is a registered charity (no. 208231).
Related Documents:

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Sleep Right (by Scope) supports families of children with special educational needs and/or disabilities aged 2-19 years, who have severe sleep problems and live in Northamptonshire. Sleep Right understand that every family is different, and will support you in the most appropriate way through an individual sleep programme.

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Fine motor activity ideas remote learning

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Isolation sensory activity ideas remote learning

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Fine motor activity ideas remote learning

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Welcome to En-Fold your local autism support and online resource

This website is more than just details about the services En-Fold provide directly, but an autism online web resource for information, services and support generally within Northamptonshire. We pride ourselves on being developed and written for and by those with Autism Spectrum Condition.

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This website is more than just details about the services En-Fold provide directly, but an autism online web resource for information, services and support generally within Northamptonshire. We pride ourselves on being developed and written for and by those with Autism Spectrum Condition.

# data[].attributes.attachment_link.description
This website is more than just details about the services En-Fold provide directly, but an autism online web resource for information, services and support generally within Northamptonshire. We pride ourselves on being developed and written for and by those with Autism Spectrum Condition.

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Top tips for supporting your child during lockdown at home...

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Use your TTrockstars log in details to access this fun maths game

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Multiplication Rules! is a simple, fun way to teach children times tables and division. Penny developed her books to teach her children and herself as at school she struggled with times tables not knowing she was dyslexic. I've realised that the most important thing is helping children to enjoy learning. Once they enjoy learning, the rest will follow. Thank you Penny for coming to our open day and giving us a demo!

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Multiplication Rules! is a simple, fun way to teach children times tables and division. Penny developed her books to teach her children and herself as at school she struggled with times tables not knowing she was dyslexic. I've realised that the most important thing is helping children to enjoy learning.

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By Parents for Parents : By Children for Children

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Ideas for supporting your children with getting b and d the correct way.

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By Parents for Parents : By Children for Children

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We support children and young people (0– 19) who have speech, language and communication difficulties. This includes difficulties with:

Understanding language

Using language

Communication  and interaction

Dysfluency (stammering)

Speech sounds

Social skills

We also help children and young people who have eating and drinking difficulties. Some children we support may have identified needs such as cleft palate, hearing impairment and special educational needs and disability (SEND).

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As a service we strive for:

Timely and appropriate referrals to Speech and Language Therapy Service

Improvement in parental awareness, knowledge and the home communication environment

Increased educational professional confidence in understanding, developing and supporting children's speech, language and communication

Improved outcomes for children with Speech and Language and Communication needs

Successful collaborative working with families and services for shared outcomes

As a service we do not offer:

Elocution

Teaching English as an additional language

Developmentally normal speech sound errors

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Children's Therapy Services - Speech & Language Therapy Team

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As a service we strive for: Timely and appropriate referrals to Speech and Language Therapy Service Improvement in parental awareness, knowledge and the home communication environment Increased educational professional confidence in understanding, developing and supporting children's speech, language and communication Improved outcomes for children with Speech and Language and Communication needs Successful collaborative working with families and services for shared outcomes Elocution Teaching English as an additional language Developmentally normal speech sound errors

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Whether your little one has just started school or you are thinking about moving from primary to secondary, the 0-19 team are here to offer you advice, support, information to help you and your family be as healthy as possible.

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Chat Health

Are you 11-19 years old? You can text a school nurse for free, confidential help and advice!

Just text: 07507 329 600 (Mon-Fri 9am-4pm)

Our school nurse team can offer you advice on:

alcohol and drugs

body image

bullying and cyber bullying

exam anxiety

family issues

healthy eating

mental health

relationships

self-harm

smoking

social networking

We just want to let you know a little bit about confidentiality. Unless you give permission, a School Nurse will not pass on anything you say to anyone else, like parents, teachers, or other students - except in extreme circumstances like if the health, safety or welfare of you or someone else is at significant risk. If we did need to tell someone about something you had told us, we would always try to speak with you first. For our safety and yours we hold information that you tell us on electronic records that can be seen by other healthcare professionals who all follow the same confidentiality rules - this can include your doctor. Records are kept for future use.

Any questions? Chat to us now click the orange button on the bottom right-hand side of the page

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Services provided within the Integrated 0-19 Team include Health Visiting, School Nursing, Breastfeeding Support, Family Nurse Partnership and Children's Weight Management.

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is here to help you access the mental health services you might need. You can speak to us live and online Monday-Friday, 9am-7pm - just click on the box at the bottom of the page to speak to one of advisors.

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CAMHS Live is here to help you access the mental health services you might need. You can speak to us live and online Monday-Friday, 9am-7pm - just click on the box at the bottom of the page to speak to one of advisors.

Meet our team

We are all trained CAMHS workers ready to speak to you without judgement, pressure or assumption. The team aim to provide you with the help and support you need today according to your needs.

Want to know who you are speaking to? Check out our mugshots:

Who do we help

Young people 13 years and older and parents or carers wanting advice and information about emotional wellbeing and mental health services.

What do we do

We talk with you online, without judgement, to understand your worries, questions or issues. We can help you find the right kind of help you need and help you access it in the best way for you. If you need to be referred for further support, we can talk to you online or on the phone to make that happen.

Alternative services available

If we are offline help is still availble, you can contact CHILDLINE or the SAMARITANS.

You can find out more about texting a school nurse by clicking here.

Confidentiality

All live chats at are secure with end to end encryption provided by a digital certificate and meet NHS Information Governance Standards. We can chat online confidentially with you if you are 13 years or over and you do not need to give us your name if do not wish to do so. We will not share any information outside of the chat.

If we jointly agree to refer you to a service, we will need your permission to take your personal information. We may do this more easily, with your agreement, over the phone. Either we can call you at an agreed time (between 10am - 4.30pm) or you are welcome to call us. We will share our direct dial number with you at the time of making any referrals.

The only time we would break complete confidentiality is if we were worried about immediate physical safety, which we would discuss with you at that point.

How did we do?

Please tell us about your care. Good or bad your comments are really important and will help improve the service for you and others. To leave feedback please visit the CAMHS team page on the iWantGreatCare website.

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CAMHS Live is here to help you access the mental health services you might need. You can speak to us live and online Monday-Friday, 9am-7pm - just click on the box at the bottom of the page to speak to one of advisors.

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Now we are typing more than ever at home, these skills will speed up your typing skills and ensure you type correctly.

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Learn touch typing online using TypingClub's free typing courses. It includes 650 typing games, typing tests and videos.

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Resources to support young people with ADHD

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Resources to support young people with ADHD

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The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

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Help

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Hear posts, chat messages, and assignments read aloud using Immersive Reader in Microsoft Teams for Education. Immersive Reader also includes grammar tools such as Parts of Speech and Picture Dictionary.

Launch Immersive Reader from a message

1. Hover over a message with your cursor or tap with your finger on a touch screen device.

2. Select More options , and then Immersive Reader .

Immersive Reader will launch as a full-screen experience.

Launch Immersive Reader from an assignment

If you're a student, open an assignment and select Immersive Reader .

If you're an educator, open an assignment and select Student view, then Immersive Reader .

Immersive Reader will launch as a full-screen experience.

Immersive Reader features

You can do one or more of the following in Immersive Reader, depending on how you'd like to focus on the message or assignment text.

Select Play to hear your document read aloud and to see the text highlighted simultaneously. The narrator starts reading from the top of your page by default, unless you have selected a word, in which case it will start reading from the selected word. Select Pause to stop narration.

Select Voice Options on the top right of the document to change the speed of narration.

Text Options

You can change the appearance of your document by using Text Options. Text options can help you focus on your content and remove visual distraction.

Set Text Size, Spacing, Font, and Themes that suit your learning needs. You can increase or decrease text size and the amount of spacing between letters and words. The Theme color you select becomes the background color of the document.

Switch on Show Source Formatting to retain formatting from the original text, such as bolding or underlining.

Parts of Speech in Grammar Options

Select one or more of the following options:

Syllables to break words into syllables.

Nouns to highlight nouns in your document in purple.

Verbs to highlight verbs in your document in red.

Adjectives to highlight adjectives in your document in green.

Adverbs to highlight adverbs in your document in yellow.

Switch on Show labels to see the label underneath the highlighted parts of speech.

Reading Preferences

Line Focus enables readers to narrow the focus of their reading experience by highlighting sets of one, three, or five lines within their chosen material in Immersive Reader. Use the toggle to turn it on or off.

Picture Dictionary gives you the ability to click on any single word to hear it read aloud and see a picture that helps define the word.

Translate lets you translate your text into other languages by word or document.

Select Close to exit Immersive Reader.

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Hear posts, chat messages, and assignments read aloud using Immersive Reader in Microsoft Teams for Education. Immersive Reader also includes grammar tools such as Parts of Speech and Picture Dictionary. Hover over a message with your cursor or tap with your finger on a touch screen device.

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It's normal for children and young people to feel worried about something that's happening at school - for example, when starting a new school or during exams. Sometimes, however, school can become challenging, stressful or distressing over a much longer period of time.

If your child is feeling anxious about school, or not able to go, it can be exhausting for both of you. Mornings in particular can become really stressful for the whole family, as you try to juggle your child's feelings alongside the need to get them to school and get on with your other responsibilities such as work. Even if you manage to get your child to the school gate, you might know how difficult they're going to find the day - or know that you'll be facing the same problem tomorrow morning.

If you're in this situation, we've got advice to help you explore what's going on with your child, make changes at school that can help, and find the support you need if your child can't go to school.

About the term 'school refusal'

When anxiety builds up to the point that a young person cannot go to school, this is often called 'school refusal' - and you might hear the school or other professionals using this term. However, many young people and parents do not like this term because it implies that 'refusing' school is a choice, and you may prefer to use terms such as emotionally-based school avoidance (ESBA) or anxiety-related absence.

What makes young people feel anxious about school?

Young people can feel anxious about school for lots of different reasons. They might be worried about making friends or fitting in, find schoolwork or lessons confusing, feel pressured to learn in a certain way or find their relationships with teachers difficult.

