# data[].attributes.attachment_link.readable_text
Toileting is a complex task requiring motor planning and co-ordination to get to the bathroom, fine motor skills to undo buttons and remove clothing, body awareness to wipe and clean and good sensory awareness to recognise the 'need to go'.
General information
Toileting is a great step towards achieving independence and each child will vary in terms of what they are able to achieve. Signs of being ready to start toilet training are children recognising when they become wet, need to toilet or have opened their bladder or bowels, and they should be able to remain dry for around two hours. In order to toilet train they will need to be able to get on and off and sit on the toilet. They will also need to have a routine (going to the toilet at regular and predictable points such as after meals) and lots of encouragement.
Toileting difficulties
Sensory differences can impact on a child's ability to become independent with toileting, for example a child with movement difficulties could find it hard to keep their balance in sitting on the toilet, the child with tactile (touch) processing difficulties may find toilet paper too rough and avoid wiping, or if they have poor body awareness (proprioception) they might not be able to clean themselves accurately. Another difficulty could be with the internal awareness, or that 'need to go'. These children often present with a wide range of indicators such as difficulties with regulating their body temperature, respiration and recognition of thirst or even hunger e.g. always eating or not being aware they are thirsty.

Ensure the environment is calm and quiet. Some children may prefer increased light, whilst others may find some lighting too bright.

All training or development of toileting skills should be relaxed and calm, it will take time and not work every time. If your child is not progressing after a few weeks of trying, leave it for a couple of weeks and try again later.

Offer a reward for opening their bladder or bowel on the toilet or even when the child asks to use the toilet. The reward could even be a simple high-five or making a really big fuss of success.

Make it fun; show them the colour in the toilet changes colour when they have successfully opened their bladder, or get a toilet training ball for boys to aim at!

Ensure your child is able to get on and off the toilet easily, you may need a non-slip step or handle for them to hold onto. If you are unsure liaise with the Occupational Therapy team for further advice around equipment.

Ensure your child has a step or stool under their feet when they are seated; this will help them to feel stable and may reduce anxieties if they have problems with balance.

Get a soft ring reducer to ensure they feel supported and comfortable and don't fall through the toilet seat.

Read children's books or social stories about toileting with pictures to outline the sequence.

Role play the toileting sequence with dolls, giving dolls lots of praise for trying.

Speak to nursery or school about their pattern for toileting/nappy changes and work together to set up a toileting programme.

If the noise is too much, place sound absorbing towels in the bathroom, or try earplugs, music or running water.

With smearing of faeces, try your child on a fixed bathroom routine and increase experiences of strong smells.

Use distractions like books, songs, music and pictures on the walls or have bathroom sensory tools such as fidgets, chewy tube or textured things to pull and stretch.

If they find some elements difficult then try using some proprioception or deep pressure activities prior to toileting to enable your child to better tolerate the sensations.

Difficulties with recognising the "need to go"

Help your child gain awareness of stomach muscles by resting your hands on your child's lower tummy.

Engage in therapy ball activities- lying over the ball, crossing midline (arms or legs reaching to the other side of the body). This is believed to increase registration and help individuals recognise internal sensations. If your child isn't keen on a therapy ball, you could encourage them to lie over the arm of a sofa instead.

Play bubble blowing games to work stomach muscles in preparation for toilet training.

Start with the child sitting on the toilet or potty (in the bathroom/toilet where possible) in a flexed position, for five minutes at a time. Leave the tap running if this is helpful.

When on the potty/toilet encourage your child to play blowing games e.g. bubbles, this will encourage the stomach pushes required for your child to use the toilet.

If your child doesn't seem to be aware that they are urinating, let them go naked - they will see when they urinate and connect the sensation with the consequence.

Engaging in regular body awareness activities such as yoga (Cosmic kids is good) and body scans (scanning each part of the body for sensations) can increase awareness of a child's body.

Modelling behaviour such as telling your child when you need a 'wee' or 'poo' how that feels can be a good way to teach them about internal body sensations. Practicing with them how they feel before and after, focusing on their lower body (bladder, tummy and bowel) can support this learning.

Increasing awareness of internal body sensations (interoception) is key to encouraging recognising the body sensations of needing to use the toilet. See the interoception handout for more information.

This can be tricky if a child has poor body awareness. Increasing their proprioceptive input, e.g. pushing the wall, will wake up arms and hands and give the brain increased information about body in space.

Using wet wipes can increase tactile input thereby increasing information about where the body is in space.

You could try having a mirror next to the toilet so that your child can see where their hands are, but they may struggle to adjust their body in space.

Some children may have poor fine motor skills; this could be due to a number of reasons.

You could try giving your child a toy to fidget with whilst on the toilet - this may increase feedback to the brain to encourage fine motor skills.

Where possible, put a long mirror in the toilet so your child can see if they have adjusted their clothes properly.

Loose fitting elasticated clothing, to make it easier to pull up and down.

Some children dislike water, making hand washing very difficult.

Try novelty soap with a toy in the middle - get your child to wash the soap away to get to the toy. You could also try a visual timer so they can see how long they have to wash for.

Using the right temperature water may help, try using warm water rather than cold or hot.

If your child will not hand wash, then try hand rub, baby wipes or even a flannel.

References:
http://voices.yahoo.com/toilet-training-tips-children-sensory-issues-7867302.html

http://www.sensory-processing-disorder.com/The_SPD_Companion-SPD-and-potty-training.html

Building Bridges Through Sensory Integration: Therapy for Children with Autism and Other Pervasive Developmental Disorders by E. Yack, P. Aguilla and S. Sutton.

# data[].attributes.attachment_link.title
Occupational therapy advice: Toileting (Sensory Differences) - Children and Family Health Devon

# data[].attributes.attachment_link.description
Toileting is a complex task requiring motor planning and co-ordination to get to the bathroom, fine motor skills to undo buttons and remove clothing, body awareness to wipe and clean and good sensory awareness to recognise the 'need to go'. General information Toileting is a great step towards achieving independence and each child will vary [...]

