# data[].attributes.headline
Parent and Caregiver Peer Support Sessions

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Parent and Caregiver Peer Support Sessions

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ND Parent and Paregiver Support Sessions

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Take a look at how the ADHD community responded to our most recent survey. Let's talk about ADHD-friendly aspects of life and share tips with your fellow ADHDers.

Sharing ADHD Awareness Survey Results

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Brili Routine Apps For Adults & Families with ADHD

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Download one or both of our ADHD routine solutions and get the first 30 days FREE. Our apps provide the flexibility you need to get things done!

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Take a look at how the ADHD community responded to our most recent survey. Let's talk about ADHD-friendly aspects of life and share tips with your fellow ADHDers.

Sharing ADHD Awareness Survey Results

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Brili Routine Apps For Adults & Families with ADHD

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Download one or both of our ADHD routine solutions and get the first 30 days FREE. Our apps provide the flexibility you need to get things done!

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Neurodivergence in parenting – Ready to Relate

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We are all unique. The way our brains work is influenced by things we inherit from our parents, our genes. It’s also shaped by social and environmental factors.

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Children's Speech and Language Therapy Service IOW.

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Children's Speech and Language Therapy Service IOW.

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Children’s Speech and Language Therapy Service - Isle of Wight :: Hampshire and Isle of Wight NHS Foundation Trust

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Our Island-based Children’s Speech and Language Therapy service is available for support, advice and appointments.

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Dyscalculia Network | Leading Support Network for Dyscalculia

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The Dyscalculia Network is a leading community interest company supporting individuals with Dyscalculia. Find a online tutor today.

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Dyscalculia is a difficulty in understanding and processing numbers. Dyscalculia may be inherited or it may be the result of a brain injury.

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The following information has been written for an audience of parents and carers, but may nonetheless be useful for SENCOs who are not yet familiar with school funding for SEND.

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The following information has been written for an audience of parents and carers, but may nonetheless be useful for SENCOs who are not yet familiar with school funding for SEND.

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learning disabilities

Sensory Processing in Young People with a Learning Disability and/or ASD

We use our sensory systems to understand the world around us. We process information through our senses and decide on how to respond to the things we are experiencing. Sensory systems that absorb information about the world around us are:

The last 3 sensory systems - touch, proprioception and vestibular - help us to feel in tune with our world and to feel grounded as a person.

Learning how to process sensory-based information as it is received can be challenging for all of us at times, but more challenging for a child with a learning disability. We have to filter out what things are important and what things to ignore. For instance, if we hear our name being called, we respond to this, even though there may be other sounds in the room that could distract us. Some children have difficulty with this filtering process.

Many of these behaviours are not uncommon, but sometimes they can be persistent and impact on quality of life:

Running out of busy places when there are lots of visuals and/or sounds present.
This may be a child who cannot cope with processing so many different things at one time.

Seeking lots of physical movement through the day.
This may be a child who needs more information into their muscle and movement systems, to tell them where they are in space.

Sensitivity to light touch.
Your child may be very sensitive to unexpected or light touch and have an anxious response to it.

Seeking heavy touch and hugs.
Your child may seek lots of heavy touch, through hugs for example, to get more input to their touch system. This can be calming for them.

Difficulty with posture and co-ordination.
This may represent a child whose muscle and movement systems are not as efficient.

Being overloaded by visual or sound input.
This may affect their ability to concentrate

THINGS TO THINK ABOUT
Consider patterns of behaviour. Reasons may be many and varied, but among them may be some of the following:

Your child may be trying to feed a sensory system that they are not so good at registering.

You may also find that if your child receives too many stimuli, they reach an overload state and this can lead to a state of high anxiety.

Often children instinctively know what they need, and may be giving you clues as to what sensory input they are seeking, or what they are unable to cope with.

Think about what things your child may be sensitive to; such as light touch or hair brushing.

If your child is seeking more input, see if there are ways to support your child through sensory based activities that "feed" sensory needs in the right way (e.g. movement breaks between sedentary activities).

You may find that your child seeks certain sensory stimulation - this may be an attempt to "kick start" a system that is not as active as the child needs it to be.

Challenging behaviour can have a sensory based cause, but can increase with secondary gains (e.g. avoiding an activity). It can be challenging to work out what is motivating a child to display these behaviours, and what has become more important as an additional gain for the child. Sometimes it helps just to try and understand why a child may behave in the way that they do. Looking at behaviours using a sensory viewpoint can help you to understand why your child reacts to certain things (e.g. sensitivity to clothing).

COMMON QUESTIONS
Q : Is my child trying to feed a sensory system by increasing the input to it?
Answer: Maybe, but do not stop them from feeding this system, try and find acceptable ways they can do this.

Q: Is my child defensive of certain sensory inputs?
Answer: They may have difficulty filtering input to their sensory systems. Be gentle in gradually increasing their tolerance. Seek advice if you are concerned.