Sometimes, going through difficult experiences outside of school - such as bereavement, an illness in the family or being a young carer - can also make it harder for a child to feel settled at school.

For some young people, the school environment isn't right for them, and trying to fit into it can create a huge amount of stress. This might be the case if they are struggling with their mental health, or have a neurodiverse condition or Special Educational Need (SEN) such as autism, ADHD, dyslexia or dyspraxia. This can make the school environment anxiety-provoking and exhausting, especially if their condition or need is undiagnosed or not being well supported.

Young people might show they're feeling anxious about school by:

not wanting to get up and get ready

saying they can't go

worrying a lot about small issues, such as having the right equipment for a lesson

feeling sick, or having stomach aches or headaches

not sleeping well

not doing schoolwork, or their grades dropping

being angry or upset, or acting out - at school or at home

withdrawing - seeming low, quiet or depressed

Finding out what's going on for your child

Sometimes it can be difficult to work out what's making your child feel anxious, and the first step is often helping them to identify exactly what's worrying them. Once you understand the problem, you'll be in a much better position to make changes that can help.

Young people can find it hard to explain what's causing their feelings, and might not be able to answer direct questions like 'what's going on?' Using an anxiety iceberg can help to open up the conversation - giving you a more relaxed way of exploring together what's causing their anxiety.

Watch our video to find out how to make an anxiety iceberg with your child.

If you're making an anxiety iceberg with younger children, you might want to draw images on the iceberg, or encourage them to write simple words. With older children and teenagers, you can ask them to write key words and phrases on the iceberg, or do this as a mind map, with 'school' in the middle and all the things they're finding difficult around the outside.

Through this exercise, you might identify worries such as arriving at school, finding the environment noisy or overwhelming, finding lessons confusing, feeling lonely through the day, or feeling uncomfortable during specific subjects.

Making changes at school

Once you understand what's going on for your child, you can use their anxiety iceberg or mind map to communicate with the school and ask for specific changes.

Follow these steps to start a conversation with the school:

Here are some examples of things you can ask the school for:

Remember that even though this situation can be really tough for you and your child, it's a good idea to maintain a positive relationship with the school. Recognise the support they're offering and any changes they're making. This will help you work together to make things better for your child.

Building a relationship with the attendance team at my son's school was hugely helpful, we were talking with them each day.

Strategies you can try at home

For more information and advice on managing anxiety, have a look at our guide for parents.

If your child isn't able to go to school at the moment

If your child isn't going to school at the moment, this can be incredibly stressful and exhausting for you - and really tough for your child. You might be worried about whether they will be able to get back to school or the impact on their education. Or, you might feel overwhelmed because you're juggling this alongside work and other family commitments.

If your child's anxiety about school has built up to the point where they can't go, it's a good idea to get them some professional mental health or SEN support - see our advice on this below.

Alongside requesting professional help, try to:

The school's SEN and attendance policies should be on their website. Knowing what these are can support you during meetings with the school.

This can help if your child is unable to go to school for a longer period of time and you need to ask for more support, including provision of alternative full-time education.

Encourage your child to get up, do some studying and stop for lunch at the same times they would if they were in school. This will make adapting back to school easier. Explain to your child that if they cannot go to school, they will need to study at home - at least until alternative arrangements are put in place. Ask the school to help you facilitate tasks and activities your child can do and use online resources such as BBC Bitesize.

Not going to school could leave your child feeling really isolated. Make sure they stay connected to the outside world by seeing friends and family, doing activities they enjoy and getting outside for walks and exercise.

Speaking to friends online can be really important if your child is feeling isolated at home. Sometimes, however, you might notice that your child is spending lots of time gaming or on their phone, and that this is getting in the way of important daily activities like spending quality time with family, learning, or sleeping and eating well. If this is becoming a problem, have a look at our guide to gaming or guide to social media for more information and advice.

Local authorities must provide alternative education if a child of compulsory school age is unable to attend school over a longer period of time. If your child cannot attend school because of a mental or physical health issue, the local authority should provide an alternative as soon as it is clear that they will be away from school for more than 15 days (either consecutively or over time). Find out how to request alternative education.

What will happen if my child doesn't go to school?

Parents often tell us they are worried about fines and prosecution, but schools generally consider this only if they feel there is no valid reason for the absence, or that parents aren't engaging with the problem.

If the absence is prolonged, the case may be referred to a local council Education Welfare Officer (EWO). They will arrange a home visit to find out more and discuss strategies. The school may also refer to other support, including from CAMHS.

Helping your child return to school after an absence

Getting back to school after weeks or months may feel extremely difficult for your child, but you and the school can help make it more manageable. Here are some things you can do to help:

Set small, achievable targets, such as visiting the building outside school hours or attending one lesson.

Request a home visit from a school staff member so your child can check in while feeling safe, see that the school cares and discuss any strategies that might help them.

Ask for a reduced timetable, with regular reviews to discuss building back up at a manageable rate.

Discuss changing classes or sets if your child thinks this would help.

Focus on qualifications needed for what your child wants to do next, perhaps dropping a less relevant GCSE to reduce stress.

My son wasn't questioned about his absence when he did feel able to pop in for favourite lessons, helping to ease him back into full days of education.

Getting mental health and SEN support

If your child is struggling with anxiety and it's affecting their day-to-day life, learning or relationships, it's a good idea to find some professional support. Speaking to the GP and finding them a counsellor or therapist are two good places to start. You can find more information about GPs, counsellors and other mental health services in our guide to getting help for your child.

If there is no other obvious reason for your child's inability to attend school, they may have an undiagnosed Special Educational Need (SEN) such as dyslexia, autism or ADHD.

If you think this is the case:

Speak to the school's SENCO or your GP to ask for a referral for an assessment.

While you are waiting for an assessment, you can also ask the SENCO to refer your child for support from other professionals, such as an Educational Psychologist or Speech and Language Therapist. These professionals can identify specific needs and make recommendations for additional support the school can put in place - even if your child hasn't had a formal diagnosis yet.

SEN support at school
If your child is diagnosed with SEN, extra support and adjustments should be put in place at school to help them attend and learn. This is called SEN support, and should be available within the school's existing resources. Speak to the school's SENCO in the first instance about how the school will support your child.
Education, Health and Care (EHC) plans
If you do not think your child's needs can be met by the school's existing resources, you can ask the local authority to carry out an Education, Health and Care needs assessment (EHC needs assessment). If the local authority decides your child needs additional support, they will then make an Education, Health and Care plan (EHC plan). This outlines how the extra support they need will be provided. Find out more about EHC plans.
Your Local Offer
Your Local Offer is the information, support and services available for young people with SEN, and for their parents and families. You can find out what support is available in your area by going to your local authority's website and searching for their Local Offer.

If you need more information and advice about getting the right education for your child when they have been diagnosed with a Special Educational Need (SEN), IPSEA can help.

If you need to talk through a problem, their Advice Line can provide support with any educational issue resulting from your child's SEN. You can also find lots of information, including information on assessments and diagnosis, as well as getting support from the school and local authority, on their website.

Finding more information and advice

Useful helplines and websites

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

You might also find this helpful

We have more tips and advice on supporting your child with school, and information about how you can get in touch with our Parents Helpline.

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

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

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

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School Anxiety and Refusal | Parent Guide to Support

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If your child is anxious about school, or refusing to go to school at all, read our tips and advice on how you can support their mental health.

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Website

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Free Text to Speech Online with Realistic AI Voices

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Convert text into ultra-realistic audio. Have any text read aloud with AI Voices. AI text reader for pdfs, books, documents, and webpages.

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Hampshire Child and Adolescent Mental Health Service is an NHS specialist service, provided by Sussex Partnership NHS Foundation Trust for young people aged 5-18 years and their families who are experiencing difficulties with their mental and emotional health. Many young people experience difficulties with their mental health such as anxiety, low mood, trauma, eating difficulties plus many others which can impact on all aspects of life such as education, home life, hobbies and interests, socialising and having fun.

It is important to know that everyone has mental health and that we can all experience tough times and this can cause our mental health to suffer. CAMHS work with young people, their families and other important organisations (such as schools) to achieve the following:

* Assess and diagnose mental health and neurodevelopmental difficulties
* Identify realistic goals or changes
* Identify and build on strengths
* Improve self-esteem and confidence to cope with difficulties
* Learn emotional coping techniques to help manage difficult or upsetting thoughts, feelings, urges or experiences
* Empower the young person to identify, express and communicate their needs, take responsibility for their health and wellbeing and feel confident in knowing where and how to get additional support if necessary
Hampshire CAMHS Thresholds
We cannot "cure" mental health difficulties or prevent difficulties ever coming back. Lots of things can impact on our mental health, some of which are beyond anyone's control. Instead we work with you to help you learn how to manage your difficulties and in many cases overcoming them is absolutely possible. There may also be some difficulties or experiences which CAMHS are not able to provide support for. In these cases we will help you access appropriate help from other organisations and services such as drug and alcohol services and bereavement services plus many others.

You will need to be willing and committed to attending sessions that are offered as well as trying and practising techniques until you find what works well for you. You will need to be prepared to work with us in this way so that you have the best chance of achieving your goals/recovery.

Overcoming difficulties also depends on how much an individual would like to change. Often change can be scary and many young people feel they don't have the energy or the motivation to change or try different things. If you have made the step of asking for help and attending an assessment and are committed to making changes, we will work with you to help you achieve your goals/recovery.

Anyone can help you get an appointment at Hampshire Specialist CAMHS; you, your parents or carers, your teachers, a health professional (such as a school nurse or GP) or a social worker, using our online referral form which you can complete and submit online. You can also call Hampshire CAMHS on 0300 304 0050 (Monday - Friday, 9am-5pm).

If you are experiencing difficulties, it is really important to talk to those around you so that they can support you with these and with getting the right help and support.

We would recommend talking to CAMHS before making a referral so that we can offer advice and guidance and to decide whether CAMHS is the right service to meet your needs. CAMHS may also be able to offer recommendations about other services, organisations and things that may be helpful.