# data[].attributes.body
Healthy smiles start at home: a guide to brushing your child’s teeth

# data[].attributes.attachment_link.title
The Children’s Toothbrushing Guide - Starting Reception

# data[].attributes.attachment_link.description
Baby teeth aren’t just practice teeth. They help children bite and chew, support speech development, guide adult teeth into place and boost confidence when smiling. When teeth aren’t cared for, it leads to tooth decay which can cause pain, infection and long-term oral health problems.

# data[].attributes.attachment_link.description
Help Duggee to brush his teeth and earn your Tooth Brushing Badge.

# data[].attributes.attachment_link.title
How to care for the teeth children aged 7+ with Dr Ranj and Supertooth!

# data[].attributes.body
Children can defeat the troublesome bacteria with skilful brushing to make the captive Pokémon appear. If kids brush their teeth well, they will be able to rescue the Pokémon. There are over 100 species of Pokémon to rescue, so kids will want to keep coming back to brush in order to complete their Pokédex.

# data[].attributes.attachment_link.description
Kids Can Rescue Pokémon from Cavity-Causing Bacteria and Make Tooth Brushing Fun with Pokémon Smile.

# data[].attributes.attachment_caption
Triple Bristle GO | Portable AA Battery Sonic Toothbrush for Travel | Three Powerful Modes | Soft Nylon Bristles-Also for Autistic & Special Needs Adults and Kids

# data[].attributes.attachment_link.title
Triple Bristle GO | Portable AA Battery Sonic Toothbrush for Travel | Three Powerful Modes | Soft Nylon Bristles-Also for Autistic & Special Needs Adults and Kids

# data[].attributes.attachment_link.description
Introducing the Triple Bristle Sonic GO Battery Powered Travel Toothbrush, the perfect companion for your dental care routine both at home and on the go! This innovative toothbrush is designed with convenience in mind, offering a unique brush head design that cleans all three sides of your teeth ...

# data[].attributes.body
YouTube has a wide variety of toothbrushing video, have a search as many of your child's favourite characters may be there

# data[].attributes.attachment_link.title
Brush Your Teeth | Kids Song | Finny The Shark

# data[].attributes.body
Advice and support for families of young autistic children to care for their teeth. Created with families, professionals and researchers.

# data[].attributes.attachment_link.description
Advice and support for families of young autistic children to care for their teeth and gums.

# data[].attributes.body
The Mimizaur: Tooth Brushing Timer app features engaging cartoons about a little dinosaur’s adventures, designed to encourage kids to brush their teeth. It’s a fun, interactive way to help children develop good brushing habits.

# data[].attributes.body
A visual schedule proves to be an invaluable tool for individuals, particularly children, due to its ability to enhance predictability, facilitate effective communication, and support routine development. By offering a clear, visual representation of daily activities, it reduces anxiety related to uncertainties and empowers individuals to navigate their schedules independently, promoting a sense of control.

There’s many different versions you can buy online including magnetic and wooden ones. If you fancy making your own, click the link to find out how.

# data[].attributes.attachment_link.readable_text
What is a Visual Schedule?

You can use a visual schedule to improve a child's understanding of the plan. It can be helpful with transitioning between activities, developing new skills and overall reducing the dependence on parents/caretakers. If you'd like to know more about why a visual schedule may be helpful for your child, take a look at our blog post, Importance of Routine and Visual Schedules.

When Could a Visual Schedule be Helpful?

Visual schedules can be helpful in:

1. Providing some structure and predictability to the day

2. Improving the ability to follow a plan

3. Supporting literacy development when incorporating words with pictures

4. Improves understanding of sequencing and the concept of time

5. Easing transitions between activities

6. Decreasing any anxiety about the unknown

7. Improving independence

8. Building self-esteem and establishing a sense of accomplishment

You can use a visual schedule when you want to help a child understand:

What is happening next

Changing normal routine

Helping the child to complete tasks without adult support

Tips for Creating a Visual Schedule

Identify the skill/routine you want to focus on.

Breakdown the activity into steps.

Determine how the long the schedule will be for. Choose the length that is appropriate at the moment and build on this where necessary

Choose a suitable visual format.

Photographs may be helpful for children to understand as they can easily associate the picture of an object to routine activity.

Symbols/Drawings are helpful as they can be consistent across all contexts if you are going to use the visual schedule at home.

Text is essential to help develop children's literacy skills and with images creates a more effective schedule than text or images alone.

Teach your child how to follow the schedule, mindful that this may take some time and require physical and verbal guidance on how to follow the schedule and complete activities.

Ensure there is an indication of when your child has completed the tasks, such as moving an image across to finish side of the schedule.

Remember to provide positive reinforcement (i.e. praise, opportunity to engage in the preferred activity or another motivator for your child) when they complete the schedule appropriately.

Creating your Visual Schedule

Use our visual schedule sheet available here. Ensure that the visuals are always presented from top to bottom for vertical scanners or left to right for horizontal scanners (this will be dependent on how your child reads the schedule best).

From this, you can use a program such as Canva to gather your pictures or Word if you prefer.

Image Sources

There are plenty of great resources out there for images, such as:

Guide to Using Canva for Creating your Visual Schedule

1. Create a Canva account.

2. Next, create a new design by clicking the Create a design button, and a document will a appear with a white page and panel on the right-hand side.

3. Next, you can start to choose what elements you require for your kids routine. It is helpful to write a list by breaking down all the steps in your morning/night routine. From here, you can create a list of actions and gather the pictures appropriately.

You can find pictures by looking in the elements section of Canva.

If you prefer to use your pictures, you can upload individual images in the upload section of the panel. Feel free to be creative here as using your own photographs is encouraged.

We would recommend putting text at the bottom of your images for the kids to work on improving their reading skills.

4. Once you have created all the images required, you can download in the top right corner of the page to print the document.

5. Once you have printed the document, we recommend laminating the schedule, if possible, to prevent wear and tear. Otherwise use tape to wrap the paper onto a sheet of cardboard. Once it is ready, place velcro tape/dots onto the back of the visuals and add to your visual schedule.

