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The Autism Education Trust have put together a three part guide for parents and carers of children age 2-4 who are thinking about starting school. This is part 3.

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The Autism Education Trust have put together a three part guide for parents and carers of children age 2-4 who are thinking about starting school. This is part 2.

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The Autism Education Trust have put together a three part guide for parents and carers of children age 2-4 who are thinking about starting school. This is part 1.

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Autumn 2026 - Autism and Language team workshops

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Autumn 2026 - Autism and Language team workshops

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During the Autumn term, we have online workshops about Applying to secondary school, Post 16: leaving school, Thinking about DLD, Thinking about autism and the world of neurodivergence and Behaviour that challenges us. We have meet-up spaces for neurodivergent and multicultural parents and carers. We will also be running an 8 week programme, Coping with Uncertainty in Everyday Situations. See the flyer for more details.

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Autism and Language Workshops - Autumn 2026

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Gaming: supporting autistic young people

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Gaming: supporting autistic young people

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A collection of guides and videos that explore the benefits of gaming for autistic children and young people. It offers practical tips for supporting safe, balanced gaming while recognising how gaming can help with friendships, social connection and wellbeing.

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ADHD Aware run a monthly online parent support group. See webpage for details of the next event.

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ADHD Parent Support Group | Children & Young People (Under 18)

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A monthly peer support group for parents of children and young people under 18 with ADHD. Share tips, stories and strategies with other parents. Free online via Zoom.

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Pooky Knightsmith's guide to trying new foods

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Pooky Knightsmith's guide to trying new foods

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We like Pooky's approach to supporting neurodivergent children and she has made a great video talking about introducing new foods.

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Pooky Knightsmith: Neurodivergence & Mental Health

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AUTISM | How to Support Your Child to Try New Foods

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Useful information following your child's autism/DLD diagnosis

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Useful information following your child's autism/DLD diagnosis

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This letter explains what you might expect from BHISS autism and language team following your child's diagnosis of autism or DLD.

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BHISS post-diagnosis letter EXAMPLE April 2026

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Not all rest is about sleep. This information can support children and young people to understand different ways to help identify what refills their "battery" and support their wellbeing.

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Alis Rowe explores the idea of “social energy” and how social interactions can be draining for autistic people.

Some resources may use terms which are no longer widely used or preferred by many autistic people and the autistic community. These resources have been included because the information, perspectives, and practical strategies they contain may still be helpful and relevant.

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The user has sent too many requests
in a given amount of time.

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Explains what autistic burnout is, why it happens, and the signs to look out for. Parents and carers can learn how ongoing stress, sensory overload, and masking can lead to exhaustion, reduced coping skills, and increased support needs, helping them better understand and support their child or young person.

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Autistic burnout explained | Autism Space | Leicestershire Partnership NHS Trust

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Find out more about autistic fatigue and burnout, including some of the most common symptoms that may highlight you are experiencing it.

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A coffee morning for parents and carers to meet, chat, and connect with others in a supportive space. Held regularly at Emmaus coffee shop.

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A relaxed, informal evening for parents and carers to take a break and spend time with others who understand. Held at The Temple Bar in Brighton & Hove on selected evenings.

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Join mASCot families for a relaxed and friendly get-together at Hove Park Wednesday 5th August. An opportunity to meet other families, spend some time outdoors, and enjoy a low-pressure, welcoming space.

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A list of websites, guides and books to support children and young people through puberty. It includes advice on body changes, menstruation, relationships, online safety, sleep and sensory needs.

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designed to support parents and carers of children with autism or additional needs as they navigate puberty. It offers practical advice, videos, worksheets and resources covering key topics like body changes, emotions, relationships, identity and staying safe.

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This booklet helps children understand what to expect when travelling through an airport. Using simple language, photos, and step‑by‑step guidance, it walks you through each stage of the journey. It also includes interactive elements, a worry page, and fun activities to help reduce anxiety and build confidence when flying.

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Helpful guidance on planning trips and days out, with tips to reduce stress, prepare in advance, and access support

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Days out or a holiday with the family can be fun, but sometimes they turn out to be stressful. Careful planning and research can help to make the experience more enjoyable for everyone. Read more about days out and travel.