If after receiving a referral it is agreed that it would be helpful for CAMHS to offer an appointment, you will be given a date as soon as possible. Please be aware that there may be a wait for an appointment. If you feel that things are becoming more difficult or more urgent whilst you are waiting for appointment, please contact the Single Point of Access for CAMHS on 0300 304 0050 to let us know.

* At your first appointment we'll start with introductions and outline what will happen during the appointment. Your first appointment may be by telephone or face to face
* We'll ask you to fill in some questionnaires. These help us to understand your strengths and any difficulties you might be experiencing
* Your clinician will also talk to you about confidentiality and consent to share information
* The aim of your first appointment is to find out what your goals are and what you would like to be different
* By the end of the appointment we will decide together the best way forward in order to help you reach your goals/recovery
* If you have any questions, worries or concerns please speak to your clinician - we're all here to listen and to help, your initial appointment is a chance to discuss what is currently going on for you.

We have a leaflet entitled 'About your CAMHS appointment' which you can download here.

This leaflet clearly explains what to do if you have difficulties getting to appointments, it may address other questions you may have and also explains our appointment policy.

We understand that there are lots of reasons why you might not want information shared with your young person's school. We will want to understand those reasons so that we can make sure you still receive the help and support you might need.

There are some situations when we will need to share information with others. If your young person or someone they know are being harmed or are at risk of harm, we have a duty to protect anyone from harm so we will find a way together to share information in an appropriate way. We will include you in all discussions as much as possible when sharing information is involved.

If you are worried about information being shared please speak to your clinician about this so you can agree a way forward together.

* Following your first appointment, if it is agreed that CAMHS can help you a number of things may happen
* You may be offered a group to attend. We know that for some that groups with other people experiencing similar difficulties are the best support. These will be run by our experienced clinicians
* You may be offered a further period of assessment and intervention by one of our clinicians. They will contact you to arrange this.

This will depend on many factors including the type of difficulties you are experiencing and your goals. There will be regular reviews of how things are progressing and discussions with you and your family about the care we provide. At CAMHS we aim to empower young people to learn and develop skills to help themselves cope and work towards their goals.

Sessions usually last between 50 minutes and one hour. Some sessions are longer depending on the therapy approach being used. You can use as much or as little of your session time as you want.

No, not everyone that comes to CAMHS is prescribed medication. Medication can be helpful for some young people depending on what difficulties they are experiencing. If you have any questions or worries about medication, you can ask your clinician.

You might also find useful information and guidance about psychiatric medication on this website: www.headmeds.org.uk

If there is an emergency and you or someone else is at risk of serious harm, call 999 immediately and tell anyone else who may be near you so they can help.

If your young person is in crisis and you do not know what to do, click here.

If it is not an emergency, encourage your young person to find someone to talk to; a parent/ carer or family member, friend or partner, or call the helpline. If you already see someone at CAMHS, you can call after the weekend or the next day to speak with them or someone else in the team.

We know that when people finish their work with us and are discharged (closed) from our service, people can worry that they might not cope. It is important that if you are working with CAMHS that you complete a relapse prevention plan before you finish. It is important to keep this and follow the plan if you are struggling.

You can use the self-help pages of this website to remind yourself of the top tips to help you cope and access extra self-help information and advice. The most important thing to do is to let a parent/carer, teacher or trusted adult know that you are struggling so that they can support you.

Young people can sometimes be re-referred to CAMHS if this is agreed this would be the most helpful thing to do.

Yes!
* Specialist Eating Disorder Team
This team covers the whole of Hampshire and works with young people who have eating disorders and difficulties and their families. Our aim is to see young people as quickly as possible and provide specialist treatment. The team also provides information and guidance for anyone who might be concerned about an eating difficulty. The Specialist Eating Disorder Team can be contacted Monday-Friday 9-5pm on 0300 304 0062.
* i2i (Urgent Assessment and Home Treatment Team)
Our i2i team provide specialist intensive assessment and treatment to young people who are experiencing crisis or who require extra care to try to prevent crises from happening. This service can only be accessed by young people already coming to CAMHS and who have been referred by their CAMHS worker. The team provide urgent assessments and help develop care plans with you, your family, the CAMHS team, school and other agencies (where needed) that aim to keep young people as safe as possible.
* Learning Disability Care
Hampshire CAMHS also offer their services to children and young people with a learning disability, making sure that young people with a learning disability who also have a mental health difficulty can get the help and support they need. Every team in Hampshire CAMHS has a specialist learning disability CAMHS worker who can offer a range of approaches depending on each person's needs. One of the main approaches used is Positive Behaviour Support. This is an approach to support children and young people when they have behaviours that can be challenging.

We work together to find out why a behaviour may occur, including triggers and outcomes. This helps us to think of strategies to help a young person manage their feelings and helps parents or carers to respond in helpful ways.

Further information can be found at: www.challengingbehaviour.org.uk
* Youth Offending Team and Forensic CAMHS
The Youth Offending Team (YOT) is a service provided by Children's Services for young people who are involved in the Criminal Justice System. CAMHS provides specialist assessments and ways to help young people who have been involved in crime and are working with YOT. These CAMHS clinicians work within the YOT teams and alongside the YOT workers.

Forensic CAMHS is a specialist service for young people who experience a mental health difficulty and who may pose a risk to themselves or others. CAMHS workers in this team provide training, and advice and consultation to other professionals as well as specialist assessments and work with the young person and their family. The Clinicians in this team work closely with children's services, schools, the Police and other relevant organisations to ensure the health, wellbeing and safety of the young person and those around them

What do certain words mean? Read our Glossary.

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Once Upon a Picture - Images to Inspire - Teaching Resources

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All of our children are expected to make predictions while reading. Here's a look at the curriculum objectives:

KS1: Predict what might happen on the basis of what has happened so far
KS2: Predict what might happen from details stated and implied

So, this can be as simple as asking the question, 'What do you think is going to happen next?', quickly followed with, 'Why?'.

However, we need to make explicit the additional skills needed to be able to do this. To be able to predict, you need to be able to read and understand what has happened, and is currently happening. You need to be able to retrieve and infer ('details stated and implied'), combine this with your knowledge of the world, weigh up probability, and make a sensible prediction of the next outcome. It might come naturally to many, but it's worth breaking it down to look at what's involved.

I've selected these images because they are 'in the heart of the action'. They allow for discussion around what has just happened, to use inference to work out additional information, and then a discussion of what might happen next. Here's a useful resource (aimed at Upper Key Stage 2, but could be used with children of all ages to introduce the language) for thinking about possibilities: Making predictions - modal verbs and adverbs. After teaching children how to predict, and how to answer questions, move them on to doing this with text.

When teaching prediction, it really does come back to the simple question:
What do you think is going to happen next, and why?
Just remember what else is needed to answer that question.
Note: In SATs papers, this question will come in several forms, such as, 'Will Taylor change his behaviour on future visits to the field?' or, 'Based on what you have read, what does the last paragraph suggest might happen to the explorers next? Use evidence from this paragraph to support your prediction.'

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The Prediction Collection - Once Upon a Picture

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All of our children are expected to make predictions while reading. Here's a look at the curriculum objectives: KS1: Predict what might happen on the basis of what has happened so far KS2: Predict what might happen from details stated and implied So, this can be as simple as asking the question, 'What do you think is going to happen next?', quickly followed with, 'Why?'.

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These can be useful to help your child understand the order of activities that they need to complete.

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Help yourself to help others

If a fear of maths has you hiding from homework, we can help!

With a little help from us you can build your number confidence and skills, and begin to feel more prepared for when children come to you for help, and help pass your confidence onto them.

The free National Numeracy Challenge is designed to help you! It's a free, quick and easy way to check your skills and confidence with numbers, where you can go at your own pace, with learning resources tailored to you and your level. It helps with the maths we come across at work and in daily life - not algebra, or trigonometry. You can get started in just 10 minutes, and join the 390,000 others that have already started their journey to number confidence. Give it a go!

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With a little help from us you can build your number confidence and skills, and begin to feel more prepared for when children come to you for help, and help pass your confidence onto them. The free National Numeracy Challenge is designed to help you!

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Parents and families | National Literacy Trust

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Our parent-facing site Words for Life provides milestones, tips, fun resources and advice to help parents support their children’s literacy development.

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Parenting and mental health - Beyond Blue

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Find parenting information and resources to support mental health and wellbeing for children, young people and families.

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Sensory Processing Information for Parents 

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Sensory Processing Information for Parents 

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When you are in the yellow or red zone, try some of these ways to help you calm down. Which one worked for you?

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iPad apps for Learners with difficulties with maths 

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iPad apps for Learners with difficulties with maths 

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We all feel angry sometimes, and that's okay. Try some of these activities to help you calm down and get back to the green zone.

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AsIam Parents Guide to Autism

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Welcome to ictgames. Here you'll find free to play educational games aimed at children between 5 and 8 years old; written by a UK teacher with 20 years experience. The games are linked to the UK KS 1 and 2 curricula. Here are some help videos to get you started.

&nbsp Number - number and place value

&nbsp Number - addition & subtraction

&nbsp Number - multiplication & division

&nbsp Geometry - properties of shapes

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Free educational games aimed at children between 5 and 8 years old. Made by a UK teacher with 20 years of experience in education.

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Free eBook library | Oxford Owl from Oxford University Press

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Browse our library of free children’s eBooks to read with your child including Oxford Reading Tree adventures with Biff, Chip and Kipper.

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Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

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Mental health support for parents and carers – Place2Be

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Advice and resources for parents and carers to help support their child or young person’s wellbeing.

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Living Well with Autism- Social Stories 

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Living Well with Autism- Social Stories 

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This social story explains the social expectations involved in using a public restroom, including use of a stall and use of a urinal.

This single page is designed to be enlarged on a copier and made into a booklet.

These skills take practice and time to master, and patient instruction, so keep a change of clothes handy.

Please use this tool with sensitivity and privacy.