Final Advice

When making a new schedule, try not to worry about it being perfect because it will change over time and might not work initially for your child. It will also take time for your child to adapt to using this schedule and will take the time to understand the right choices to make. But if you haven't had any progress after a few weeks, you might need to change things around so don't be concerned about trying something different.

Occupational Therapy Helping Children

Occupational Therapy Helping Children

We help children with a variety of developmental challenges - whether it's concentration, handwriting or social skills at school through to long-term challenges like Autism Spectrum Disorders, ADHD, and Sensory Processing Disorders...

# data[].attributes.attachment_link.title
How to Make a Visual Schedule - Occupational Therapy Helping Children

# data[].attributes.attachment_link.description
What is a Visual Schedule? You can use a visual schedule to improve a child's understanding of the plan. It can be helpful with transitioning between

# data[].attributes.body
This video library contains movement demonstrations for various different everyday movement skills that dyspraxic children want to learn.

All the demonstrations are performed by typically developing children and are recorded from a first-person viewpoint. This means that the movements and viewpoints in the videos closely match what children see when doing these movements for themselves. There are also left- and right-handed versions of each video to allow dyspraxic children to match each video to their handedness.

# data[].attributes.attachment_link.readable_text
This video library contains movement demonstrations for various different everyday movement skills that dyspraxic children want to learn.

All the demonstrations are performed by typically developing children and are recorded from a first-person viewpoint. This means that the movements and viewpoints in the videos closely match what children see when doing these movements for themselves. There are also left- and right-handed versions of each video to allow dyspraxic children to match each video to their handedness.

How to use the video library

The video library was created to help dyspraxic children learn everyday movement skills, but it is free to use for anyone who might find the videos helpful.

To use the library, search the thumbnail images above to see the different movement skills videos available. Click the image to access the videos, then select either the right-handed or left-handed option.

When the videos play, watch the movements carefully and pay attention to how the person in the video moves. Then have a go at practicing the skill yourself, trying to copy the movement shown in the video. You can re-watch the videos and practice the skills as often as you need.

As well as watching the movements, you might find it helpful to imagine that you are the person in the video and to imagine the feeling of doing each movement as you watch it. We also encourage you to hold the objects shown in the videos as you watch them where possible.

This website is a collaboration between:

# data[].attributes.attachment_link.description
About the video library This video library contains movement demonstrations for various different everyday movement skills that dyspraxic children want to learn. All the demonstrations are performed by typically developing [...]

# data[].attributes.body
Keep the same routine every day – same time, same order.

Use a visual checklist for steps (e.g., undress → wash body → rinse → dry → dress).

For toothbrushing, use a 2-minute timer or song.

For haircare, break into short bursts with praise between steps.

# data[].attributes.body
This is a lovely morning routine chart, print it and laminate/poly pocket to make ticking off easy!

# data[].attributes.body
Printable routine chart showing washing face/hands, toothbrushing, haircare, and getting dressed – with pictures your child can tick off.

# data[].attributes.attachment_link.readable_text
Need more Picture Cards?
View2Do is an online program that lets you create customized teaching aids for visual learners.

View2Do gives schools and families a powerful tool to create, share, network, and teach, all in an engaging visual medium ideal for students with learning and communication differences. Teachers will love how easy it is to make great-looking learning tools and collaborate with their colleagues. Students will love the clear, easy-to-use, and visually engaging learning supports that are customized just for them.
Learn more about View2do!

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

# data[].attributes.body
A lovely evening routine chart, print it and laminate/poly pocket to make ticking off easy!

# data[].attributes.body
Have a look at how visual timers can help support transitions with your child

Give a warning 10–15 minutes before transitions (e.g., “5 more minutes of play”).

# data[].attributes.headline
The importance of play - advice and inspiration for parents

# data[].attributes.subject
The importance of play - advice and inspiration for parents

# data[].attributes.attachment_link.title
The importance of play - BBC Tiny Happy People

# data[].attributes.attachment_link.description
Play is more than just fun for babies and children. It's a key part of their early development. Find everything you need to know about different types of play, and why it's important on this page.

# data[].attributes.body
Click to download and print. Shows each step in pictures from walking to the toilet → flushing → washing hands.

# data[].attributes.attachment_link.readable_text
Need more Picture Cards?
View2Do is an online program that lets you create customized teaching aids for visual learners.

View2Do gives schools and families a powerful tool to create, share, network, and teach, all in an engaging visual medium ideal for students with learning and communication differences. Teachers will love how easy it is to make great-looking learning tools and collaborate with their colleagues. Students will love the clear, easy-to-use, and visually engaging learning supports that are customized just for them.
Learn more about View2do!

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
Need more Picture Cards? View2Do is an online program that lets you create customized teaching aids for visual learners. View2Do gives schools and families a powerful tool to create, share, network, and teach, all in an engaging visual medium ideal for students with learning and communication differences.

# data[].attributes.body
Step stool for foot support.

Toilet insert seat for smaller bottoms.

Wet wipes or moist toilet paper for easier cleaning.

A sand timer or 1-minute song for handwashing.

# data[].attributes.body
Each episode explores valuable life lessons, social-emotional development, and practical skills through relatable scenarios, catchy songs, and positive role modeling. With its gentle approach and educational content, Daniel Tiger's Neighborhood provides a nurturing and entertaining environment for young children to learn and grow.

# data[].attributes.attachment_link.title
Healthy Habits and Daily Routines (HD Full Episodes) | Daniel Tiger

# data[].attributes.body
Click this link for some great ideas on how to teach your child to independently wash themselves

# data[].attributes.attachment_link.readable_text
Hair washing can be a tricky experience for some children, young people and adults alike. If your child has sensory differences, they may find it hard to have their hair washed or to wash it.

A child may experience touch as overwhelming or even painful, or they may not register the touch information making hair washing a confusing experience. If another person is washing your hair, then it is not possible to control how much pressure is being used to make it more tolerable, you also can't see them as they will be out of the line of sight. This means that another person may be rubbing your head in an unexpected way or place, or that they are touching your head in an uncomfortable way.