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Explore guidance on making leisure activities, trips, and outings more accessible and enjoyable for autistic children and families.

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In this section we look at ways we can make leisure activities more accessible for autistic people.

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Ideas to prepare for the summer holidays and return to school

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Ideas to prepare for the summer holidays and return to school

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Tips for planning ahead, supporting your child during the holidays, caring for your own wellbeing, and preparing for a return to school.

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Preparing for the holidays and returning to school - top tips

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These practical tips focus on planning ahead, supporting sensory needs, and building in routines and interests

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Discover tips for a safe and enjoyable holiday with autism. Plan, set boundaries, and incorporate interests for a stress-free getaway.

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Holidays - a guide for parents and carers

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Holidays - a guide for parents and carers

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This helpful guide shares practical tips on preparing, reducing anxiety, and finding the right support

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Our advice and guidance on holidays aims to make going on holiday an easier and less stressful experience for autistic people and their families.

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Explore a range of local activities, trips, and SEND-friendly options across Brighton & Hove and beyond.

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Join the SMHS for online drop-ins, walk & talk sessions, and parent/carer support workshops to help with your child’s mental health (ages 4–18) - book in advance via Eventbrite.

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Join the SMHS for online drop-ins, walk & talk sessions, and parent/carer support workshops to help with your child’s mental health (ages 4–18) - book in advance via Eventbrite.

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This poster explains what ARFID is and can be useful to share with friends, families and staff.

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It can help for our young people to understand what 'charges' and 'runs down' our battery - having a big impact on what we can cope with each day. This document explains it in a simple way which can be shared with your young person.

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Alongside the self-care packs which the charity Anna Freud have developed, they also have a fantastic section of ideas for self-care.

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Explore self-care strategies to manage mental health, with tips and activities for young people based on research and expert advice.

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This section talks about how to help your young person make a self-care plan.

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Anna Freud have developed this great toolkit for young people to develop their own self-care plan - understanding what they need to do well is an important part of self-advocacy. This one is aimed at children 5-11

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My Self Care Plan: Secondary and Further Education

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My Self Care Plan: Secondary and Further Education

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Anna Freud have developed this great toolkit for young people to develop their own self-care plan - understanding what they need to do well is an important part of self-advocacy. This one is aimed at children 11+

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Helping your neurodivergent child thrive at secondary school

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Helping your neurodivergent child thrive at secondary school

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Ideas to help neurodivergent children settle into secondary school, from preparing in Year 6 to managing the first few weeks.

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Helping Your Neurodivergent Child   Thrive at Secondary School 

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Top Ten Tips for successful Primary to Secondary transfer

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Top Ten Tips for successful Primary to Secondary transfer

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Small steps families can take to build familiarity, confidence, and reassurance during the transition.

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Top Ten Tips for successful Primary to Secondary transfer

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School Transition skills for ND students

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School Transition skills for ND students

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This video shares simple, compassionate ideas to help neurodivergent children feel more confident when moving to a new school. It focuses on practical ways parents and adults can reduce anxiety, build familiarity, and make transitions feel safer and more predictable

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Pooky Knightsmith: Neurodivergence & Mental Health

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School Transition Skills for ND Students

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Advice to help children (and their families) prepare for starting secondary school, including routines, emotions, and transitions. It also shares simple ideas and support strategies to make the move feel more predictable and manageable.

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This is a great website which offers lots of advice for families of children who find it difficult to brush their teeth, including types of toothbrushes and toothpastes.

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Advice and support for families of young autistic children to care for their teeth and gums.

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Start Now age 14-16: a safe space for young people and their mental health 

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Start Now age 14-16: a safe space for young people and their mental health 

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This website provides a safe space for 14-16 year olds to talk about their mental health and aims to support with resilience and healthy mental health habits.

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Home 14 - 16 year olds : StartNow Cornwall

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Start Now - mental health advice for 10-13 year olds

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Start Now - mental health advice for 10-13 year olds

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This is a great website for young people age 10-13 to reflect on how they're feeling and what they can do to support their mental health and resilience.