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﻿These social stories are designed to be enlarged on a copier and made into booklets, with one image per page. Feel free to customize them for your own child's needs. ﻿

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Phonics Bloom create interactive online phonics games to help teach children the relationship between letters and sounds and develop the skills needed to read and write. All our resources are designed by an experienced team of teachers and parents.

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Phonics Games for the Classroom and Home - Phonics Bloom

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Play a range of online phonics games, helping teach children the relationship between letters and sounds and develop the skills needed to read and write.

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Mental Health Resources For Children and Young People

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Free mental health resources, posters, lesson plans and activity sheets for primary and secondary school staff, and mental health professionals working with children and young people.

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Phonics Pop

Phonics Pop is a mobile friendly bubble pop game. Choose a set of sounds to practice, or select from the digraph (2/3-letter sounds) checkboxes. Then listen to the target sound and pop as many as you can.

If your child achieves >95% accuracy the bubbles will change to rainbow colours.

This game is © copyright 2020, J.Barrett, ictgames.com All Rights Reserved.

Made using the and libraries.

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Phonics Pop is a mobile friendly bubble pop game. Choose a set of sounds to practice, or select from the digraph (2/3-letter sounds) checkboxes. Then listen to the target sound and pop as many as you can. If your child achieves >95% accuracy the bubbles will change to rainbow colours.

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Learn how to touch type with the BBC Dance Mat Typing game. It’s a fun introduction to touch typing game for kids and covers levels 1, 2, 3, 4.

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Fortunately, specific behavioral changes and adjustments to the sleep environment will help most children with insomnia. We've compiled the top tips that are proven to help kids sleep. The recommendations outlined here are best suited for toddlers through early adolescence. Both babies and teens will have specific considerations of their own.

These lists may seem long, but you don't need to implement them all at once. It's better to focus on trying a few small changes, giving them time to work, and then adjusting your approach based on how your child responds.

Keep in mind that every child's sleep needs will vary based on their age, genetics, and cultural differences. Therefore, not all approaches will work equally well for all children, and there can be an element of trial and error. However, your patience will be rewarded in time as your little one learns to fall asleep quickly on their own and keep sleeping soundly through the night.

Sleep hygiene - a collection of habits and behaviors that promote good sleep - is vital for children. Many sleep struggles are caused or made worse by poor sleep hygiene. When practicing sleep hygiene, remember that consistency is key. Sleep strategies take time and repetition to be effective.

Create a Routine: Humans are creatures of habit. A lets your child's body and mind know that it's time to settle down and prepare for sleep. The actual routine can be specific to your child, but it should last around 20 minutes and consist of three to four quiet, soothing activities such as putting on PJs, brushing teeth, a warm bath, and reading. Bedtime routines provide children with a sense of familiarity and comfort, which acts in direct opposition to the uncertainty of insomnia.

Set a Bedtime: A sleep schedule works with your child's natural biological clock to promote dozing off with regularity. Bedtimes are most useful when they're consistent, so try to keep the same bedtime on weekends as on school nights. Altering bedtimes during the weekend will make it more difficult for kids to maintain their normal weekday schedules.

Implement a Screen Curfew: The ubiquity of screens makes this rule hard to implement, but it's well worth it. Mobile devices, TVs, and tablets emit a type of blue light that suppresses melatonin, a hormone that promotes sleep. Children may be to the effects of light from screens. Screen time also stimulates the brain, making it harder to wind down for sleep. Electronic devices should be kept out of the bedroom and ideally not used within one hour of bedtime. Consider using the created by the American Academy of Pediatrics.

Get Exercise: Physical activity is proven to help people of all ages . Most children need at least of exercise per day. Just make sure to avoid vigorous activity within two hours of bedtime. Otherwise, your child may feel wound-up and find it harder to fall asleep.

Avoid Scary or Violent Content: Feeling scared or worried is a common reason kids can't sleep. So it's no wonder that scary or violent movies, TV, video games, and even books in the evening are in children. If your kiddo likes the gory or spooky stuff, save it for the daytime.

Nix Caffeine: This is a no brainer. Caffeine is a stimulant that can both make it harder to fall asleep and reduce the quality of sleep. In addition to the usual suspects like soda, coffee, and energy drinks, watch out for more discreet sources like tea, decaf coffee (which still has trace amounts of caffeine) and chocolate. Even small amounts of caffeine can have a in a little body. Don't let your child consume caffeine , or preferably, avoid it all together.

Don't Sleep With a Pet: While it's tempting for tots to snuggle Fido in bed, a pet's movements and noises during the night can awaken them from a peaceful slumber. Try having your furry family member sleep outside of your child's bedroom for a few nights to see if that helps. To make the transition easier, include saying goodnight to pets in the bedtime routine.

Optimizing your child's bedroom is an integral part of inducing quick and seamless shuteye. People with insomnia are more likely to be distracted by an uncomfortable bedroom National Library of Medicine, Biotech Information The National Center for Biotechnology Information advances science and health by providing access to biomedical and genomic information. View Source , which makes sleep even harder. These tips can help you create the perfect sleep setup for your little one:

Room Temperature: The body and brain both in preparation for sleep, and this can be disrupted by a stuffy bedroom. To avoid this, try to keep the thermostat around 65 degrees.

Noise: Research suggests that even mild sound disturbances can , even if the sleeper never awakens. Consider noise-blocking curtains to cut down on street noise. You can also use a fan or white noise machine to drown out unpredictable or distracting sounds.

Light Level: Start dimming indoor lights as bedtime approaches, and keep your child's bedroom as dark as possible. This and . If your child is afraid of the dark, a small nightlight is okay.

Soothing smells: Calming scents like can have mild sedative effects. You might try using essential oils, a room diffuser, or dried potpourri sachet to provide a soothing, sleep-inducing smell.

Unfortunately, childhood anxiety is steadily rising Centers for Disease Control and Prevention (CDC) As the nation's health protection agency, CDC saves lives and protects people from health threats. known to disrupt sleep Anxiety and Depression Association of America (ADAA) ADAA's mission focuses on improving quality of life for those with anxiety, depression, OCD, PTSD, and co-occurring disorders through education, practice, and research. View Source . Stress is View Source in all ages, so anything that can reduce worrying before bed is helpful. Help your child learn to manage their concerns with these tactics:

Write In a Journal: Encourage your child to get their anxious thoughts out of their head and onto paper. It can also help for them to write about the good things that happened in the day. Focusing on the positive will help children feel more secure.

Mindfulness Exercises: Mindfulness exercises like meditation are proven to . There are many kid-friendly meditations that parents and children can do together. These often consist of simple breathing techniques, body awareness, or guided imagery. Look to books, tapes, and even smartphone apps for ideas.

Create a Worry Time: It's okay to discuss worries, just not at bedtime. Set aside a specific time during the day for your children to discuss their concerns and how to cope with them. This can free children of the need to dwell on worries before bed.

It's normal for even the best little sleepers to awaken from slumber and ask for a parent. When your child cries out for you, it's okay to tend to them. However, you should do so with intention. This is not the time to give in to demands, as doing so can increase stimulation and make it harder to fall asleep. Fulfilling your child's every request can also reinforce an unhelpful pattern of relying on parental assistance for sleep.

Instead, keep the checks short and simple. The point is to provide your child with reassurance that they're safe and cared for, while still fostering their ability to self-soothe and sleep on their own. Some parents may even wait a few seconds before answering a call so that their child has the opportunity to fall back asleep on their own.

If you have any doubt over whether your child's nighttime checks are appropriate, consult your child's doctor for guidance.

If your child continues to have trouble sleeping despite your best efforts, it may be time to check in with their pediatrician. Although uncommon, there can be more serious causes of childhood insomnia, such as childhood sleep apnea or restless leg syndrome.

Any of these reasons are cause to involve a doctor:

Significant daytime sleepiness

Frequent or severe snoring or other abnormal breathing during sleep

Suspected psychological or developmental condition

Considering medications or supplements to aid in sleep

For a couple of weeks before the doctor appointment, it can help to keep a sleep diary. This is a nightly recording of your child's bed time, nap times, sleep length, and activities. A sleep diary helps to identify patterns and possible problems to address.

Learn more about our Editorial Team

References

1. Esparham, A. (2020, January 2). Melatonin and Children's Sleep. HealthyChildren.Org.
https://www.healthychildren.org/English/healthy-living/sleep/Pages/Melatonin-and-Childrens-Sleep.aspx

2. Mindell, J. A., Li, A. M., Sadeh, A., Kwon, R., & Goh, D. Y. (2015). Bedtime routines for young children: a dose-dependent association with sleep outcomes. Sleep, 38(5), 717-722.
https://pubmed.ncbi.nlm.nih.gov/25325483/

3. LeBourgeois, M. K., Hale, L., Chang, A. M., Akacem, L. D., Montgomery-Downs, H. E., & Buxton, O. M. (2017). Digital media and sleep in childhood and adolescence. Pediatrics, 140(Suppl 2), S92-S96.
https://pubmed.ncbi.nlm.nih.gov/29093040/

4. Family Media Use Plan. (n.d.)., Retrieved September 23, 2020, from
https://www.healthychildren.org/English/media/Pages/default.aspx

5. A.D.A.M. Medical Encyclopedia. (2017, August 30). Benefits of Exercise., Retrieved August 30, 2020, from
https://medlineplus.gov/benefitsofexercise.html

6. A.D.A.M. Medical Encyclopedia. (2017, August 30). How Much Exercise Do I Need?., Retrieved August 30, 2020, from
https://medlineplus.gov/howmuchexercisedoineed.html

7. Garrison, M. M., Liekweg, K., & Christakis, D. A. (2011). Media use and child sleep: the impact of content, timing, and environment. Pediatrics, 128(1), 29-35.
https://pubmed.ncbi.nlm.nih.gov/21708803/

8. Temple J. L. (2019). Review: Trends, Safety, and Recommendations for Caffeine Use in Children and Adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 58(1), 36-45.
https://linkinghub.elsevier.com/retrieve/pii/S0890856718318847