If someone experiences movement difficulties, then they may find it difficult to maintain a good sitting posture in the bath or find it hard to stand in the shower. They may find it difficult to step in and out of the shower or bath, tilt their head for the shampoo to be washed out, or they may find it hard to sit still for long enough to have a wash or wash their hair.

If a child has proprioceptive difficulties, they may struggle to get their hands to their head or to move around all of their head to wash their hair. They might find it hard to rinse their hair.

# data[].attributes.attachment_link.title
Washing Myself - Children and Family Health

# data[].attributes.attachment_link.description
Hair washing can be a tricky experience for some children, young people and adults alike. If your child has sensory differences, they may find it hard to have their hair washed or to wash it. A child may experience touch as overwhelming or even painful, or they may not register the touch information making hair washing a confusing experience.

# data[].attributes.body
YouTube serves as a valuable resource for teaching kids Activities of Daily Living (ADLs) due to its vast array of educational content.

# data[].attributes.attachment_link.title
How to TIE YOUR SHOELACES 👟| Step by Step Guide for Kids

# data[].attributes.attachment_link.readable_text
I'm asked regularly about cups for babies and toddlers, and even have a blog on what cup to use and when. However, Stacey from @feedeatspeak, who is a Speech and Language Therapist has some really fab information about the types of cups to offer babies and toddlers, including (relatively) new recommendations around using cups with straws.

Some of this information is new to me as, when working in the NHS, we used to talk only about open cups. So, this is really fascinating stuff, and I'm so grateful to Stacey for sharing her expertise on this.

Stacey recommends (as do I) using open cups at the start of weaning to teach babies how to start learning to sip and drink water successfully and to promote the use of normal oral motor development (check out my blog for information on Water for Babies which covers HOW MUCH and WHEN to offer it).

Stacey also recommends trying out cups with straws during weaning, but there are a few caveats to look out for when choosing a straw cup. I've outlined the information below on different styles and types of cups that you might want to try (or not try) with your baby.

Ultimately, the best thing to do is to start weaning with an open cup and start to introduce a convenient straw cup alongside this at around 9 months of age once your baby has begun to master the skills of self-feeding from an open cup. It can be introduced earlier but typically skills needed for straw drinking can be mastered at around 9 months.

Which cups are best for babies and toddlers?

Open Cups:

Ideally you want babies to be able to drink from an open cup. That's what we do as adults and they need to practise: HOW to drink, how to control the cup, how to control how much they swallow and also to learn to master the sipping action. Open cups will help with all of this, but it can result in a lot of mess whilst baby is learning. Mess is expected during weaning and it's actually something we encourage whilst they learn HOW to master the open cup.

However, to help them learn to drink from a cup you can:

Offer small amounts of water in a small cup only

Offer light cups that are easy for baby to grip and manage

Role model yourself HOW to use the cup

Support baby to hold the cup initially

Keep trying at each mealtime and keep it light and pressure free

Accept the mess - it's only water

Open cups really are the best for helping your baby to learn to drink, so they should be the first port of call when you start weaning your baby. They help babies to use the same muscles in the same way that are used during breastfeeding, so they are a good transition IF you're wanting to offer a breastfed baby some milk in a cup for any particular reason (you don't need to do this, FYI, water only in the cup is fine!.

Best brands of open cups

Some of my favourite brands of open cups include:

Baby cup

Really tiny to allow for baby's tiny hands to grip and hold it. This is great as a first cup for baby, you'll need to support baby to use it to begin with. You can see my post and blog on this on the Baby Cup Website.

Doidy Cup

These are larger cups but they have a slanted design which helps you to see how much water is at the rim and avoid them taking too much at once. They also have little handles to help encourages self-feeding

Cogni Kids Cup

These ones are fab for babies little gripping and encouraging self-feeding. They are also pretty small and light so easy for baby to handle. You can now also get these with a lid and straw (see below for more info on straws)

Cups with straws

In real life practical terms, many parents are looking for non-spill cups to take out and about with them and to reduce some of that mess from babies tipping water all over their meal and clothes. In these instances, as a second cup option for drinking more on the go, then a straw cup is a good alternative option to offer to babies ALONGSIDE an open cup.

If you're going for a straw cup, you need to look out for these things:

1. Choose one that doesn't have a valve (is free-flowing) as valves change how a baby sucks the fluid, either changing their tongue position and/or involving lips and gums. These are abnormal sucking and drinking patters which can be avoided with a valve free straw.

2. Choose one with a weighted straw as this allows for more flexibility with how they drink and more likelihood for success when using. With a weighted straw they can tip the cup and still manage to get water from it. Weighted straws make it easier for baby to manage this independently.

3. Look for a short, firm straw so that baby has the straw at the front of their mouth when drinking - just behind the teeth as this promotes a more mature swallowing pattern and helps them use their lips for sucking instead of biting on a large straw.

Some other things to look out that can be helpful include:

Flip top lids that keep the straw clean and prevent spills

Ones that are dishwasher proof for easier cleaning

One of the only cups that ticks these boxes in the UK is @tumtumtots cup, which I recently got for Raffy and Ada. Other brands have free flowing straws which aren't weighted. They include cognikids, and bamboo bamboo, whose straws stand within a lid.

Ideally offer these types of cup at around 9 months of age, alongside open cups, and once baby has started to practise self-feeding water. The main advantage of these is spill reduction so ideally use an open cup as their main cup for drinking with meals and a straw cup for drinking out and about and on occasions, if needed.

When it comes to using both these cups, practice is KEY, so keep trying, role modelling and letting them explore both options.

From 12 months of age the NHS recommends moving to an open cup and not offering a bottle anymore. Offering open cups or straw cups as described above is ideal as an alternative to the bottle. The straw cups can be a really practical option for the switch.

Tum Tum

Other types of cups

360 Cup

Spouted Beakers - These aren't great for oral motor development in babies and young children. Hard spouts are also not great for tongue positioning as may limit their swallowing skill development.

You can absolutely use these every now and then, but ideally use non-valved (not spill proof options) as valves can create unusual oral motor pattern development.

360 Munchkin style - Again not ideal for oral motor development and developing skills needed to sip, rather than suck. Fine for use every now and then, but not ideal for every day use. If using these though, try and offer them alongside plenty of opportunity to try out the open cups too!