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Home 10-13 year olds : StartNow Cornwall

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"So you got naked online..." A resource to support young people

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"So you got naked online..." A resource to support young people

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A resource to support young people who have - or are thinking about - something sexual online.

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What I Wish My Parents or Carers Knew (about managing children's digital lives)

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What I Wish My Parents or Carers Knew (about managing children's digital lives)

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The Children's Commissioner has produced this excellent guide for parents and carers. Our favourite pages are the 'Conversation Starters', the information on 'agreed rules' and AI.

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‘What I wish my parents or carers knew…’: A guide for parents and carers on managing children’s digital lives | Children’s Commissioner for England

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Parenting today can feel overwhelming — especially when childhood looks so different from what we grew up with. There’s no manual, and it can be hard to

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Tips to help children and young people stay safer online - BHSCP

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Tips to help children and young people stay safer online - BHSCP

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Brighton & Hove's Safeguarding Partnership has produced these guidelines to help you keep your child safe online.

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Tips to Help Children  Young People Stay Safer Online - May 2026

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You might hear your school talk about a 'Just Right' profile. Here is an example from one school. (It may look different in each school)

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Sussex Police have a 'Pegasus' scheme for people who may find it hard to communicate with the police (particularly in times of crisis). This includes people with language needs, and autistic people. They keep pre-registered information on their systems to inform officers how best to communicate with your young person.

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Pooky Knightsmith's guidance on 'The Earliest Signs of EBSA'

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Pooky Knightsmith's guidance on 'The Earliest Signs of EBSA'

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In this guidance, Pooky talks about the early indicators of School Based Emotional Anxiety, and what we can do to support our young people.

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Guidance on studying for and sitting exams - the before, during and after.

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Autistic Girls Network: Supporting autistic learners through exams

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Autistic Girls Network: Supporting autistic learners through exams

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The Autistic Girls Network have written lots of guidance for staff and families to support learners through exams.

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It's that time of year again when GCSEs and A levels loom closely (Highers have already happened for 2022 if you're seeing this another time), and anxiety levels of teens rise. As we know, our autistic young people carry high levels of anxiety much of the time, being so often in environments that don't support their needs, so all of the extra pressure right now is not helpful. So how can we help to keep things on a more even keel?

Make sure suitable access arrangements are in place

Access arrangements are reasonable adjustments made so that exam conditions are more equitable for pupils that need them. The most common are extra time, use of a laptop, rest breaks or provision of a reader or scribe (though there are restrictions on these in subjects like English), but they must be accommodations that are regularly used in pupils' day to day lessons. There is a legal obligation for authorities to make these reasonable adjustments contained in the Equality Act 2010. Pupils with strong sensory needs or a difficulty with focus may also need to sit the exam in a quiet room, or one with a small group or even with only them and the invigilator. If they are in the main room with everyone else, there may be positions preferable for them such as at the back, so that they aren't worried everyone is looking at them, or near the door so that they can leave quickly and quietly if necessary. It may also be beneficial for them to have the same seat in each exam. While these arrangements are more complicated to administer, they are all possible.

For students without an EHCP (education, health and care plan), the rules on 25% extra time have become more complicated and involve proving a difficulty in two types of cognitive processing difficulties. This means more preparation for the school to put arrangements into place, so if you are putting off a conversation, don't!

Make sure they are aware of what's going to happen

Just as for other unusual events, it's important that your autistic young person understands exactly what's going to happen, where, why and with whom. Ideally school would have a picture of the exam room from last year so that pupils can visualise what the room will look like with all those desks spaced out, and tell them what the invigilators will do, how they will be able to keep track of time and what happens if they need the toilet or in an emergency.

Make sure exam staff know about your young person's needs

Your young person may have specific needs in an exam - for example, if they have difficulty with focus and are obviously zoned out they may need an invigilator to come close or touch the desk or even their shoulder gently (and without startling them of course) to bring them back from their zone-out. This should be discussed with your young person beforehand and the method agreed upon so that they are aware of what's going to happen.