9. Drake, C., Roehrs, T., Shambroom, J., & Roth, T. (2013). Caffeine effects on sleep taken 0, 3, or 6 hours before going to bed. Journal of clinical sleep medicine : JCSM : official publication of the American Academy of Sleep Medicine, 9(11), 1195-1200.
https://pubmed.ncbi.nlm.nih.gov/24235903/

10. Narisawa H. (2013). Anxiety and its related factors at bedtime are associated with difficulty in falling asleep. The Tohoku journal of experimental medicine, 231(1), 37-43.
https://www.jstage.jst.go.jp/article/tjem/231/1/231_37/_article

11. Harding, E. C., Franks, N. P., & Wisden, W. (2019). The temperature dependence of sleep. Frontiers in Neuroscience, 13, 336.
https://pubmed.ncbi.nlm.nih.gov/31105512/

12. Van Der Werf, Y. D., Altena, E., Schoonheim, M. M., Sanz-Arigita, E. J., Vis, J. C., De Rijke, W., & Van Someren, E. J. (2009). Sleep benefits subsequent hippocampal functioning. Nature neuroscience, 12(2), 122-123.
http://www.nature.com/articles/nn.2253

13. Burgess, H. J., & Molina, T. A. (2014). Home lighting before usual bedtime impacts circadian timing: a field study. Photochemistry and photobiology, 90(3), 723-726.
https://pubmed.ncbi.nlm.nih.gov/24918238/

14. Gooley, J. J., Chamberlain, K., Smith, K. A., Khalsa, S. B., Rajaratnam, S. M., Van Reen, E., Zeitzer, J. M., Czeisler, C. A., & Lockley, S. W. (2011). Exposure to room light before bedtime suppresses melatonin onset and shortens melatonin duration in humans. The Journal of Clinical Endocrinology and Metabolism, 96(3), E463-E472.
https://pubmed.ncbi.nlm.nih.gov/21193540/

15. Koulivand, P. H., Khaleghi Ghadiri, M., & Gorji, A. (2013). Lavender and the nervous system. Evidence-based complementary and alternative medicine : eCAM, 2013, 681304.
https://www.hindawi.com/journals/ecam/2013/681304/

16. National Center on Birth Defects and Developmental Disabilities. (2020, June 15). Data and Statistics on Children's Mental Health. Centers for Disease Control and Prevention.
https://www.cdc.gov/childrensmentalhealth/data.html

17. Anxiety and Depression Association of America. (n.d.). Sleep Disorders., Retrieved August 31, 2020, from
https://adaa.org/understanding-anxiety/related-illnesses/sleep-disorders

18. Ong, J. C., Manber, R., Segal, Z., Xia, Y., Shapiro, S., & Wyatt, J. K. (2014). A randomized controlled trial of mindfulness meditation for chronic insomnia. Sleep, 37(9), 1553-1563.
https://pubmed.ncbi.nlm.nih.gov/25142566/

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Sleep Strategies for Children | Sleep Foundation

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Wondering about sleep aids for kids? These proven sleep tips will help children learn to fall asleep quickly and stay asleep.

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Based on the 5 point scale - Download click the link below

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Build your number bonds using Lego bricks!

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Listen or read these sentences and follow the instructions.

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Once Upon a Picture - Images to Inspire - Teaching Resources

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Inference is a tricky area of reading. Children don't always understand what it means to infer, and stumble on test questions demanding this of them. I've found that teaching the skill explicitly using a non-threatening stimulus has worked brilliantly. First, you develop the understanding of the skill, what is involved and what is required to answer questions. Then this is practised, and practised some more (justifying inferences, anyone?), before being applied to text. The joy lies in the depth of responses offered by all children taking part.

Here are some of my favourites for developing inference in the primary classroom. Let me know if you try any!

Click on the image to see the original post.
You can read more about the approach here, and ask me on Facebook or Twitter.

Note: Some of the questions below will include other skills, including prediction.

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The Inference Collection - Once Upon a Picture

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Inference is a tricky area of reading. Children don't always understand what it means to infer, and stumble on test questions demanding this of them. I've found that teaching the skill explicitly using a non-threatening stimulus has worked brilliantly. First, you develop the understanding of the skill, what is involved and what is required to answer questions.

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Getting your little ones to sleep can be tricky. Here are 10 tips that may help your kids settle into bed.

Sleep is an important part of maintaining good health, but issues with falling asleep aren't just problems that come with adulthood. Kids can have trouble getting enough rest, and when they can't sleep... you can't sleep.

Bedtime can become a battle zone when little ones won't settle in and fall asleep. But there are ways to even the odds of victory. Try using these 10 tips to learn how to fight the battle... and win!

School-age children need between 9 and 11 hours of sleep each night, according to the National Sleep Foundation. But there's a lot of variability in sleep needs and patterns. Most kids have patterns that don't change much, no matter what you do.

Early risers will still rise early even if you put them to bed later, and night owls won't fall asleep until their bodies are ready.

That's why it's important for parents to work with their children in setting a responsible bedtime that allows them to get plenty of sleep and awake on time, says Ashanti Woods, MD, a pediatrician in Baltimore, Maryland.

Set a wake-up time based on how much sleep your child needs and what time they go to bed. Woods recommends creating a wake-up routine as early as the preschool years to help prevent stress for parents down the road.

And remember to be consistent with the schedule. Allowing your child to sleep later on weekends is generous, but could backfire in the long run.

Those extra hours of sleep will make it hard for their body to feel tired at bedtime. But if you can try to make bedtime and wake-up time the same, within an hour or so every day, you'll be making everyone's lives sooooo much easier.

Routines are especially important for infants, toddlers, and preschoolers. Woods recommends that after dinner the remainder of the evening should include light playtime, bath, brushing teeth, a bedtime story, and then bed.

Aim for a routine that is comforting and relaxing, setting the ideal bedtime atmosphere. Before long, your child's body may automatically start to become sleepy at the beginning of the routine.

Melatonin is an important piece of sleep-wake cycles. When melatonin levels are at their highest, most people are sleepy and ready for bed.

Research from 2011 found that blue light from a television screen, phone, or computer monitor can interfere with the production of the hormone melatonin.

Watching TV, playing video games, or scrolling web pages on a phone or computer right before bed keep your child up an extra 30 to 60 minutes, according to this 2017 study.

Make the bedroom a screen-free zone or at least make sure all screens are dark at bedtime. And keep your phone on silent when you're in your child's room - or don't carry it in there at all.

Instead of screen time, Abhinav Singh, MD, director of the Indiana Sleep Center, recommends reading to your child in the evening to allow their brain to rest.

Another hormone that plays a role in sleep is cortisol, also known as the "stress hormone." When cortisol levels are high, your child's body won't be able to shut down and go to sleep.

Keep pre-bedtime activities calm. This can help avoid excess amounts of cortisol in your child's system. "You need to reduce stress to make it easier to fall asleep," says Dr. Sarah Mitchell, chiropractor and sleep consultant.

Soft sheets, room darkening shades, and relative quiet can help your child differentiate between day and night, making it easier to fall asleep.

"Creating a sleep-inducing environment is important because it sets the stage for sleep by reducing distractions," says Mitchell. "When you're calm you are not distracted, and can fall asleep more quickly and with less help."

Your child's sleep cycle isn't just dependent on light (or the lack thereof). It's also sensitive to temperature. Melatonin levels help to regulate the drop of internal body temperature needed to sleep.

However, you can help regulate the external temperature. Don't bundle your child up too much or set the heat too high.

Whitney Roban, PhD, clinical psychologist and sleep specialist, recommends dressing your child in breathable cotton pajamas and keeping the bedroom temperature around 65 to 70°F (18.3 to 21.1°C) at night.

Ghosts and other scary creatures may not actually roam around at night, but instead of dismissing bedtime fears, address them with your child.

If simple reassurance doesn't work, try using a special toy to stand guard at night or spray the room with "monster spray" before bed.

Roban recommends scheduling time during the day to address any fears and avoiding using bedtime for these type of conversations.

"Children are very smart and will quickly learn that they can stall bedtime if they use the time to express their bedtime fears," she says.

Kids can have trouble shutting their brains off for the night. So, instead of increasing that anxiety by insisting that it's time to go to bed ("now!"), consider focusing more on relaxation and keeping your child calm.

Tryteaching your child a deep breathing technique to calm their body. "Breathe in through your nose for 4 seconds, hold for 5 seconds, exhale through your mouth for 6 seconds," says Roban.

Younger children can just practice taking long, deep breaths in and out, she says.

Sometimes, your best-laid plans just don't yield the results that you want. (Hello, welcome to parenthood!)

If your child has trouble falling asleep, has persistent nightmares, snores, or breathes through their mouth, they might have a sleep disorder, says Mitchell.

Always talk to your pediatrician if you have any concerns about your child's sleeping habits. They may recommend a sleep consultant or have other suggestions for you to try so the entire family can get a good night's sleep!

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Bedtime can become a battle when little bodies don't abide by the clock. Here are 10 tips to learn how to win the fight.

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This page contains affiliate links, read the disclosure statement Inside: Kid tested strategies used by child therapists for calming anxiety, including ideas to calm down, books to read and videos that can help
It's happening again. Your daughter is frustrated and stomping away down to her room, slamming the door and in general "has her cranky pants on". You say calm down, but she yells back "I don't know how to do that!!!"

We tend to tell our kids to "calm down" without ever giving them explicit directions on how to deal with stress and anxiety. Here's a collection of the best tools and tips I've found to teach children how to calm down and relax.

Sometimes you'll need a quick way to help your child calm down and you don't have much with you. Maybe it's when you're out at Target or stuck in traffic. These tips will come in handy at those times:

Imagine your favorite place - it's like taking a mini vacation wherever you are

Think of your favorite things

Name animals alphabetically (alligator, bear, cow, dog, etc...)

Squeeze Something (play dough, clay, silly putty, your fists, a stress ball)

Get a Cold Drink of Water

54321 Grounding - go through each of your 5 senses

1. Put your arms straight out in front of you, palms facing out.

2. Put one hand over the other at the wrists and interlace your fingers.

3. Swoop your hands and arms toward your body and then place your interlaced hands on your chest.

4. Cross your feet at the ankles and put your tongue on the roof of your mouth.

5. Stay still for one minute.

It's great to have a big list of coping skills to try when your child needs to calm down. Here are two more short lists of ideas for calming down at home or at school.