Summary

A quick summary of what to look for in a baby cup (from Stacey at Feed Eat Speak):

No valves (free-flowing options) - you can always pull valves out (if placed inside the cup) or cut them off if needed - they are usually on the inside of the cup by the spout/straw.

Offer open cups from the start of weaning - babies will need plenty of practise to develop the skills to use these

Straw cups are fine to offer to baby from around 9 months of age or earlier if they have the skills to drink from them. Choose non-valved ones with short, firm straws and a close-able lid to reduce spills and keep it clean. Go for a weighted straw to start with so that baby can use it more effectively and easily.

If offering other cups, only use them occasionally and not as the main cups for your baby/child.

If you're struggling to get your little one to learn HOW to drink from an open or straw cup, there is a free downloadable guide from @mymunchbug_melaniepotock over on her website

Stacey Zimmles is a Feeding and speech therapist and IBCLC lactation consultant. You can find Stacey by heading over to Stacey's Instagram page or website.

For more information check out my blogs on:
Cups for babies and toddlers What should my baby and toddler be drinking
And my three part blog series on looking after kids teeth

# data[].attributes.attachment_link.title
What are the Best Cups for Babies and Toddlers? - SR Nutrition

# data[].attributes.attachment_link.description
What are the Best Cups for Babies and Toddlers? Article by The Baby & Child Nutritionist, Charlotte Stirling Reed of SR Nutrition

# data[].attributes.attachment_link.title
MONTESSORI AT HOME: Schemas in Early Childhood

# data[].attributes.body
Instagram is an absolutely fantastic resource for infinite ideas for play with children.

Search for things such as #playideas #montessoriplay #outdoorplay #playandlearn

# data[].attributes.body
@the.joy.of.4.boys is a fantastic Instagram page of a family who share really creative and fun games night ideas.

# data[].attributes.body
As well as bladder and bowel function, and development, it is often very useful to consider how sensations affect a child’s response to using the toilet.

ERIC have produced this fantastic resource on information about sensory needs and toileting

# data[].attributes.attachment_link.readable_text
See behaviour...think sensory

As well as bladder and bowel function, and development, it is often very useful to consider how sensations affect a child's response to using the toilet.

When we think of how children understand their world, this includes understanding the impact of their sensory experiences. As they grow they experience a wider world, including nursery school, wearing pants and going to bathrooms. How they perceive and understand sensations may influence the strategies needed to help children learn to use the toilet. This can affect many children, and especially those with developmental difficulties or with autism.

We experience ourselves and the world around us through our senses. Most people have the ability to filter out a great deal of the sensory information they receive. Children often cannot do this so well, and can become easily overwhelmed.

We have emotional reactions to sensory experiences, and these may be influenced by memory and imagination as well as the physical sensations. There are some sensory experiences which we may love, such as the feel of being stroked, or looking at a flower, whereas there may be others which we dislike, such as the sound of fingernails on a chalkboard or a particular taste such as sprouts! We all appreciate sensory experiences differently, with often individual emotional reactions and memories.
Adjusting the sensory input can make a difference for many children to help them to learn toileting skills. As children grow they often learn to adapt and become comfortable to the sensations they experience.
Sensory information

This is received from our sensory organs and gives us information about our world. The sensory systems include: touch, balance, body position, vision, hearing, taste and smell.

Other sensory information is also received from our internal body organs including bowel and bladder awareness, which affects the ability to learn continence.

Our responses to sensory information may be affected by a range of factors; including our previous sensory experiences or how alert or stressed we are, and maturity.

Sensory problems

Increased sensitivity:

Some children may be especially sensitive to the sensations they feel, and find them upsetting. They may perceive certain noises as unbearably loud, and touch may feel painful. This can lead to children avoiding sensory input they find upsetting.

Reduced sensitivity:

This is where sensation may be reduced and the child doesn't appear to register it. Some of these children may try to actively seek sensory input; these children often rock, spin or slap their hands to stimulate themselves with increased sensory sensation.

These different reactions can vary across the senses, meaning they crave input from one sense but actively avoid it in another.

Sensory aspects of toileting

Toileting, like eating, is an extremely sensory experience. Many children find that bathrooms and toilets are upsetting or scary.
They may have difficulties in understanding the sensations experienced by their own body, and knowing how to react to them.
It is useful to look at the different sensory experiences a child has and try to analyse and understand which aspects are causing difficulty. This helps in appreciating a child's perception and difficulties, and to create an environment where the child feels more relaxed, secure and comfortable.

Touch:

Touch provides information about the sensations we feel on our skin and about the objects and textures we come into contact with. Children will feel surfaces as hard or soft, hot or cold, rough or smooth. The hands and genitals have high numbers of touch receptors, so are especially sensitive.

Children who are sensitive to touch may not like sitting on toilet seats, which may feel hard or cold. They could be upset by feeling wee or poo on their hands or body, and feeling splashes of water from the toilet. They may not like the sensation of toilet paper or wipes, solid or liquid soaps. Touch and contact with bathroom furniture and flooring may also affect them.

Children who have reduced sensation may not notice when they are wet or soiled, and may enjoy the extra tactile experience from playing with their poo. They may like the feeling of wee and poo in their pants or nappy, or the contact provided by wearing a nappy. They may like exploring the sensations gained from playing with bathroom products.

Balance:

The balance system gives information about movement and where our body is in space.
Children who are upset by balance sensations may feel unsteady on the toilet, particularly if their feet can't reach the floor. The memory of previous experiences of feeling unstable can continue to affect their confidence. Some children may find an open space or gap at the side of the toilet affects their position sense, and they may feel more secure in toilet cubicles with walls on either side. The reflections from tiling or mirrors or changes in floor surfaces may make them feel unsteady.

Children who have reduced sensation or sensory seekers may feel a need to rock to stimulate their balance system, and find it difficult to sit still on the toilet.

Body awareness (Proprioception):

This sensation tells us where our body is in relation to the world around us, helping us know which parts of our body are moving and allowing us to control movements without looking. It also gives information about the pressure needed to manipulate objects.