Q: Is the environment contributing to my child's sensory difficulties?
Answer: Look at ordering the environment so it is not overloading them. Break down the elements that might be affecting them, and reduce the stimulus (e.g. putting away toys into boxes reduces visual overload).

Q: How can I reduce the impact of sensory over load?
Answer: The use of weight bearing or heavy muscle activity can calm a child before a challenging event/activity.

CONSIDER SEEKING HELP:
If you feel that your child has ongoing difficulties or challenging behaviours that are affecting their ability to cope with their environment and every day activities, please talk to your Paediatrician, Social Worker, or School about further sources of support.

The Sensory Integration Network provides courses and online resources related to sensory integration.
Website

'The Out of Sync Child' by Carol Stock Kranowitz
Website

TheNational Autistic Society provides information and support for people with Autism and their families and for professionals. They are a very active organisation and offer some really useful information about strategies and approaches for supporting people with Autism.
Website

The British Institute of Learning Disabilities also have some useful information and further advice about a variety of common issues.
Website

Local Offer is a Derbyshire-specific site which allows you to search for lots of different services, including parenting support groups, in the local area.
Website

Derbyshire Area Sensory Needs Processing Package
DCC Local area can now offer a 'bundle' of resources to support the SPN of children & young people which will be of especial interest to schools, colleges and early years' settings. Please click on the following link to learn more and to read the statement from DCC:
Website

Derbyshire County offer local support for pupils in school who may have sensory processing needs

Sheffield Children's Hospital provide a number of helpful sensory processing strategies

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We use our sensory systems to understand the world around us. We process information through our senses and decide on how to respond to the things we are experiencing.

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Some people experience their senses much stronger or weaker than other people. This can affect their daily life. There are various strategies that can be used to help your child or young person.

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Drop-in sessions for Parents of Early Years children with emerging SEND

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Drop-in sessions for Parents of Early Years children with emerging SEND

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These workshops are offered via Teams every four weeks for families and carers of children and young people with or without a diagnosis of Autism

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Workshops for parents/carers/families of Autistic children and young people

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Workshops for parents/carers/families of Autistic children and young people

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IOW Neurodiversity Team Workshop schedule

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IOW Neurodiversity Team Workshop schedule

# data[].attributes.headline
IOW Neurodiversity Team Workshop schedule

# data[].attributes.subject
IOW Neurodiversity Team Workshop schedule

# data[].attributes.headline
IOW Neurodiversity Team - Parent and caregiver support sessions

# data[].attributes.subject
IOW Neurodiversity Team - Parent and caregiver support sessions

# data[].attributes.headline
IOW Neurodiversity Team - Parent and caregiver support sessions

# data[].attributes.subject
IOW Neurodiversity Team - Parent and caregiver support sessions

# data[].attributes.body
Offers tailored advice for families of children with a learning disability, including accessible resources for parents who may also have SEND.

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Learning Disability - Autism - Down's Syndrome

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Mencap is a UK charity for people with a learning disability. We support their families and carers, too. We want the UK to be the best place in the world for people with a learning disability to live happy and healthy lives.

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Council for Disabled Children (CDC)

The umbrella body for the SEND sector. The website includes helpful guides, policy information, and Easy Read documents.

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IPSEA (Independent Provider of Special Education Advice)

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IPSEA (Independent Provider of Special Education Advice)

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IPSEA (Independent Provider of Special Education Advice)

Offers legal advice and support for families navigating SEND processes, including model letters and template documents.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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Contact

A brilliant national charity supporting families of children with disabilities. Their website is easy to navigate and includes factsheets, workshops, and a free helpline.

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Contact - for families with disabled children | Contact

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We are Contact, the charity for families with disabled children. We support families, bring families together and help families take action for others.

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Tourettes Action is a support and research charity working to improve the lives of people living with Tourette Syndrome. Our services include online live-chat and email support, a befriender network, information, webinars, events and resources.

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Find out about Tourette syndrome, a condition that causes tics, including its symptoms, treatment and causes.

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Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

(BDA Definition)

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Dyscalculia - British Dyslexia Association

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What is Dyscalculia? Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with...

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

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

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Resources - British Dyslexia Association

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

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Dyslexia is a common learning difficulty that mainly causes problems with reading, writing and spelling.
It's a specific learning difficulty, which means it causes problems with certain abilities used for learning, such as reading and writing.

Unlike a learning disability, intelligence isn't affected.

It's estimated up to 1 in every 10 people in the UK has some degree of dyslexia.

Dyslexia is a lifelong problem that can present challenges on a daily basis, but support is available to improve reading and writing skills and help those with the problem be successful at school and work.

What are the signs of dyslexia?

Signs of dyslexia usually become apparent when a child starts school and begins to focus more on learning how to read and write.

A person with dyslexia may:

read and write very slowly

confuse the order of letters in words

be confused by letters that look similar and write letters the wrong way round (such as "b" and "d")

have poor or inconsistent spelling

understand information when told verbally, but have difficulty with information that's written down

find it hard to carry out a sequence of directions

struggle with planning and organisation

But people with dyslexia often have good skills in other areas, such as creative thinking and problem solving.