From Imperfect Families - Strategies to use at home

From Encourage Play - 10 Strategies to Help Kids Calm Down at school or home

People usually roll their eyes initially when they hear "breathing is important". But I will continue to say it and explain why. It's so simple, yet has such a big impact on your body's physiology.

When you and calm and relaxed, your body is in "rest and digest" mode. You breathe normally, your heart rate is lower and your muscles are relaxed. However, when stress or anxiety or anger occurs, your body automatically switches into "flight, fight or freeze" mode. Your muscles tense up, your heart rate increases and your breathing becomes more shallow.

Taking deep breaths, instead of shallow breaths, is one way to tell your body to get back to resting and digesting. That's why deep breathing is important!

Luckily, there are some fun ways to teach kids deep breathing techniques

Things to use

Things to say

Breathe in like you are smelling a flower, breathe out like you are blowing out birthday candles

Arms up and breathe in, arms down and breathe out

Pretend your belly is a balloon. Breathe in and make the balloon bigger, then breathe out and make the balloon shrink.

Videos to watch
4 - 7 - 8 Breathing by GoZen
Breathing at Sea Otter Cove from Stress Free Kids

A Coping Skills Toolbox is a kit that you create to help your child calm down when they are upset, anxious or worried. In order to get the most benefit from this, you should create this kit before an issue occurs. When your child experiences anxiety, then they can pick out an item from their Coping Skills Toolbox. This is one of my favorite ways to help kids learn to calm their anxiety.

Here are some other fantastic ideas for what to put in a coping skills toolbox/calm down kit from And Next Comes L

You can create a place specially designed to allow to calm down in a few steps

Find a spot and make it cozy (ask your child for help with that - maybe they can place a favorite blanket or stuffed animal inside)

Add calming tools

Explain how to use it and practice before

When they are starting to escalate, catch it early and give them a calm reminder about their calm down spot

Use the following phrases as a way to support your child, let them know that you're going to support them and help them in any way that you can.

"I'm here for you"

"Talk to me and tell me what's going on"

"How can I help?"

"Together, we can work on this. We're a great team"

"I love you"

"Do you want a hug?"

Here are some more ideas of what to say to calm an anxious child.

From Go Zen - 49 Phrases to Calm an Anxious Child

From Lemon Lime Adventures - What to Say to Calm an Anxious Child

Did you know there are podcasts with stories for children? Usually the hosts have a soothing voice and the stories tend to be pretty short. Your child can listen to these podcasts as a way to have some down time.

There are scripts you can read to your child to help them relax and calm down. Slowly and carefully read the words as your child listens and follows the instructions. Check out Inner Health Studios list of scripts you can use with your child. If you prefer not to read a script, there are ones that are pre-recorded.

There are also scripts to practice mindfulness with children. Eline Snel has written a great book on Mindfulness with Kids, Sitting Still Like a Frog. Here are the several scripts that can be used from that book!

Annaka Harris also has several pre-recorded scripts to help kids practice mindfulness

Confused about how to introduce mindfulness to kids? Check out these resources:
Simple Ways to Introduce Mindfulness and Meditation to Children 11 Simple But Effective Ways to Teach Mindfulness to Kids
What you need:

I've used empty soda bottles, empty water bottles, glass jars and plastic containers. Use whatever makes sense for you and your family. For instance, for the calming jars the kids have in their room, I used a heavy duty plastic bottle. I didn't want them to accidentally knock over a glass jar in the dark - that would be a huge mess!

I've had the best results when I've used warm water - it makes it easier for the water and paint to combine.
Glitter Paint
I prefer using glitter paint (or glitter glue) instead of glitter because then I'm not cleaning up glitter for weeks at my house after we make them :-)

To make your jar, add glitter paint to the bottom of the jar until it just covers the bottom of it. Add warm water. Put the cover on and shake to help the ingredients combine. Once you are satisfied with the look of your jar, then you can super glue the lid shut so it doesn't spill. In a pinch, I've also used duct tape to secure the lid.
Watch Make a Simple Calming Jar from Coping Skills for Kids on YouTube Wet Ingredients
Sometimes you want the glitter/other items to stay afloat longer or for a shorter amount of time. Here are some different ingredients you can use as the wet ingredients.
Dry Ingredients
To see several other ways to make calming jars, take a look at what Preschool Inspirations did.

One of the first things I always like to do with kids if they are struggling is to start using visuals. When you're stressed and anxious, it's harder to read and take in information. Visuals are easier.

I like to keep calming cue cards in my children's coping skills toolboxes so that they can make a decision about what coping skill they can use. Sometimes pulling out a list is too much in the moment. You can make your own cue cards.

1. Take several index cards or small pieces of cardstock

2. On each one, write or draw one coping skill

3. Hole punch the cards and place them on a keyring (to make them extra sturdy, you can laminate them)

4. Put them into the coping skills toolbox for easy access

Using visuals is a powerful way to help kids. When kids are overwhelmed, sometimes it's hard for them to figure out what to do. By having cue cards, your child can have a visual reminder of what calms and relaxes them.

To make things a little easier, I've created ready to use coping skills cue cardsfor you. There are four different sets: Calming, Physical, Distracting, and Processing. If you'd like all 4, I created a set where you can download them all together.

If your child is anxious, they may also be having a difficult time getting settled for bedtime. Here are some ideas to help your child get settled at bedtime.

PINPOINT WHAT THE FEAR IS

One of the most important things to do is to figure out exactly what is causing the anxiety. Is it fear of the dark? Is it a worry about something in the closet? Is it monsters? Is it spiders? Figuring out the cause of the fear will help you come up with ways you can help your child combat it.

REARRANGE THE ROOM

Are there particular spots of the room that seem to be darker or cause more fear at night than others? Go into the bedroom during the day with your child and talk about the spots that make your child nervous. Try moving night lights and furniture around for a more calming room arrangement.

TRANSITIONAL OBJECTS

If your child has a hard time separating from you, try a transitional object. This is a special item that helps your child feel comforted. It helps them feel like part of you is still present even when you're not there. It could be something like a stuffed animal or a special stone or necklace, or a sweatshirt of yours. The object isn't what matters, it's what the object represents. They can keep it and hold it all night long to help them relax and go to sleep.

Find more strategies here: 12 Kid Friendly Strategies to Calm Anxiety at Night

Looking for some calming guided meditation to help get to sleep at night? Try one of these: Best Guided Meditations for Sleep.

Whenever I sit down and talk with someone about their coping skills, one of the first
things I ask is if they have tried writing about it. Why do I always start with journaling as
a way of processing through difficult feelings?

It's easier to write about than talk about hard things

Journaling helps you process what's happening.

It's convenient.

It's not graded

It can help you solve a problem

It can help you re-frame your thinking

Looking for a journal for a child or teen? Check out Big Life Journals!

General Anxiety

The Coping Skills for Kids Workbook by Janine Halloran. This book has over 75 strategies for kids to try to help them manage their stress and worry. This book also includes colorful worksheets to help kids learn more about their anxiety and what they can do to manage their stress.

Wilma Jean the Worry Machine by Julia Cook I love that when Wilma Jean's physical reactions are described, they're also illustrated. When is says she has knots in her stomach and her knees lock, her stomach really looks like it's tied in a knot and there's a real lock around her knees. I love the activity she does with her teacher, going over worries she can control and worries she can't, it's a great way to help kids manage their anxiety.

David and the Worry Beast by Anne Marie Guanci David's anxiety is a beast, and the more anxious he gets, the bigger it grows. David learns to control his thoughts, and his beast shrinks. There's also a couple of pages for parents and kids in the back.

When My Worries Get Too Big by Kari Dunn Buron This book is wonderful! There are several pages where kids can add in their own thoughts, worries and what helps them relax. This book also uses the 5 point scale to talk about stress and different ways to manage it.

What To Do When You Worry Too Much by Dawn Huebner, PhD This book goes through several ways that can help kids manage anxiety, including setting a time for worries, thinking about things that make you happy and resetting your body with activity or relaxation. There are some interactive places in this book, where a child can write down their worries, draw some images of things that might help, etc.

What To Do When You're Scared and Worried by James J. Crist This is one of my favorite books for kids to help them deal with anxiety. Near the beginning of the book is a checklist that helps kids narrow down what they are anxious about. The beginning of the book covers the basics of what anxiety is and how to help manage with coping skills. The next section of the book goes into detail about different types of anxiety kids might experience, including Separation Anxiety, Phobias and Panic Attacks.

Separation Anxiety

The Kissing Hand by Audrey Penn Classic about managing separation anxiety when kids start school. My daughter's kindergarten teacher read this on our visit to school the first day.

When I miss you by Cornelia Maude Spelman This is perfect for little ones who have a hard time dealing with the fact that they are away from their parents during the day. It suggests a couple of things they can do to help and reassurance that parents will come back at the end of the day.

Wemberley Worried by Kevin Henkes Poor Wemberley worries about everything, and then she gets really worried when she is about to start school.

This E-Course offers you instant support from a Child Therapist.
You will get:
12 Videos that are quick and bite size

14 Exercises that will expand on the skills taught

6 Cheat Sheets that will serve as a reference
Along with the course you get:
Access to the instructor for ongoing support

Downloadable PDF versions of all lessons

Lifetime access to the course

More from Coping Skills for Kids about Anxiety in Children...

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Calming Anxiety - Coping Skills for Kids

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Inside: Kid tested strategies used by child therapists for calming anxiety, including ideas to calm down, books to read and videos that can help

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Fine Motor Skills Activities for Older Kids

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These fine motor skills activities could work with older kids who find other tasks too childish.

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Use bricks to help you add amounts.

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Letter Reversals...they are a major cause for handwriting concern by most parent's standards. Here we are covering information about writing letters backwards and what is normal for letter reversals in development. We also have some great tips for addressing common letter reversal struggles and even reversal activities that can help with visual perception handwriting struggles. Read on!