Children who have increased awareness may have more sensation from sitting on the toilet, and they may be aware of the contrast of the hard toilet seat and the space inside. They may find these feelings uncomfortable or even painful.

Children who have reduced sensation seek increased stimulation and may enjoy the deep pressure they get from wearing a nappy. Nappies and tight clothing may increase the awareness of their body position and help coordinating movement. They may be unsure of their position on the toilet, or where to put their feet. Some children may try to feel their body better by pushing themselves back to feel the toilet cistern behind them.

Children often find wiping themselves difficult. This can be linked with difficulties in coordinating their movements and using the right amount of pressure to clean themselves.

Vision:

Sight provides information about objects and people around us, enabling us to define the boundaries of things we can see.
Children who have increased awareness of visual stimulation or sensory avoiders may struggle with the confusing amount of visual input in a bathroom. This can come from bright lights, reflections from tiling, mirrors, windows and bathroom fitments. They may be overwhelmed by the range of colourful toiletry products, towels or patterned flooring. This visual input may be distracting and sometimes cause anxiety and distress.

Children who have reduced awareness or sensory seekers may struggle with distinguishing what it is they are supposed to be focusing on in the bathroom, or may be actively seeking reflections or bright lighting.

Hearing:

Hearing provides information about whether sounds around us are loud, soft, high, low, near or far.
Children who are very sensitive to sound may struggle with the variety and volume of sounds within a bathroom. These include echoes, running water, flushing toilets, fans, etc. Some children may find the sound of wee or poo landing in the toilet worrying. Hand-dryers can be particularly difficult for many children, and can feel like a loud and painful sound. Toilets and bathrooms are often echoing places, especially in larger school and public toilets.

Children who have reduced sensation or are sensory seekers may be unaware of or actively seek out some of the sounds within the bathroom. They may enjoy the sound of the toilet flush, and they may want to play with this rather than using the toilet. Some may enjoy the noises that may echo in a bathroom.

Taste and smell:

This provides information about different types and varieties of smell; many of which are present in different bathroom products. The experience of smell is often an emotional experience and very individual.

A child who very sensitive may find certain smells unpleasant or distressing. These smells could include wee and poo, their own or other people's. There are often strong perfumes in toiletries and cleaning products and these can be overwhelming, especially in a small bathroom.

Children who have reduced sensation or sensory seekers may not notice the smell of wee or poo if they are wet or soiled. Some may actively seek out strong smells, and sniff or play with bathroom products. They might enjoy the smell of poo, and may explore this by smearing poo.

Body signals (Interoception):

There are receptors located throughout the inside of our body, which gather information from the body and send it to the brain. Our brain helps to make sense of these messages, and enables us to feel things such as a full bowel or bladder or if we are hungry or thirsty.

Many children may not notice these sensations, or may miss them completely. For some children, who get the sensations sometimes, they are more likely to be unaware of them if they are tired or getting sensory input from another source, such as a computer game, which can distract their attention.

The bowel and bladder are smooth muscles, and the sensory signals they send to the brain are like soft whispers in comparison to messages from other parts of the body.

Some children may seek increased sensation from their body, and gain a positive reaction to the feeling of a full bowel or bladder. Interoception is also linked to feeling our emotions.

How to help children with sensory needs:

It helps to understand a child's individual needs and create the right environment for them. Children often have different sensory needs, and it is helpful to explore a child's reactions to the different sensations they experience.

Consider ways to reduce a child's anxiety and help them to feel relaxed. Use distraction, stories, music, and a special toy.

Look at the environment and reduce stimulation the child finds upsetting.

If children need increased stimulation look at ways of providing this, or give alternatives.

Many children may benefit from a mixture of sensory inputs scheduled into their day.

How to adjust sensory input

Reactions to sensation can be affected by stress, previous memories and experience.
It can be helpful to build a scheduled mixture of sensory inputs into a child's daily routine. The aim of this is to help their nervous system feel better organised, and support with attention and performance through providing a mixture of calming, alerting and organising activities.

Calming

This is helped by activities to relax the nervous system, and reduce anxiety and sensory overload.
Examples include stress balls or fiddle toys, weighted mats, rocking chair, soothing smells, low level lighting, relaxing music, sleeping bags, blankets or cushions or deep pressure massage, and calming music.

Alerting

Activities to help with alerting the nervous system, with the aim of helping the child become more focused and attentive.
Examples include bright lighting, loud music, strong smells, messy play, running games, ball bouncing, trampoline or alerting sensory toys.

Ways to alter sensory inputs:

Tactile, balance and body position

Consider if the toilet seat is right, and if necessary experiment with an alternative shape or cover that gives a different tactile feeling. A padded seat may feel softer and warmer.

Consider the texture of toilet rolls or wipes and work out which the child is happy with.

Consider the temperature of the bathroom and how this might affect the toilet seat, floor and environment.

Provide toys and activities which offer extra tactile input if needed.

Build in more opportunity for movement activities, including bouncing on therapy balls, wheelbarrow walks, doing push-ups against walls or things that the child can fiddle with.

Consider increased experiences at other times to give more opportunity for movement, such as wobble cushions, beanbags.

Limited awareness of wee or poo in nappy or pants

Use a nappy liner pad/folded kitchen paper or pants worn inside the nappy to increase awareness of wetness

Limited awareness of body sensations - 'not feeling the need to go'

Use visual reminders, timers, phone alarms or a vibrating watch as an indicator to go to the toilet

For some children, letting them go without pants in the summer so they can see and feel when they have done a wee, and learn to connect this sensation with themselves

Positioning on the toilet and feeling secure

Use a foot stool (this is always a good idea!)