Read more about the symptoms of dyslexia.

Getting help

If you think your child may have dyslexia, the first step is to speak to their teacher or their school's special educational needs co-ordinator (SENCO) about your concerns.

They may be able to offer additional support to help your child if necessary.

If your child continues to have problems despite extra support, you or the school may want to consider requesting an in-depth assessment from a specialist in assessing specific learning difficulties (SpLD), an educational psychologist or a speech and language therapist.

This can be arranged through the school, or you can request a private assessment by contacting:

Adults who wish to be assessed for dyslexia should contact a local or national dyslexia association for advice.

Read more about how dyslexia is diagnosed.

Support for people with dyslexia

If your child has dyslexia, they'll probably need extra educational support from their school.

With appropriate support, there's usually no reason your child can't go to a mainstream school, although a small number of children may benefit from attending a specialist school.

Techniques and support that may help your child include:

occasional 1-to-1 teaching or lessons in a small group with a specialist teacher

phonics (a way of teaching children to identify and process the smaller sounds that make up words) combined with other techniques

technology like computers and speech-recognition software that may make it easier for your child to read and write when they're a bit older

Schools and colleges must offer support to students with a specific learning difficulty like dyslexia, and have access to specialist staff who are trained in helping students with special education needs.

Assistive technologies such as speech-recognition software, word processors and electronic organisers can be useful for adults, too.

Employers are required to make reasonable adjustments to the workplace to help people with dyslexia, such as allowing extra time for certain tasks.

Read more about how dyslexia is managed.

Support groups

As well as national dyslexia charities such as the British Dyslexia Association (BDA), there are several local dyslexia associations listed on the BDA website.

These are independently registered charities that run workshops and help to provide local support and access to information.

What causes dyslexia?

People with dyslexia find it difficult to recognise the different sounds that make up words and relate these to letters.

Dyslexia isn't related to a person's general level of intelligence. Children and adults of all intellectual abilities can be affected by dyslexia.

The exact cause of dyslexia is unknown, but it often appears to run in families.

It's thought certain genes inherited from your parents may act together in a way that affects how some parts of the brain develop during early life.

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Read about dyslexia, a common type of learning difficulty that can cause problems with reading, writing and spelling.

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What does SEN mean?

All children with Special Educational Needs (SEN) have learning difficulties or disabilities. This makes it harder for them to learn than most children of the same age. They may need extra or different help from that given to other children of the same age at school.

In school, SEN Support could help with:

thinking and understanding

physical difficulties

sensory difficulties

emotional and social difficulties

speech, language and communication

how they might relate to and behave with other people

If your child is not yet in school, please see Pre-school SEN support.

SEN support

How do I get help for my child with SEN?

To receive support, your child may need an Education, Health and Care Needs (EHCP) Assessment.

The Local Authority (LA) carries out the EHCP assessment. The professionals working with your child need to agree to this.

The EHCP assessment can be requested by:

You or your child can make a request on the EHC hub

Professionals working with your child can help you do this.

SEN Guidance for parents and schools

Schools can use the SEN Support Guidance handbook to:

identify children and young people's special educational needs

know what level of support they need to offer

monitor the support the students receive

assure parents and carers that their child receives fair support

The handbook can help you to ask informed questions about your child's support and progress.

Who manages EHCP assessments and plans?

On the Isle of Wight, the SEN Assessment and Review Team manage EHCP assessments and plans.

The SEN Assessment and Review Team are:

a senior casework officer

casework officers

assistant case work officers

Each casework officer looks after a list of those that have an ECHP.

This means that every parent or professional has a point of contact for advice.

This team works closely with:

SENCO's and staff in schools.

Specialist Teacher Advisors (Visually Impaired/Hearing Impaired)

Education Psychology Service

Speech, Language and Communication Service

Physiotherapy and Occupational Therapy Services

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How mediation can help with SEN decisions

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Parents Voice Isle of Wight would like to invite all parent Carers of children with SEN and/or a disability on the Isle of Wight to join our register of parents who would like to help influence the development of services that your family's access.

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About Parent’s Voice - IW and Special Education Needs (SEN) reforms

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NHS Special Education Needs and Disability Information

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NHS Special Education Needs and Disability Information

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A child or young person has special educational needs and disabilities if they have a learning difficulty and/or a disability that means they need special health and education support, we shorten this to SEND.

The SEND Code of Practice 2014 and the Children and Families Act 2014 gives guidance to health and social care, education and local authorities to make sure that children and young people with SEND are properly supported.

If you or a child that you care for needs extra health and education support, an application can be made for an Education, Health and Care plan (EHC) to your local council.

Our work

We work with Clinical Commissioning Groups (CCGs) and organisations such as the Department for Education (DfE), the Department of Health and Social Care (DH) and voluntary organisations to make sure that there is support and services for children and young people with SEND.