Likewise if your young person needs extra 'tools' to get through the exam, these also need to be discussed with school beforehand to make sure they are acceptable and that they won't cause a problem in the exam. For example, phones won't be allowed even if they are generally used for emotional regulation, because obviously they could be used to cheat, and there is the same issue with bluetooth, noise-cancelling headphones and a music playlist from a phone. But you may be able to use an iPod, ear plugs or of course ear defenders which don't play music. The important thing is to get these tools agreed in advance.

Make sure Exam Access Arrangements (EAAs) are made in good time

While adjustments like extra time are relatively easy to sort, others such as needing modified exam papers (in large letters, dyslexia font or in braille for example) must be arranged well in advance. Don't assume that this will all be arranged by the school SENCO - be proactive and make sure it's happening, even if it's written into your child's EHCP. Mock exams can be a good test of what is needed, but even mocks need planning and if a 'big' adjustment is needed such as a separate room, this all has to be built into the school timetableing.

Schools are official exam centres and are inspected, so everything must be above board and they can't change all the rules for you, however much they want to!

EEAs should not be confused with Special Considerations, which are an adjustment which is requested after the exam has been completed if the young person has undergone a difficult time such as a bereavement or an accident.

What other ways can teachers support their autistic pupils in the run up to exams?

Keep things as low pressure as possible. If in mainstream, with 10 or more different subject teachers piling on this pressure this is likely to cause high anxiety in most pupils, and at least some of your autistic pupils will probably be highly empathetic and strongly affected by the high emotions of their peers.

Think about what you are saying to the whole class. Don't make blanket statements if they don't apply to everyone, because your autistic pupils may well take what you say literally. These exams do not define the rest of their lives. Emphasise that we don't know what the results will be until the Summer, so don't make assumptions now. Pupils only need to do the best they can on the day.

Give sensible direction for revision. Short bursts with a movement break will probably work best for everyone, but breaks are vital for autistic pupils.

Keep classes calm and gentle. If we think of the 'coke bottle effect', your pupils are already fizzing near the top of the bottle and being shouted at or feeling told off can make your autistic pupils' bubbles just explode right out.

Neurodivergent pupils may need extra instruction on what revision is and how to revise - break your explanation down into small steps, and of course individualise your advice depending on how your pupil learns best. It's important too to stress that they don't need to over-revise: perfectionism can mean they feel they need to read everything.

Minimise waiting time in big exam halls for your autistic pupils - maybe they can enter last if that's what they would rather do.

Make sure pupils know what will happen around the exams as well as in them - what happens when they are finished? What happens in between if they have two exams on the same day? How will they know where they are supposed to be and when? Take away as much of that worry as you can.

Pupils with executive function difficulties may struggle to process all the extra actions needed for exam days so a gentle touch base with them the day before and a checklist of what is helpful to bring (and what's not allowed) will cut down on some stress. Make sure they know where they are going, where they are going to sit and what to expect.

It's even more important for autistic pupils to be armed with the knowledge on how to prioritise questions according to marks, because it may take them longer to process the questions. It will be helpful to sit with them and work out a way that's good for them to skim the paper first and mark which questions need more time spent on them.

Find a way that works for them on how to transition from not revising to revising - getting started can be difficult, particularly for subjects they're not interested in.

Check in with your autistic pupils on how they are feeling (but don't say that - nothing worse than trying to answer "How do you feel?" for an autistic person!) and try to figure out what their worries are. It may be something very solvable, and it may be easier for them to write their worries or draw them rather than articulate them to you in speech. Remind them to use their (hopefully) proven strategies for stress and emotional regulation.

How can you as a parent support your autistic young person before exams?

Reduce demands. All demands.

Think about what counts as a demand - obligations, expectations, choices, instructions, laws, rules, timetables, needs, signs, questions, promises, prompts, chores, requests.

Think about how many of those apply at the moment, around revision and exams. Those are unavoidable if your young person wants qualifications, but as a parent it's in your power to remove all the demands which aren't vital right now. The less battered by demands they feel, the better.

Be honest about exams, and qualifications, and life. Tell your young person they work very well for some paths, but not everybody needs to go down those paths. Strike a balance between doing their best and realising that the world won't end - for them or any of their peers - if they don't get all their GCSEs.