Use a toilet seat with a smaller hole, such as a children's toilet seat insert

Install a handrail, both sides if needed

Have feet marks on the floor or stool to show where the feet should go to help correct positioning

Use a lap-pad to increase body awareness (can help increase sensation from their legs through the pressure that's provided)

Use a rolled-up towel or a cut up foam swim tube behind them, to show them how far back they should sit, increase awareness and provide a feeling of security

Allow the child to squat on the toilet if that is the best position for them

Use a device that allows them to squat e.g. Squatty Potty

Flooring - impact on balance, vision or temperature

Cover tiled or patterned flooring with a non-slip mat

Avoid having too many changes or varieties in colour or texture

Anxiety about wee or poo touching or splashing on their body or clothes

Put a piece of toilet paper in the toilet before using it to reduce risk of splashes

Teach the child how far down to pull their trousers, pants or skirt

Child wearing disposable gloves to avoid contact with wee or poo

Using wet wipes for cleaning themselves (remember - most are not flushable!)

Wanting the sensation of wee or poo in nappy or pants as this gives increased tactile experience

Explore options to increase tactile sensory input in other ways, for example tightly fitting clothing or fiddle toys

Wanting the sensation of wearing a nappy - as it may be providing deep pressure

Allow the child to wear tight fitting pants, leggings or shorts, for some children you may need to do this over the nappy initially

Provide deep pressure in other ways - using weighted lap-pads or blankets, massage or tight clothing

Gradually reduce the tightness of the nappy as the child gets more confident

Bathroom environment

It is often important to try and create a low arousal environment so the child feels more safe and secure.

Sights:

For those upset by too much visual input:

Reduce the amount of visual information on the walls, and think about the need for calming colours for walls and towels

Reduce glare from lighting - small press-on lights or low wattage bulbs may be useful

Think about reflections, and whether mirrors need to be changed, covered or removed

Some children may wear sunglasses to reduce visual input and these may be useful in the bathroom

Reduce visual overload by putting toiletries or equipment in boxes or out of direct line of vision

For those needing increased visual input:

Bright lighting may be needed

Provide visually stimulating input for the child to see, such as charts, pictures, cartoons, sensory lights or ceiling mounted fiddle toys or mobiles!

Sounds:

The sound of the hand-dryer petrified him...until we realised that he never knew that it actually stopped ....explaining how it worked helped him understand and manage his fear - he then wanted to stay and count how long it lasted before stopping!

For those upset by too much noise:

Use ear-defenders, earplugs or headphones for accessing some bathrooms, particularly public toilets

Use curtains, mats or towels to reduce the impact of echoes in the bathroom

Putting a piece of toilet paper in the toilet prior to using it can decrease the sounds that weeing or pooing can make

Avoid or reduce the use of hand-dryers

If a child finds flushing distressing, try recording the sound of the flush, and using this to gradually desensitise them

For those who need increased sound input: Provide alternative things to provide auditory input if this is what the child is seeking, for example musical or other toys with interesting sounds

For repetitive flushing, include a visual cue for a single flush followed by a different enjoyable activity

Smells:

For those who are upset by smells:

Reduce smell input by using non-perfumed toiletries and cleaning products, and consider detergents used on towels

Use odour neutralisers

Install an extractor device and ensure good ventilation

Allow a child to take something they like with them to sniff to distract from other smells

For those wanting to experience and explore smells:

Increase smell input by using air-fresheners

Allow a child to have something with them to sniff to provide them with strong olfactory input, by using a wristband with perfume or essential oil or scratch-and-sniff stickers

Build in experience of olfactory stimulation in their daytime routine

# data[].attributes.body
Have a look at the Andrex site for some great information on teaching your child to wipe independently

# data[].attributes.attachment_link.readable_text
Content reviewed and approved by Amanda Jenner, the longest established and most experienced Toilet Training Expert in the UK today, and founder of the Potty Training Academy.
By the time your child has wowed you with their potty using prowess, you'll find one more important step on this toilet training journey together - wiping.
Help your child learn how to keep themselves clean and fresh by teaching them to wipe their bottom once they've finished using the toilet or potty.

Because your little ones can't see back there, for now it's up to you to check they're all clean. But by teaching them the right way to wipe their own bum, you can both be confident that they feel and are clean after wiping.

Some children might take longer to develop motor skills before they can wipe their bottom properly, but it's only natural. What's important is that you're there to help boost their confidence while they work on it - and that you can help with wiping when needed.

This article covers:

When to start wiping training
Teaching your child to wipe their bottom properly
Wiping tips and tricks
When to start wiping training
If your child started potty training early in life, then they'll be ready to begin wiping sooner.

One clear sign your child might be ready to start wiping themselves is when they tell you they're finished. Knowing they're done and ready to hop off the potty is a huge step. It means you can make your visits shorter and there's less risk of using more toilet tissue than necessary in case your child wasn't quite finished after all.

Even if your child isn't ready to wipe their bottom yet, start wiping training from the time they first take to the potty. You may tend to wipe after a wee for both your little girl and boy - but feeling clean after a wee is a doddle compared to wiping clean after a poo.

Talk through what you're doing as you wipe, so they start to associate wiping with that clean feeling. This way they'll know the value of a proper clean - even before they try to do it themselves
Teaching your child to wipe their bottom properly
Teaching your child how to use toilet paper properly is an important step. Here's how you can encourage them to do so and move towards toilet independence.

Unroll, tear and fold the paper
Check the toilet paper dispenser is within reach, or just encourage them to grab a loose roll that's placed nearby. Show them how it tears easily and how to fold it.

Lay it flat
Get your child to practice laying the folded paper flat in the palm of their hand. Avoid scrunching - the idea is to cover as much of their bottom as possible and minimise the chances of getting poo on their hands.

Reach for the bottom

Make sure your child applies the paper to the correct area. This can be the tricky part, putting your child's co-ordination and fine motor skills to the test.
Amanda's Advice: Not all kids can reach their bums. This is not uncommon so don't worry. Continue to try and guide them until they can reach. This can be the case until they are at least six years old - it can take time

Wipe from front to back

An especially important step for girls, make sure your child knows it's more hygienic to wipe from front to back.

The clean test

Check the paper to see if it's clean and drop into the toilet.

Keep wiping until clean

Repeat the above until the paper looks clean.

Flush the toilet

Help your child achieve a sense of accomplishment by flushing away their poo.