We do this so that we can:

make sure that children and young people are at the heart of everything we do

improve the care and support that people get

make sure that people's care and support is the same quality wherever they live

make sure that the right people know about SEND and EHC plans

We have various groups which help us to make sure that we are doing what we need to in supporting SEND. These are:

The children with complex needs and special educational and disabilities group looks at our work with other organisations as well as making sure we are doing everything we can do to support living an ordinary life for children and young people with SEND.

The SEND assurance sub-group leads our national work and supports us with policies and strategies.

The SEND data and evidence sub-group works with data relating to children and young people with SEND, identifying need and finding what works best to support them.

The SEND communications and engagement sub-group develops and improves communications across the NHS and other organisations, making sure that people have the most up to date information on relevant legislation, developments and best practice for children and young people with SEND.

Useful resources

Guidance for health services for children and young people with SEND - this document is under review.

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Special educational needs and disability (SEND)

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A child or young person has special educational needs and disabilities if they have a learning difficulty and/or a disability that means they need special health and education support, we shorten this to SEND.

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

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Isle of Wight Local Offer

A key source of information for families, covering services and support available across education, health and social care, including EHCPs, short breaks, preparing for adulthood, and more.

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Information about local services to support children and young people with special educational needs

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Information and advice for children and young people with SEND and their families. The Local Offer

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Information and advice for children and young people with SEND and their families. The Local Offer

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IW Family Information Hub | Special Education Needs and Disabilities (SEND) Local Offer

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The Local Offer gives information and advice to children and young people with SEND and their families. See our related links below for useful information about your rights as someone with SEND and details of the Local Offer.

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Hi I'm Charlie, your virtual assistant. I will explain how to use this online noticeboard (Padlet). 

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Hi I'm Charlie, your virtual assistant. I will explain how to use this online noticeboard (Padlet). 

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Please use the column headings to find the information you need

Then scroll down the column to see the information

Click on the links to view the information

To find other headings please scroll right

If you are using a mobile you can click on the 3 dots on this post and choose start slide show. This makes it easier to look through the information on a smaller screen.

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National Autistic Society (NAS)

Practical guidance, diagnostic pathway information, and accessible content for autistic young people and their families.

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Useful links to key information such as urgent help, advice and guidance, Autism Services Directory, branches and our online community.

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Isle of Wight SENDIASS

Offers free, confidential, impartial advice and support to parents, carers, and young people with SEND.

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As parent carers, this isn’t a topic we ever hope to face—but if exclusion becomes a reality, it’s vital to have accurate, up-to-date advice. We’ve just added new information to help families understand the legal framework, your rights, and how to ensure your young person gets the right support moving forward.

Every child deserves fair treatment. We’re here to help you navigate these tough moments.

Read more on our webpage and be sure to check out the updated factsheet on located at the bottom - packed with information and contacts

https://www.iowsendiass.org.uk/information-and-advice/...

If you need further information and advice please contact us

https://www.iowsendiass.org.uk/contact-us/

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The transition from Year 6 to Year 7 can be a big step—especially for children with SEND.

Isle of Wight SENDIASS has a dedicated Year 6 Transition resource page packed with helpful information for parents and carers, including:

-What to expect during the move to secondary school

-Tips for supporting your child emotionally and practically

-Useful checklists and planning tools

Explore it now: Year 6 Transition page with additional resources and links packed with helpful advice.

https://www.iowsendiass.org.uk/information-and-advice/...

Help your child feel more confident and prepared for this next chapter

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The service offer includes:

• Support for adults to co-produce a child or young person’s Neurodivergent profile

• Support for individual Neurodivergent need

• Direct support for families from a Family Practitioner

• Direct support for families from a Sleep Practitioner

• Peer to peer and parent-led forums and groups

•  Revolving door model of support from 0 – 18 years of age, pre or post diagnosis.

Please complete this form to connect to the appropriate service via this link IOW NDMDT Enquiry and Booking (Page 1 of 13)

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IOW NEURODIVERSITY LEAFLET DECEMBER 2025

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The service offer includes:

• Support for adults to co-produce a child or young person’s Neurodivergent profile

• Support for individual Neurodivergent need

• Direct support for families from a Family Practitioner

• Direct support for families from a Sleep Practitioner

• Peer to peer and parent-led forums and groups

•  Revolving door model of support from 0 – 18 years of age, pre or post diagnosis.

Please complete this form to connect to the appropriate service via this link IOW NDMDT Enquiry and Booking (Page 1 of 13)

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IOW NEURODIVERSITY LEAFLET DECEMBER 2025

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Online Youth Network

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Join our growing online Ambitious Youth Network today. Through the network, you can share experiences, connect with others, have your say on Ambitious about Autism’s projects and access a range of opportunities to advocate and improve services for autistic young people.

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Compiled by Carley Brazier from Hampshire and IOW Support for neurodiverse families.

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Compiled by Carley Brazier from Hampshire and IOW Support for neurodiverse families.

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Compiled by Hampshire and IOW Support for neurodiverse families.

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Compiled by Hampshire and IOW Support for neurodiverse families.

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This is a compilation of over 60 books, suitable for neurodiverse families.