Without implying you think they might fail, drop into the conversation that it's perfectly possible to retake Maths and English GCSEs - the only ones which really matter in terms of doing what you want to do - at a later date.

Make sure your young person knows that whatever the results, it's not a reflection on them and it's not part of their identity. Exam results test what can be recalled on one part of a day in one system which is set up to the disadvantage of neurodivergent young people. They are a stepping stone on a path, but you can take a different path.

Go on a drive with them and have a talk about what's bothering them most at the moment. Conversations are much better where no eye contact needs to be made, and the vestibular movement of driving is likely to be a good form of soothing regulation. Don't immediately try to fix everything that comes up, but talk about possible solutions and strategies with them. Most of all, listen, and validate what they are feeling. If some of the feelings are overly negative and don't feel justified, offer facts to illustrate that actually this negative viewpoint might be inaccurate, but don't labour this point if it seems to cause distress.

If your child is a perfectionist - a pretty common trait - it can be paralysing to think that you'll get anything less than a perfect score. This is when you need to listen, validate but make sure they don't revise all the time or avoid chillouts. Relaxation and environments where anxiety is reduced are really important, and just as much part of healthy exam preparation as revision. It doesn't matter how much revision you do if you're too anxious to actually sit the exam.

If your young person has difficulty attending school at all, it's even more important to keep everything low key. Your job now is to keep the home a calm, safe space, not to nag about revision. Adding pressure will not be productive. Consider the best chance of enabling them to attend on exam days and aim for that ideal.

If heightened anxiety makes your young person restrict their eating, don't push any food other than the food which feels safe to them. Over the exam period, provide their favourite easy foods and snacks, and no surprises. Leave snacks around so that eating is less demanding.

If heightened anxiety makes the sensory aspect of clothing more difficult, think about your laundry schedule and don't wash their favourite pair of jeans/ their school trousers the day before an exam. Make sure they have their most comfortable clothing available so that sensory difficulties don't make the morning worse.

Your young person might be prone to catastrophising - when they put the worst possible slant on what might happen, and this can seem very negative. But make sure that you're not doing that too. You're worried about them at this anxious time, but they might just as well surprise you.

Plan after-exam treats, but only ones your young person will like or have capacity for after a long, stressful, exhausting day.

And cross each exam off as it's done - one step closer to Summer freedom.

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Holding it Together with Your Autistic Young Person Through Exam Times - Autistic Girls Network

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It's that time of year again when GCSEs and [...]

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Youth Employment Service (YES) events summer 2026

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Youth Employment Service (YES) events summer 2026

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The Youth Employment Service (YES) put on lots of free events for young people and their carers to support them in this transition. Click here to find out what workshops they have running this summer.

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This brilliant guide has been produced by the Youth Employability Service (YES) to help school leavers to navigate all the opportunities as a young adult. There is also a drop-in every Tuesday at 2pm at the Youth Employment Hub (details in flier).

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Supporting your child to go on a school residential trip

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Supporting your child to go on a school residential trip

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We have produced some guidance on what might help a child or young person access a residential school trip.

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Supporting CYP during residential school trips (1)

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We love this poster which tells you how brilliant visuals are for supporting in communication - we use this is lots of our training with schools.

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This is a great poster to help parent carers with introducing AAC into the home

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Here is a list of all SEND support available in Brighton and Hove, including support groups, charities and schools.

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Special educational needs and disability (SEND) support

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Activities and support for children and young people aged 0 to 25 with SEND, and their families.

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An interactive map to show where Brighton and Hove (local authority) schools are. You can choose what type of schools you are looking for.

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AMAZE: Applying for a school in Brighton and Hove without an EHCP

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AMAZE: Applying for a school in Brighton and Hove without an EHCP

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Amaze's information about applying to schools without an EHCP.

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Applying for a school in Brighton & Hove without an EHCP

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Are you choosing a school without an EHCP? Are you thinking about using ‘compelling medical or other exceptional reasons’ to make the case for getting your preferred school? If there are ‘compelling medical or other exceptional reasons’ why a particular community school is the only suitable setting for your child, you can state this in […]

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Information about what comes after school has ended

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Next steps: thinking about your child's journey through education and beyond

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Next steps: thinking about your child's journey through education and beyond

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How to help your child with revision and studying

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How to help your child with revision and studying

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A guide for parents and carers with tips to support children with revision, studying, and wellbeing.