Letter b and d reversals: These specific strategies cover letter b and d reversals.

Letter p and q reversals: You'll find more specific letter reversal information in this post on reversing letter p and q.

Also check out these activities to work on backwards letters.

Writing Letters in Reverse

Do letter reversals mean dyslexia? Not exactly! Dyslexia means problems learning to read, spell, and write. However, there is much more to reversals than what meets the eye, and should be assessed before jumping straight to the conclusion of dyslexia. Be sure to read our resource on Dyslexia and occupational therapy for more information.

One creative tool to support the skills needed for this area of development is our new color by letter worksheet. Just print and go and work on letter identification and matching skills.

Check out all of our letter formation worksheets for more free printables to target letter forming.

Letter Reversals Normal Development

Reversals are age appropriate up until 7-8 years of age!

That's right! Letter reversals are normal up to a certain age range. And when kids write letters backwards it is actually typical development in handwriting skills. Working on letter reversals in occupational therapy (and other visual perceptual areas) can be a common occurrence for school-based OTs...but just because kids are writing letters backwards, it doesn't mean there is a true problem indicating a need for intervention.

It takes our brains that long to integrate all the skills needed to form a letter correctly and automatically during written expression. Skills needed range from phonetic awareness, ability to imitate pre-writing strokes, automation of letter formation, and higher level cognitive skills for multi-tasking.

Some kiddo's develop these skills faster than others. Some kiddo's struggle with these skills and may receive support services such as occupational therapy or pull out services with their school's reading specialist before age 7.

Services provided before age 7 are typically preventative and because the child has shown struggles in the foundation skills needed for reading and writing, such as phonemic awareness, challenges with pre-writing strokes and shape formation (visual motor integration), poor fine motor skills, dominance concerns or underlying vision concerns.

What is a letter reversal

The term Letter reversals refers to several things related to reversing letters in reading or writing:

Writing a specific letter backwards, when they replace a letter with another such as forming a letter b as a d or a letter p as a letter q

Writing a letter upside down or flipped, such as forming a u as an n

Reading a letter backwards, as when kids replace a d with a b

Writing letters backwards as when kids write letters h, n, s, z, etc. in a mirror image

Transposing letters or switching the order of letters when writing

Reversing or writing numbers backwards

Common Letter and Number Reversals

So, knowing that it is quite common developmentally, to reverse letters and numbers up until age 7 or 8, it can also help to know which letters are commonly reversed in writing.

Letter Reversals List

These letters and numbers are often times transposed for one another:

It's easy to see why the letters and numbers listed above are often reversed. They all contain similar pencil strokes. For children that are just learning to write, spatial integration can be still developing. Kids are getting the muscle memory in place can replace one letter or number for another.

These letters are often written backwards:

Each of these letters has a starting point at the top and pencil strokes that then go into a different direction. Children that are still developing handwriting skills are establishing the motor plan for direction changes with the pencil. The can sometimes "guess" the correct direction which results in letters being written backwards.

Numbers that are commonly written backwards include:

Each of these numbers also have a direction change which could easily be confused.

In many cases, working on letter and number formation so the muscle memory is established with fix reversal issues. Using multisensory formation activities helps to establish that motor plan.

Phonetic Awareness and Letter Reversals

The current theory among the educational community is that reversals start with phonemic awareness. If a child is lacking phonemic awareness, they may struggle with letter identification and spelling needed for fluent written expression. Similar struggles may also be seen with numbers, resulting in a negative impact on math skills.

In my clinical experience, I have found that children with high rates of ear infections and PE tubes (ear tubes) struggle with sound awareness. If the kiddo is unable to hear the sound of the letter clearly and consistently, it leads to poor sound awareness.

I have also found that children with difficulties with attention and auditory filtering often pair the wrong letter sound with wrong letter. This is important to note in sessions as it may require remediation by a speech therapist or reading specialist if available. Here is more information and activities for auditory processing.

While phonetics play a large role in reversals, many other foundational skills may influence whether a child will struggle with reversals or not.

Hand Dominance and Letter Reversals

Hand dominance is typically fully developed by five years of age. Right at the same time most children are learning and mastering the formation of letters and numbers. It also coincides with the start of kindergarten, or formal education where children who are struggling may be noticed for the first time. Writing with both hands can be a common struggle and an indicator of hand dominance challenges.

Children with handedness issues, whether it's mixed dominance or delayed development of dominance, are more likely to struggle with left versus right tasks.

This plays into reversal concerns as many of these children cannot consistently discriminate left from right, leading to b's and d's, p's and q's being flipped. Often times, they are unable to recognize that they have made the mistake as their brain is registering the letter as they meant it to be.

Letter Reversals and Visual Processing

Vision is can be one of the biggest challenges facing children who struggle with reversals. Chances are, they have had an underlying vision concern that goes unaddressed or unrecognized during the critical learning period of letters and their sounds.

You will find much more information on visual perception in our free visual perception lab series.

(Children in the U.S. typically begin to learn letters and sounds between 3 and 4 years of age when they enter preschool programs. Curriculums now expect children to know their letters, sounds and how to write them upon entering kindergarten.)

Due to their vision deficit, the child may not consistently see the same image of the letter each time, or may not see the letter that is being taught due to "wandering" eyes or poor abilities to focus on the letter. The kiddo now has a poor foundation from which to build on, due to difficulties with recalling from their visual memory what the letter looks like, and pairing it with the correct sound.

To add to vision deficits, vision is not just what we see, or how the eye's work together. It is also a motor task of taking information in with the eyes and reproducing an image, or in this case, letters on paper. This skill is known as visual motor integration and also plays a role in reversals.

Here are free visual perception worksheets that can address a variety of visual skills.

Visual Motor Integration and Letter Reversals

Visual motor integration allows us to write, draw and paint freely. To do all of these things, we go through a set development of producing pre-writing strokes and basic shapes in imitation to freely producing them from our memories and eventually becoming automatic. Here is more information and activities related to visual motor skills.

Most children learn to imitate these strokes and shapes at a young age from top to bottom and left to right. However, some children do not learn it this way or their brains are not "wired" to follow this pattern of development.

Children who deviate from this pattern may have difficulties with reversals as they struggle to learn and integrate letter stroke combinations in the correct order. When this happens, they struggle to write fluently and reversals may begin to appear.

Signs of poor visual motor integration skills that could lead to reversals include:

Segmental Drawing-drawing a shape one stroke at a time instead of integrated

Bottom to top orientation when drawing

Right to left orientation when drawing

Difficulties crossing the midline during drawing tasks

Rotation of the paper to adjust for angle execution

Failed attempts to imitate basic shapes after the child has stated what the shape is

Executive Functioning and Letter Reversals

Executive functioning skills refer to our higher level thinking that includes attention, multi-tasking and memory, among many other skills. Writing requires all of these skills to be working at their best. If a child is struggling with any of these skills, they may demonstrate reversals and poor overall handwriting.

Reversals and poor handwriting may be the result of the child being unable to recall the strokes of the letter, the sequence of the strokes, what the letter looks like, where to start the letter, how big to make the letter, what each letter sound is, how to spell a word and complete their thought.

Oh, and lets add in that they have to remember how to hold their pencil correctly. For a kiddo who is struggling, this is a CHALLENGE.

There are so many more things that go into writing that may lead to reversals then what I have listed, but are too many to list out.

The main concept of executive functioning is that if the child cannot make it all work together, from fine motor to phonemic awareness to visual motor, they are more likely to struggle with reversals in their work.

Letter Reversal INterventions

It is important to recognize that reversals may be the sign of underlying deficits with foundational skills and should be addressed when they are noticed. The sooner that these underlying deficits are addressed the better off the kiddo will be. Once a child has had a long enough time period to practice incorrectly, it will be that much harder to break the "bad habits" and correct the reversals.

You will find many letter reversal interventions in this blog post.

This resource on letter b and d reversals is a helpful read on how specifically to work on these commonly reversed letters. You'll find multi-sensory writing strategies to address b-d letter reversals.

2. Try "building" letters to establish the motor plan needed to create muscle memory. Use different colors to help children see the ways that the pencil moves when writing letters and numbers. This letter construction activity explains more about this process. This letter building strategy, paired with other forms of multi-sensory handwriting and teaching letters in groups based on the ways the pencil moves can make a big impact.

Addressing some of the other co-existing issues discussed in this article can be a start.

3. Address the motor planning in handwriting necessary for letter and number formation. Strategies that develop motor planning skills utilizing multi-sensory approaches can help with letter reversal.

With handwriting practice of letters with visual, auditory, and kinesthetic sensory channels at the same time, the weaker channel may be reinforced (Berninger, 2000).

Multi-sensory letter reversal strategies include:

4. Work on visual perception with toys and games, and activities to address specific visual perceptual skills or visual motor skills.

5. Use cursive writing in some cases. Here are creative ways to teach cursive and our entire cursive writing series.

6. Gain a better understanding of visual processing and all of the "pieces" of the vision puzzle that play into letter reversal and other concerns by joining thousands of other therapists, teachers, and professionals in the Visual Processing Lab.

7. Use this Vision Screening Tool to identify and address specific vision concerns such as letter reversals.

8. Try some of these activities to address visual motor integration and eye-hand coordination.

9. Try rainbow writing.

Have concerns? Talk to your child's teacher or occupational therapist to address your concerns.

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Letter Reversals and How to Fix Them - The OT Toolbox

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Try these letter reversal strategies to help kids who write letters backwards. Understand what's really going on behind letter reversals in writing.

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Inside: Kid-friendly coping skills used to help manage anger, including safe ways to express anger, books to read and videos that can help. This post contains affiliate links. Learn more.
It's starting again, as usual, right after your son gets off the school bus. He is frustrated from things that happened during the day, and now he's yelling and stomping around the house. You're feeling overwhelmed and don't know what to do next.
How do you help an angry child?
Here's a collection of the best tools and tips to teach children how to manage their anger in safe and healthy ways. Let's start with some quick, safe ways to help kids express those feelings.