Compiled by Hampshire & IOW Support for neurodiverse families.

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This is a compilation of over 60 books, suitable for neurodiverse families.

Compiled by Hampshire & IOW Support for neurodiverse families.

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Tune into these blogs on various neurodiverse themes, written by neurodiverse families.

Compiled by Hampshire & IOW Support for neurodiverse families.

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Tune into these blogs on various neurodiverse themes, written by neurodiverse families.

Compiled by Hampshire & IOW Support for neurodiverse families.

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If attempting board games leads to frustrations and flipped boards, some of these games suggestions, and top tips may be suitable for neurodivergent children and families. Originally created by Carly Brazier from Hampshire & IOW Support for neurodiverse families.

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If attempting board games leads to frustrations and flipped boards, some of these games suggestions, and top tips may be suitable for neurodivergent children and families. Originally created by Carly Brazier from Hampshire & IOW Support for neurodiverse families.

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Heres a selection of podcasts to support your neurodiverse child/family.

Compiled by Hampshire & IOW Support for Neurodiverse Families.

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Heres a selection of podcasts to support your neurodiverse child/family.

Compiled by Hampshire & IOW Support for Neurodiverse Families.

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Click above for Apps that are suitable for neurodiverse families.

Compiled by Hampshire & IOW Support for neurodiverse families.

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Click above for Apps that are suitable for Neurodiverse families.

Compiled by Hampshire & IOW Support for neurodiverse families

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Booking is essential.

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Age 5-16 Firestone Copse Ryde and Parkhurst Forest Newport

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Young Persons Guide to managing your ADHD

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Young Persons Guide to managing your ADHD

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Having an Autistic Spectrum Condition (ASC) means that the person has a different way of understanding other people and the world around them. ASC is a lifelong developmental condition, not an illness or a disease so there is no 'cure' but there are many ways that difficulties can be managed.

Here are some of the things you might see, in various combinations and from mild to severe, in people who have ASC:

These differences that people with ASC may experience can make everyday life overwhelming.

Often people can feel worried and stressed by everyday activities such as going to school, meeting people and trying new things.

Difficulties with social communication and interaction and the differences in their interests, strengths and talents can make them feel left out and misunderstood by other people, which can lead to problems with low mood and low self- esteem

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Having an Autistic Spectrum Condition (ASC) means that the person has a different way of understanding other people and the world around them. ASC is a lifelong developmental condition, not an illness or a disease so there is no 'cure' but there are many ways that difficulties can be managed.

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Child and Adolescent Mental Health (CAMHS)

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Child and Adolescent Mental Health (CAMHS)

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About the service

The Isle of Wight Child and Adolescent Mental Health (CAMHS) provide a service to Children and Young People Aged 0-18 years and their families, who are experiencing emotional health and wellbeing difficulties due to a mental health condition.

The teams within IOW CAMHS includes the Specialist Eating Disorder Team, Inreach/Outreach Team (IROR), Community Team, systemic family consultation, Psychology, Psychotherapy and Psychiatry.

What we do

We work with any child aged 0-18 that requires specialist provision to manage moderate to severe mental health concerns and risk taking behaviours. Within Isle of Wight CAMHS there are child and adult psychotherapists, systemic family therapists and clinical psychologists who specialise in OCD, ticks, tourette's, as well as adverse childhood experiences and trauma. Also within our team are CBT therapists, occupational therapists, social workers, consultant psychiatrists, a youth offending mental health practitioners and a joint CAMHS/ paediatric nurse.

CCAMHS will offer an intervention to any 0-18 year old that meets criteria and has an identified emotional-behavioural or mental health concern provided that, prior to referral, all of the following boxes can be ticked:

First line interventions and wider family support (e.g. parenting support, school-based care plan, Tier 1 and 2 mental health intervention, appropriate physical examinations) have already been put in place to try and address the referral issues. Where there is a significant risk to health that requires early CCAMHS involvement, a comprehensive assessment by the referrer could be considered a first line intervention.

Where safeguarding concerns about the child are present, the Children's Services team and/or your service lead for safeguarding has been contacted for advice.

The referrer has gained the consent of the person with parental responsibility and, where appropriate, the child or young person for the referral to be made.

The child or young person has been met and assessed by the referrer.

If you are unsure of what CCAMHS can provide, you have contacted the service to discuss this.

Accessing the service

Any professional or voluntary sector employee can refer a child or young person to CCAMHS. Parents, carers and young people can contact the service to discuss how they can access our interventions. Adolescents who feel that they have mental health difficulties are able to self-refer.

In the referral form there is a list of mental health presentations and the appropriate services to refer to. If you are unsure as to whether to make a referral to CCAMHS, you are encouraged to telephone the team to discuss the case further on 01983 523602.

In order to make a standard referral to CCAMHS you will need to complete the Standard written referral:
CCAMHS referral form. These referrals are reviewed weekly and you will receive written confirmation of the outcome of your referral.