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A booklet with practical tips to support autistic students with revision and exam days.

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A great website to support you and your child's AAC journey - including prompt hierarchy, reflecting on means, reasons and opportunities, and guidance for when you've got 'stuck'.

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Child is not picking up AAC? AAC modeling is not sticking? 10 considerations to support child on their AAC journey and increase interest and use of the device.

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When AAC isn't working - troubleshooting

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When AAC isn't working - troubleshooting

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A list of things to think about if you've got 'stuck' on your child's journey using AAC.

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CAMHS - Workshops for parents and carers

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CAMHS - Workshops for parents and carers

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This Sussex CAMHS page offers free, pre‑recorded workshops on a range of topics, including autism, anxiety, ADHD, sleep, self‑harm, eating difficulties and more. Families can access the workshops at any time, whether they are waiting for CAMHS support or simply want reliable NHS guidance to help their child.

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Autism Central is an NHS‑funded website offering access to easy‑to‑understand guides, support, training and peer‑led advice. Resources are created alongside autistic people and specialist professionals.

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Autism Central for Parents and Carers | Autism Central

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Autism Central offers a wealth of resources for parents, carers and personal assistants of autistic people in England – from articles and learning materials to signposting you to services and support in your local area.

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The National Autistic Society webpage explains what autism is as a helpful starting point with links to further guidance, practical advice and support. Also see About autism

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A definition of autism with an overview of communication, behaviours and interests, and sensory processing differences needed for an autism diagnosis.

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What is Child to Parent Violence and Abuse?

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What is Child to Parent Violence and Abuse?

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This leaflet has been produced by BHISS to support parents and professionals with Child to Parent Violence/Abuse.

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Child to Parent Violence and Abuse - BHISS Information Sheet

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Southern Railway offers a range of support to help families travel more easily, including Easy Guides which explain how to buy tickets, what travel information and support is available.

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Support while you’re travelling | Southern Railway

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Get a free card to ask for support from our employees while you’re travelling with Great Northern trains.

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The Brighton & Hove Holiday Activities and Food (HAF) programme offers free holiday clubs and activities during holidays to children who receive benefit-related free school meals. There are also some SEN Specialist and Targeted Short Breaks offered:

Amaze

Activ8

Parable Dance

Angling4Education

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Eequ · After school. In place of school. Beyond school.

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Funded by the Department for Education, the Holiday Activities and Food (HAF) programme offers free activities during the school Easter, summer, and Christmas holidays. It’s for children and young people in Reception to Year 11 who receive benefits-related free school meals. Spring HAF 2026 will be the next holiday programme. You can browse listings and register your interest now, and bookings will go live on Monday 23 February at 11am. To receive updates directly, email haf@brighton-hove.gov.uk and ask to join the mailing list.

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Specialist and respite short breaks provide tailored, high‑level care for children and young people with more complex needs, such as significant learning disabilities or physical disabilities, following a social care assessment.

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Find out about short break services for families of children with SEND that require an assessment from a social worker.

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Targeted Short Breaks: available for 0–25s in Brighton & Hove who meet criteria such as having an EHCP, receiving DLA/PIP, or attending a special school. They offer fun, supported activities for children and young people with SEND who need a bit more help to access clubs and holiday sessions, without needing any new assessments. Some activities may have a small charge.

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Find out about targeted short breaks for children with SEND and their families, who require additional support.

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STAR internet safety toolkit for children with SEND

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STAR internet safety toolkit for children with SEND

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This toolkit has been produced by Childnet to support children with SEND staying safe online.

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Resources

An online safety teaching toolkit for educators to deliver with young people aged 11-16 with special educational needs and disabilities.

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An online safety teaching toolkit for educators to deliver with young people in KS3 and KS4

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MENCAP internet guide for parents of children with learning difficulties/differences

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MENCAP internet guide for parents of children with learning difficulties/differences

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MENCAP have produced a guide for parents of children with learning difficulties about how to support them in using the internet safely.