Looking for more quick ideas to help kids express their anger?
Stop sensory meltdowns by hanging upside down 5 simple ways to help children calm angry feelings 10 more ways to help kids manage anger A Different Way to Respond When Your Child is Aggressive
We need to help our kids understand and expect that they will experience a variety of feelings as they go through life, including anger. It's normal to feel angry at times. It's what you do with those feelings that matter.

Here's a great reminder from Imperfect Families that anger is a feeling too.

When a child is in fight, flight or freeze mode, they can't process information as well as when their body is in rest and digest mode. This is not a teachable moment, and they can't take in a lecture at this point. Your goal is to get them through this rough moment. It's best to keep talking to a minimum. When you do speak, make sure you use a neutral, calm, and quiet tone. Keep it short and repeat the same phrase. Repeating it is helpful because they aren't processing information and words as they usually would. Repetition makes it more likely that they'll hear what you are saying.

Phrases that you can say at that moment:

"I'm here for you."

"I love you."

"I want to help you."

"Let me know when you're ready."

"You are mad; I get it."

"I understand."

Looking for some more inspiration for phrases to say? Check this out:
26 Phrases to Calm and Angry Child
When some kids get big feelings, they destroy items around them - rip books, throw toys, etc. If that's the case for your child, it may be helpful for you to set up a safe spot where kids can go when they are angry. In that space, take everything out that can be destroyed or thrown that might injure someone or damage property. If you have more than one floor, set up a safe spot on each level of your home.

If you aren't in the safe spot when your child is dealing with big feelings, move harmful objects out of the way and try to get them to that safe place.

It may make sense to set up their room as a safe place too. We found this helpful when our son was dealing with a lot of angry feelings. We moved his toys and his bookshelf to a different room in the house so he could still play with them. The items that stayed in his room were those things that wouldn't hurt him or us. We did this to keep everyone, including him, safe. And as time went on, and he had better control of his emotions, we were able to add things back to his room.

How to Make a Calm Down Spot at home
Calm Space in Schools
One of the best things you can do is work on teaching coping skills kids can use before things escalate to epic proportions. The trick is practicing when they are in a calm and relaxed mood, not in the moment when they are angry.

Identify Triggers

Start by talking about what's making them angry. Help them identify those triggers, so you both know for the next time. Is it a particular school subject that makes them frustrated? Perhaps being hungry or thirsty? Are their specific noises or locations that are frustrating?

help kids identify where they feel angry in their body

Sometimes, kids don't know they're angry until after the explosion has happened. Help them identify the signs their body gives them that they are feeling angry. Over time, they'll start to recognize that feeling and ideally use a coping skill before things get too overwhelming.

Explore what other emotions they may be feeling

When kids are angry, there are usually other feelings that they are experiencing too. But anger is easy to see and often hides different feelings that lie below the surface. It's sometimes referred to as the "Anger Iceberg." It takes a bit of time to figure it out, but when your child is in a calm place, talk about what other feelings may be hiding underneath their anger.

Read more about the anger iceberg here.

Identify and practice coping skills

Now that they know what causes those big feelings and how to identify them, help them figure out ways to deal with those feelings in safe and healthy ways. Go through the coping skills checklist and have kids check off the skills that work for them, cross off the ones that don't and circle the ones they want to try.

Identify one coping skill your child would like to try. Take a few minutes during the week and have them practice a coping skill they may be able to use next time. For example, if they are going to try using shapes for deep breathing, have them practice before, so they know how it feels. The idea is to have them practice, so they know what it feels like to do it when they are calm.

Using coping skills to deal with big feelings will not go perfectly every time. Learning to manage anger is a work in progress. Little by little, with practice and time, kids will get better at it. Encourage them when they make safe and healthy choices. When they don't, continue to work with them to figure out better steps they can take the next time.

Use a Feelings Thermometer

Using a feelings thermometer can help kids make the connection between their feelings and their coping skills. Here's how you can make an anger thermometer.

How to Make an Anger Thermometer:

Have the child pick out three colors, one for each section of the thermometer and color it in. Then talk about each section.

Ask what it looks like when they are just a little angry, at the bottom of the thermometer. Do they sigh loudly, growl, etc.?

Then move on to the middle section of the thermometer. If they are medium-sized angry, what does that look like? Does their voice get louder? Do they stomp their feet, etc.?

Finally, talk about what it looks like when they are experiencing big anger at the top of the thermometer. What does that look like? Is it yelling, throwing things, etc.?

It isn't always easy for kids to do this. If they are having a hard time identifying what the behaviors were, I tell them what I noticed the last time I saw them get angry. Or, if I haven't seen them angry, I'll give them a prompt to help them, like "When some kids get angry, they yell, is that something you do?"

Once we go through and identify behaviors on the thermometer, then we work on identifying coping skills they can use to calm down. Some examples include getting a drink of water, taking deep breaths, shredding paper, or taking a break.

Make sure they have coping skills that will help them at each level of anger. It's essential to have a variety of coping skills for each level because not all coping skills will work all the time. For some kids, taking a drink of water can help calm them down when they are just slightly angry. However, when they are furious, getting a drink of water won't help. They need to do something different at that point, like take a break.

When Sophie Gets Angry, Really, Really Angry by Molly Bang Poor Sophie has a hard time managing her anger when she has to share gorilla with her sister. It's a visually appealing book to show how big her feelings get and how it looks when she calms down again.

When I Feel Angry by Cornelia Maude Spelman This is part of "The Way I Feel" series. It explains how different things can make you angry, and that feeling angry is an expected part of life, but it's what you do when you're feeling that way that matters.

Cool Down and Work Through Anger by Cheri J. Meiners M.Ed. Another great book that talks about how anger affects your body and suggesting safe ways to express yourself.

Angry Octopus by Lori Lite and Max Stasuyk A great book that actually is a progressive muscle relaxation and deep breathing script for kids. It's wonderful!

Don't Rant and Rave on Wednesdays by Adolph Moser It mentions the consequences of having unchecked anger, and acknowledges that adults struggle with this too. A large part of the book explains different strategies kids can use to express anger in a safe way, which I think is fantastic.

How to Take The Grrrr Out of Anger by Elizabeth Verdick and Marjorie Lisovskis I love using this book for kids who are having a hard time managing being angry. I typically read one chapter at a time with the kids and work on some of the strategies listed in the book.

What to Do When Your Temper Flares by Dawn Huebner This book has lovely illustrations and goes through "anger dousing" methods.

Happiness Doesn't Come from Headstands by Tamara Levitt. This is a beautifully illustrated book all about growth mindset and resilience. Leela wants to do headstands and is getting frustrated, and believes the only way she can be happy is if she does headstands. With the help of a friend, she shifts her focus from what she can't do to what she can and focuses on the journey, not the singular goal is doing a headstand.

The Secret to Clara's Calm by Tamara Levitt. This is another beautifully illustrated book that demonstrates the power of mindfulness in managing big feelings. Clara has a bad temper and has big reactions to small problems, but then that leads to kids not wanting to be around her anymore. She works on learning how to be mindful and manage her big feelings with the help of a bird named Brodhi.

Chillax!: How Ernie Learns to Chill Out, Relax and Take Charge of His Anger by Marcella Marino Craver This is a graphic novel, perfect for the tween set.

It's common for parents to struggle with staying calm when their child is angry. As a mom, I know that's tough, especially when your child is having a difficult time. But it's important to learn to do it. You have to get yourself calm before you can help your child. One of the best ways to help your child is to make sure you stay calm yourself.

Use Self-Talk

Here are some phrases that may help you as you are working with your angry kid:

They're having a hard time, not giving me a hard time.

Share my calm, don't join their chaos.

I am in charge of staying calm, no matter how my child is acting and behaving.

All feelings are OK. My job is to help my kid manage them.

I can remain calm, and be a good example for my child.

Be the thermostat, not the thermometer.

TAKE Deep Breaths

If you're getting upset and about to blow up, try deep breathing. I know, it sounds hokey, but it makes a difference. When you are feeling overwhelmed, your body can go into fight, flight, or freeze mode, but in situations like these, you want to stay in rest and digest mode. By taking deep breaths, you're signaling your body to go back to rest and digest mode. Expand your belly as you inhale, and contract your belly as you exhale. Try taking several deep breaths before you take steps to intervene.

Use a grounding technique

If you're overwhelmed, sometimes it helps to do a grounding exercise to calm yourself down.

FIND your support system

Know that you are not alone. Read what this mom has to say about parenting an angry child. If you don't have a support system, then it's time to find one. Here are some ideas for both in person and online support groups to help you.
In Person Support:
There are lots of places you can get support in person. One resource I love is the National Alliance on Mental Illness. They offer Family Support Groups, which meet regularly. They also offer a 12 week class for parents by parents, called Family to Family Support. Search for your local NAMI chapter here.

Having support for your child outside of your family can be a lifesaver. Talk to the school, teachers and coaches to help support your child during a difficult time. Sharing knowledge about what strategies work, and how you child responds in different environments is invaluable information.

You can also seek help from a licensed therapist to help support you. It's great to have someone to talk through the tough situations you are experiencing. If scheduling an in-person meeting is tough, you can see therapists online at sites like betterhelp.com. Some kids also benefit from seeing their own therapist. Read this to get a little more information about when you should seek outside help for your child.
Facebook Groups:
Did you know you can search for groups on Facebook to find others who are struggling with similar issues to yours? Here are some active Facebook Groups that have been helpful for families.
Note: You may need to apply to some of these groups in order to be added.
Support for Sensory Needs

Raising Poppies

Happy Sensitive Kids Community

Modern Parenting

The Neighborhood, Imperfect Families

The World's Okayest Parents
Coping Skills for Kids Group
As your son continues to stomp and growl, you take a few deep breaths and say to yourself "Be the thermostat, not the thermometer." Then, in a calm voice, you say to your son "I'm here to help. I love you."

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Inside: Kid-friendly coping skills used to help manage anger, including safe ways to express anger, books to read and videos that can help. This post contains affiliate links. Learn more. It's starting again, as usual, right after your son gets off the school bus.