Urgent telephone referral:
If you feel the level of risk is such that a mental health response is required within 24 hours, please telephone your referral through to the service. CCAMHS telephone lines are open 8:30am-5pm Monday to Thursday and 8:30am-4:30pm on Fridays. Outside of these hours, for an urgent mental health response, please contact the appropriate GP or the NHS 111 service.

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Child and Adolescent Mental Health (CAMHS) - Isle of Wight

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The Isle of Wight Child and Adolescent Mental Health (CAMHS) provide a service to Children and Young People Aged 0-18 years and their families, who are experiencing emotional health and wellbeing difficulties due to a mental health condition. The teams within IOW CAMHS includes the Specialist Eating Disorder Team, Inreach/Outreach Team (IROR), Community Team, systemic family consultation, Psychology, Psychotherapy and Psychiatry.

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Child and Adolescent Mental Health (CAMHS) - Isle of Wight

# data[].attributes.subject
Child and Adolescent Mental Health (CAMHS) - Isle of Wight

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About the service

The Isle of Wight Child and Adolescent Mental Health (CAMHS) provide a service to Children and Young People Aged 0-18 years and their families, who are experiencing emotional health and wellbeing difficulties due to a mental health condition.

The teams within IOW CAMHS includes the Specialist Eating Disorder Team, Inreach/Outreach Team (IROR), Community Team, systemic family consultation, Psychology, Psychotherapy and Psychiatry.

What we do

We work with any child aged 0-18 that requires specialist provision to manage moderate to severe mental health concerns and risk taking behaviours. Within Isle of Wight CAMHS there are child and adult psychotherapists, systemic family therapists and clinical psychologists who specialise in OCD, ticks, tourette's, as well as adverse childhood experiences and trauma. Also within our team are CBT therapists, occupational therapists, social workers, consultant psychiatrists, a youth offending mental health practitioners and a joint CAMHS/ paediatric nurse.

CCAMHS will offer an intervention to any 0-18 year old that meets criteria and has an identified emotional-behavioural or mental health concern provided that, prior to referral, all of the following boxes can be ticked:

First line interventions and wider family support (e.g. parenting support, school-based care plan, Tier 1 and 2 mental health intervention, appropriate physical examinations) have already been put in place to try and address the referral issues. Where there is a significant risk to health that requires early CCAMHS involvement, a comprehensive assessment by the referrer could be considered a first line intervention.

Where safeguarding concerns about the child are present, the Children's Services team and/or your service lead for safeguarding has been contacted for advice.

The referrer has gained the consent of the person with parental responsibility and, where appropriate, the child or young person for the referral to be made.

The child or young person has been met and assessed by the referrer.

If you are unsure of what CCAMHS can provide, you have contacted the service to discuss this.

Accessing the service

Any professional or voluntary sector employee can refer a child or young person to CCAMHS. Parents, carers and young people can contact the service to discuss how they can access our interventions. Adolescents who feel that they have mental health difficulties are able to self-refer.

In the referral form there is a list of mental health presentations and the appropriate services to refer to. If you are unsure as to whether to make a referral to CCAMHS, you are encouraged to telephone the team to discuss the case further on 01983 523602.

In order to make a standard referral to CCAMHS you will need to complete the Standard written referral:
CCAMHS referral form. These referrals are reviewed weekly and you will receive written confirmation of the outcome of your referral.

Urgent telephone referral:
If you feel the level of risk is such that a mental health response is required within 24 hours, please telephone your referral through to the service. CCAMHS telephone lines are open 8:30am-5pm Monday to Thursday and 8:30am-4:30pm on Fridays. Outside of these hours, for an urgent mental health response, please contact the appropriate GP or the NHS 111 service.

Return to header

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Child and Adolescent Mental Health (CAMHS) - Isle of Wight

# data[].attributes.attachment_link.description
The Isle of Wight Child and Adolescent Mental Health (CAMHS) provide a service to Children and Young People Aged 0-18 years and their families, who are experiencing emotional health and wellbeing difficulties due to a mental health condition. The teams within IOW CAMHS includes the Specialist Eating Disorder Team, Inreach/Outreach Team (IROR), Community Team, systemic family consultation, Psychology, Psychotherapy and Psychiatry.

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Child and Adolescent Mental Health (CAMHS) - Isle of Wight

# data[].attributes.subject
Child and Adolescent Mental Health (CAMHS) - Isle of Wight

# data[].attributes.attachment_link.readable_text
About the service

The Isle of Wight Child and Adolescent Mental Health (CAMHS) provide a service to Children and Young People Aged 0-18 years and their families, who are experiencing emotional health and wellbeing difficulties due to a mental health condition.

The teams within IOW CAMHS includes the Specialist Eating Disorder Team, Inreach/Outreach Team (IROR), Community Team, systemic family consultation, Psychology, Psychotherapy and Psychiatry.