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We have a section supporting children and families who are finding it difficult to get into school. This can be found through this link, or in the sensory and emotional regulation section.

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Pooky Knightsmith's guidance: "When School Feels Impossible"

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Pooky Knightsmith's guidance: "When School Feels Impossible"

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Pooky has written guidance for parents and carers on when school feels impossible - those next steps and things to reflect on when supporting your child through an 'impossible' demand.

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This pack has been put together by the Evalina hospital to support young people who have been diagnosed with ARFID.

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Support for parent carers who are experiencing child to parent violence at home. They offer weekly drop in sessions and referrals for more direct support.

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"We were limited to where we could go because of his behaviour. He would accuse me of lying to him. He would wear me down and he would tell lies about me. If I asked him to brush his teeth, one day it would be ok, the next he would swear at me and refuse. He would spit at me, he punched holes in doors"

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Capa First Response | You are not alone - Capa First Response

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We support families and professionals impacted by child or adolescent on parent abuse.

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Support for parent carers who are experiencing child to parent violence at home. They offer weekly drop in sessions and referrals for more direct support.

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"We were limited to where we could go because of his behaviour. He would accuse me of lying to him. He would wear me down and he would tell lies about me. If I asked him to brush his teeth, one day it would be ok, the next he would swear at me and refuse. He would spit at me, he punched holes in doors"

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Capa First Response | You are not alone - Capa First Response

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We support families and professionals impacted by child or adolescent on parent abuse.

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Supporting children with SEND in staying safe online

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Supporting children with SEND in staying safe online

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The Internet Watch Foundation has lots of useful resources to support parents in talking to their children about safe internet use. This includes videos for children with SEND.

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TALK Checklist by Internet Watch Foundation

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Online sexual abuse is a serious issue for all children - especially for those with additional vulnerabilities. Young people with SEND could be at greater risk. Here, we explain how you can help children with SEND to stay safe online.

Watch Maya's Story with your child to help them understand that they should tell a trusted adult if they receive requests for self-generated child sexual abuse images, who will help them block and report the perpetrator.

Learn about the issue in our resource for parents, carers and teachers, which will help you understand what the risks are for children with SEND and how you can take simple steps to protect them online.

Teachers can centred around download a lesson plan to access a range of activities and discussion points Maya's Story, which will empower both students with SEND and teachers to have open conversations in a safe space.

Finally, you can help to make a real difference. Online child sexual abuse is still widespread - answer our short survey to help us understand how we can develop our response and protect children and young people across the world.

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Children with SEND | TALK Checklist by Internet Watch Foundation

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Online abuse of children with send What you need to know Online sexual abuse is a serious issue for all children - especially for those with additional vulnerabilities. Young people with SEND could be at greater risk. Here, we explain how you can help children with SEND to stay safe online.

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Internet matters: Digital resilience kit

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Internet matters: Digital resilience kit

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Advice to help children become more resilient online and to help handle challenges online. A collection of age-specific resources.

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Digital Resilience Toolkit - Internet Matters

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Internet Matters ambassador Dr Linda Papadopoulos shares age-specific advice to help children learn how to navigate the online world and be more resilient.

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Digital matters: Neurodivergent children's support hub

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Digital matters: Neurodivergent children's support hub

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Internet Matters have created a hub for resources to support ND children in staying safe online.

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Neurodivergent children safety online | Internet Matters. Help neurodivergent children and young people navigate online safety and harms.

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Digital Matters have created a series of interactive stories (age 9-11) to support young people in exploring the outcomes of actions online.

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Start as a parent, choose your digital literacy lesson and download the Parent Pack

Complete the Parent Pack quiz with your child - or compete against them

While Interactive Learning works well in the classroom, Once Upon Online is perfect for home

Read the Once Upon Online story and make choices together; or, each do your own journey and compare your endings.

After completing the digital literacy lesson's story, talk to your child about the choices they made. What happened? Did anything surprise them? Have they ever experienced something similar?

Then, discuss the options your child has if they worry about something online. Encourage them to come to you, talk to another trusted adult or speak with a helpline counsellor - whatever makes them most comfortable.
Learn more about potential online issues to better support your child.