What we do

We work with any child aged 0-18 that requires specialist provision to manage moderate to severe mental health concerns and risk taking behaviours. Within Isle of Wight CAMHS there are child and adult psychotherapists, systemic family therapists and clinical psychologists who specialise in OCD, ticks, tourette's, as well as adverse childhood experiences and trauma. Also within our team are CBT therapists, occupational therapists, social workers, consultant psychiatrists, a youth offending mental health practitioners and a joint CAMHS/ paediatric nurse.

CCAMHS will offer an intervention to any 0-18 year old that meets criteria and has an identified emotional-behavioural or mental health concern provided that, prior to referral, all of the following boxes can be ticked:

First line interventions and wider family support (e.g. parenting support, school-based care plan, Tier 1 and 2 mental health intervention, appropriate physical examinations) have already been put in place to try and address the referral issues. Where there is a significant risk to health that requires early CCAMHS involvement, a comprehensive assessment by the referrer could be considered a first line intervention.

Where safeguarding concerns about the child are present, the Children's Services team and/or your service lead for safeguarding has been contacted for advice.

The referrer has gained the consent of the person with parental responsibility and, where appropriate, the child or young person for the referral to be made.

The child or young person has been met and assessed by the referrer.

If you are unsure of what CCAMHS can provide, you have contacted the service to discuss this.

Accessing the service

Any professional or voluntary sector employee can refer a child or young person to CCAMHS. Parents, carers and young people can contact the service to discuss how they can access our interventions. Adolescents who feel that they have mental health difficulties are able to self-refer.

In the referral form there is a list of mental health presentations and the appropriate services to refer to. If you are unsure as to whether to make a referral to CCAMHS, you are encouraged to telephone the team to discuss the case further on 01983 523602.

In order to make a standard referral to CCAMHS you will need to complete the Standard written referral:
CCAMHS referral form. These referrals are reviewed weekly and you will receive written confirmation of the outcome of your referral.

Urgent telephone referral:
If you feel the level of risk is such that a mental health response is required within 24 hours, please telephone your referral through to the service. CCAMHS telephone lines are open 8:30am-5pm Monday to Thursday and 8:30am-4:30pm on Fridays. Outside of these hours, for an urgent mental health response, please contact the appropriate GP or the NHS 111 service.

Return to header

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Child and Adolescent Mental Health (CAMHS) - Isle of Wight

# data[].attributes.attachment_link.description
The Isle of Wight Child and Adolescent Mental Health (CAMHS) provide a service to Children and Young People Aged 0-18 years and their families, who are experiencing emotional health and wellbeing difficulties due to a mental health condition. The teams within IOW CAMHS includes the Specialist Eating Disorder Team, Inreach/Outreach Team (IROR), Community Team, systemic family consultation, Psychology, Psychotherapy and Psychiatry.

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We hold groups and activities for autistic adults and young people and run a sensory library.

Anyone who is autistic, going through the assessment process or thinking about getting a diagnosis, can access our services.

We understand getting a diagnosis can be complex and there are barriers to this so, we also welcome those who have experienced those barriers.

We don't exclude anyone from using our support.

We work with and for autistic people on the Isle of Wight.

We are also involved with various organisations to ensure lived autistic experience is used to improve services.

Artwork Top Left by Finn McCabe

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We hold groups and activities for autistic adults and young people and run a sensory library. Anyone who is autistic, going through the assessment process or thinking about getting a diagnosis, can access our services. We understand getting a diagnosis can be complex and there are barriers to this so, we also welcome those who have experienced those barriers.

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Support and information for parents and carers of those with an autism spectrum disorder.

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Useful links to key information such as urgent help, advice and guidance, Autism Services Directory, branches and our online community.

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UKAAN is a professional body that aims to support practitioners in rolling out the NICE clinical guideline 72 and establish clinical services for adults in the UK. In addition, UKAAN has developed a series of one day workshops aimed at mental health professionals providing Diagnosis and Assessment and Pharmacological treatment of Adult ADHD.

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Resistance to demands is a characteristic experienced by and observed in some autistic people. It is sometimes labelled as Pathological Demand Avoidance (PDA), but there is debate about the evidence for and usefulness of this label.

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ADHD Wise UK is a Social Enterprise operating as an online provider of support for people with ADHD, autism and other Neurodiverse conditions and those that support them.

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Becoming ADHD WISE

With us you are in good hands... Jannine Harris MA PCGE QTLS, Founder of ADHD WISE is an MSc Psychology student at the University of Liverpool. Jannine is brutally honest and open about her life with ADHD and is passionate about 'Promoting Positive Outcomes'.

At last! We are pleased to say that ADHD is more widely understood and accepted than it has ever been before. There are a growing number of us who are willing to talk openly and honestly about how ADHD impacts our lives - the good, the bad, and the ugly!

ADHD can affect anyone, and it's okay. We're different, but we can and do function in society in our unique and bombastic way. We are often the most creative people you know and are often drawn to caring professions or careers where we can feel we make a difference.

If you, your child, a family member, a child in your class, an employee, your partner, have ADHD, they have had it since birth, and will always have it. If you encourage them to accept themselves and be allowed to thrive, your time around them will be full of love and entertainment. Life around a thriving ADHD'er means never being bored or lonely.