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Digital Matters features free digital literacy lessons from Internet Matters to support 9-11-year-olds' online safety. See how here.

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Explore the range of resources designed to help families enhance their children’s media literacy, develop critical thinking skills, and make safer choices online

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Online safety downloadable activities for families

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See resources designed to help families enhance their children’s media literacy.

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Supporting students in staying safe online: honest and justice

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Supporting students in staying safe online: honest and justice

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Young people who feel empathy and justice strongly can be more vulnerable to being taken advantage of by some online communities. This is a social story and a set of questions to think about when deciding how trustworthy information and/or people are.

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Supporting ND students in staying safe online DRAFT 

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Sensory Help Now - Summer Sensory Survival Kit

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Sensory Help Now - Summer Sensory Survival Kit

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This guide has been written by the sensory integration service, which supports people with sensory sensitivities. It talks about common sensory experiences during hot weather, and how we can navigate these.

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Digital download

Wondering how to best prepare for the summer sensory challenges posed by the change in weather, daylight hours, breaks from school routines, eating outdoors, travelling and staying in holiday accommodation? We've got you.

Unlock your free resource by completing the form below.

The experts at Sensory Integration Education have packed this kit with practical tips and suggestions to help those experiencing sensory integration or sensory processing differences better manage the sensory challenges of summer.

Tips on keeping cool, applying sunscreen, surviving school holidays, packing your sensory grab bag, managing energy levels, coping with summer clothing changes, trips to the pool and beach, how to manage airports, railway stations and long journeys, sensory-friendly accommodation and days out...

All the suggestions in this Kit can be tailored to you or your child's specific sensory needs, abilities and preferences.

Prepare for an easier summer and smoother journeys with advice from our sensory experts...

Written by the experts at Sensory Integration Education.

Breeze Through Summer

Along with all the lovely things that summer entails, there are some sensory challenges posed by the change in weather, daylight hours, breaks from school routines, eating outdoors, travelling and staying in holiday accommodation. We've packed this kit with practical tips and suggestions to help those experiencing sensory integration or sensory processing differences better manage the sensory challenges of summer.

Get your FREE Summer Sensory Survival Kit now

Written by sensory experts especially for you.

Get your free download now

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Tips on keeping cool, applying sunscreen, surviving school holidays, packing your sensory grab bag, managing energy levels, coping with summer clothing changes, trips to the pool and beach, how to manage airports, railway stations and long journeys.

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Understanding your child's DLD diagnosis

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Understanding your child's DLD diagnosis

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Learn about your child's DLD diagnosis here.

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Sensory and emotional regulation (including anxiety)

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Sensory and emotional regulation (including anxiety)

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This section includes information about autism, DLD, and speech and language needs.

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Information to support neurodivergent students online.

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Support from other local services including mASCot, PACC and Amaze.

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Includes guides to navigating Christmas holidays and the extended summer holidays.

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Executive functioning is the set of skills which help us get things done, from start to finish, including working memory, self-monitoring and organisation. For some neurodivergent students, this can be a barrier to learning without additional support - learn more here.

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Understanding and supporting dysregulation and distressed behaviours

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Understanding and supporting dysregulation and distressed behaviours

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Practical strategies for home when you have a dysregulated child (including emotional and sensory).

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School-based anxiety: drop in support for families

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School-based anxiety: drop in support for families

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The Schools Mental Health Service offer drops ins (online and in person for families of children whose anxiety means it is hard to get into school. Dates can be found in this link.

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Information about two courses for parent carers of children with DLD, run by BHISS and NHS speech and language therapists.

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Wellbeing Support for Families, Parents and Carers

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Wellbeing Support for Families, Parents and Carers

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Supporting parent carers with their wellbeing

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Click here for support and strategies for children and young people with language and communication differences.

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A series of podcasts talk about mental health, with some interesting episodes around autism and other neurodivergent diagnoses. 

Recommended in January 2026 (language and content may change over time). 

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BBC Radio 4 - All in the Mind - Downloads

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An interesting podcast talking about the rise of autism diagnoses (both in children, young people and adults).

Recommended in January 2026

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Diagnoses of autism have been rising exponentially. Why?