ADHD Wise UK has been set up by adults who are diagnosed with ADHD themselves and use it to good effect. We want to champion the possibilities, and 'promote positive outcomes' for those with ADHD. It's a tough condition to live with at times. There are some of us who barely manage to survive, let alone thrive. We are here for them because merely surviving is never enough. We all deserve more than that.

There is a reason for everything and a host of potential solutions to every ADHD issue. ADHD Wise UK is entirely 'Solution Focussed' and will always endeavour to help you to navigate the challenges ahead, and find a positive way forward.

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With us you are in good hands... Jannine Harris MA PCGE QTLS, Founder of ADHD WISE is an MSc Psychology student at the University of Liverpool. Jannine is brutally honest and open about her life with ADHD and is passionate about 'Promoting Positive Outcomes'. At last!

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Tourette’s Syndrome/Tics: Quickfire Facts

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Tourette’s Syndrome/Tics: Quickfire Facts - ADHD Foundation

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by Lisa Rudge, Director of Parent Services Types of Motor TicsClonic Tics – these motor tics will be quick and sudden e.g. shrugging shoulders, nose twitches, teeth banging, tapping etc.Tonic Tics – these motor tics are longer than clonic tics, but not prolonged. They involve tensing muscles or muscle groups e.g. jaw clenching, tensing arms […]

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Resource Hub

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If your child has ADHD, or you think they might, we have information on professional help and diagnosis. We've also got practical advice on supporting them with their ADHD and mental health.

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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; this used to be called attention deficit disorder (ADD), though the term in no longer used officially.

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.

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 and it's affecting their day-to-day life, 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.

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. The NHS states that approximately 60-80% of children with ADHD have at least one other condition (such as autism, 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.

What you can do to support your 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 the NHS states that there is no clinical evidence for this, and medical advice should be sought first. Our young person's guide has helpful advice on sleep problems.

The impact of ADHD on 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.
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.

This page was reviewed in March 2022. It was created with parents and carers with lived experience of supporting their child or young person with ADHD. 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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ADHD Support For Your Child | Parents Advice Guide

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If your child is struggling to manage their ADHD, read our tips on what you can do to support them, how to get a diagnosis and where to find help.

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NHS Overview-Attention deficit hyperactivity disorder (ADHD)

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NHS Overview-Attention deficit hyperactivity disorder (ADHD)

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Attention deficit hyperactivity disorder (ADHD) is a condition that affects people's behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse.

Symptoms of ADHD tend to be noticed at an early age and may become more noticeable when a child's circumstances change, such as when they start school.

Most cases are diagnosed when children are under 12 years old, but sometimes it's diagnosed later in childhood.

Sometimes ADHD was not recognised when someone was a child, and they are diagnosed later as an adult.

The symptoms of ADHD may improve with age, but many adults who were diagnosed with the condition at a young age continue to experience problems.

People with ADHD may also have additional problems, such as sleep and anxiety disorders.

Getting help

Many children go through phases where they're restless or inattentive. This is often completely normal and does not necessarily mean they have ADHD.

But you should discuss your concerns with your child's teacher, their school's special educational needs co-ordinator (SENCO) or a GP if you think their behaviour may be different from most children their age.

It's also a good idea to speak to a GP if you're an adult and think you may have ADHD, but were not diagnosed with the condition as a child.

What causes attention deficit hyperactivity disorder (ADHD)?

The exact cause of ADHD is unknown, but the condition has been shown to run in families.

Research has also identified a number of possible differences in the brains of people with ADHD when compared with those without the condition.

Other factors suggested as potentially having a role in ADHD include:

being born prematurely (before the 37th week of pregnancy)

having a low birthweight

smoking or alcohol or drug abuse during pregnancy

ADHD can occur in people of any intellectual ability, although it's more common in people with learning difficulties.

How attention deficit hyperactivity disorder (ADHD) is treated

For children with ADHD, although there's no cure, it can be managed with appropriate educational support, advice and support for parents and affected children, alongside medicine, if necessary.

For adults with ADHD, medicine is often the first treatment offered, although psychological therapies such as cognitive behavioural therapy (CBT) may also help.

Living with attention deficit hyperactivity disorder (ADHD)

Parents of children with ADHD

Looking after a child with ADHD can be challenging, but it's important to remember that they cannot help their behaviour.

Some day-to-day activities might be more difficult for you and your child, including:

getting your child to sleep at night

getting ready for school on time

listening to and carrying out instructions

being organised

social occasions

shopping

Adults with ADHD

Adults with ADHD may find they have problems with:

organisation and time management

following instructions

focusing and completing tasks

coping with stress

feeling restless or impatient

impulsiveness and risk taking

Some adults may also have issues with relationships or social interaction.

Page last reviewed: 24 December 2021
Next review due: 24 December 2024

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Attention deficit hyperactivity disorder (ADHD)

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Read about attention deficit hyperactivity disorder (ADHD), a condition that affects people's behaviour.