Wash your hands

Always an important step, make sure it's part of the ritual.
Wiping for boys and girls
Boys and girls should both wipe from front to back. It's the most hygienic option and provides a more effective clean. But it's especially important that girls are aware they need to wipe from front to back. Poo contains bacteria that can cause urinary tract infections if it's wiped into the urethra.
Wiping tips and tricks
Teaching your children how to wipe is straightforward, but mastering it takes time - especially while they're still fine-tuning their coordination skills. .Be patient and encouraging when they're learning. Stress the importance of getting that clean feeling and your little one will see (and feel) the benefit.

Talk about why wiping is important
There's no need to get into the fine details at this stage, but take what your child knows about the importance of keeping away nasty germs through handwashing and baths and apply it further to having a clean bum. Context is everything - otherwise you risk the process of properly wiping becoming a chore, and they may resist doing it properly.

How much toilet paper should a child use?
You might not know how much exactly is needed when a child wipes themselves clean, but you can show them it's important not to waste it. One idea is to put a marker on the bathroom wall - if your little one unrolls the toilet paper past this point before tearing it off, make it clear that's a waste.

Should children use wet wipes?
While getting little ones familiar with using toilet paper to clean their bums after a poo is important, you could encourage them to finish with a flushable wipe like Andrex® Washlets™. That way you can both be confident of a more thorough clean. However, your child should understand that there might not always be the option to use a flushable wipe - if you've run out at home or are using different facilities. Achieving the same clean feel with toilet paper is just as important.

All finished?
Getting your child to wipe themselves properly is not an overnight job. You'll need to be on hand for a while to ensure they can do it themselves. When your child has finished wiping, encourage them to check with you that you're happy with it.

You can either finish wiping with careful verbal feedback or congratulate them on a job well done. What's important is that they're aware of expectations - and you manage your own through coaching and support.

Teaching children how to wipe once they're finished on the potty or toilet is a rewarding challenge - just like getting them on there in the first place was. Take heart that your child is showing the confidence to take care of such an important job and help them develop the skills they need to do so.

# data[].attributes.attachment_link.description
Teaching the kids how to wipe their bottom is a big step towards independence. Find out how you can encourage them to feel fresh with our handy guide.

# data[].attributes.body
The impact of sensory issues on toilet training

# data[].attributes.headline
Toilet Training for Children with Additional Needs

# data[].attributes.subject
Toilet Training for Children with Additional Needs

# data[].attributes.attachment_link.readable_text
Social scripts are a communication strategy to help support children's understanding of events, social situations and more. They help describe what to do and promote independence.

They are always positive and avoid placing blame on an individual.

Social scripts can provide a positive and clear way of describing going to the toilet, reducing frustrations and supporting your child's understanding.

You can download, print and personalise for your child by using your own photos and language that you use with your child.

There are 6 pages to print, on single sides. The flash cards can be cut out and stuck to card or laminated.

# data[].attributes.attachment_link.description
Advice, resources and recomended products to support your child with toileting routines, including social stories, flash cards and videos.

# data[].attributes.body
Turn tooth brushing into a game with this free iOS app that encourages kids to save the fairy tale kingdom by scrubbing away an evil sorceress’s spell from the teeth of its quirky inhabitants. Every few days, users can unlock a new Toothsaver to brush with, eventually earning the chance to battle the evil sorceress. The app is a good way of encouraging children to brush for the full two minutes each time, so they achieve the in-game milestones.

# data[].attributes.attachment_link.readable_text
Save the fairy tale kingdom with your toothbrush!

An evil sorceress has cast a wicked spell, leaving everyone's mouths to rot and be overrun by cavities. Now it's up to you to help Toothy and the Toothsavers save everyone's teeth!

You'll have two minutes to brush and scrub away the spell for each of the kingdom's quirky inhabitants. From the Dragon to Little Red Riding Hood to the Pirate, only you can help them clean their teeth.

Save your own teeth by brushing them with each Toothsaver for two minutes, twice a day. They'll help make brushing fun. And for every few days you brush, you'll unlock a new Toothsaver to brush with. Brush for 30 days and you'll have the chance to defeat the evil sorceress herself!

And be sure to brush your friends' and family's teeth using the two-player Toothsaver mode. Keep your whole family clean with Toothsavers!

Features

- 10 colorful characters with their own fun toothbrushes and food particles to brush
- Use swipes and taps to clean each character's teeth in each two-minute session
- Up to three stars awarded for brushing each character well
- 10 different two-minute animations to make brushing in real life fun
- 10 colorful cartoon teeth that animate to your voice in two-player mode
- An interactive map to chart each day and night you brush with Toothsavers
- Earn new characters by brushing two minutes, twice a day with Toothsavers
- Parents' section allows parents to designate daily brushing times and monitor their child's brushing progress on a calendar
- Parents can connect on Facebook and post whenever their child reaches a brushing milestone

Toothsavers is brought to you by the Partnership for Healthy Mouths, Healthy Lives as part of its Kids' Healthy Mouths campaign. The campaign aims to motivate parents to take action to reduce their children's risk of oral disease by making sure their kids are brushing their teeth for two minutes, twice a day.

Visit 2min2x.org for more information.

This app has been updated by Apple to display the Apple Watch app icon.

Terms of Use and Privacy Policy texts updated.

Really great! Wish there was more

My 3 year old loves it, we saved all of the monsters but now there is more. Please make another version or an ability to purchase another 13 monsters to rescue.

Great app!

We love it gives a great specific time for each tooth and it's just perfect!

Kids love this - it works!

Tooth brushing used to be a bit of a battle in our house. I didn't think at first this app would help. But it has made a huge difference. Kids are excited to brush, they follow the directions, brush for 2 whole minutes, and unlocking new characters really motivates them. They also like the other games you can play with the characters. Now the only battle is who gets to hit the "play" button before brushing!

The developer, Dental Trade Alliance, has not provided details about its privacy practices and handling of data to Apple. For more information, see the developer's privacy policy.

No Details Provided

The developer will be required to provide privacy details when they submit their next app update.

Information

Compatibility

iPhone

Requires iOS 6.0 or later.

iPad

Requires iPadOS 6.0 or later.

iPod touch

Requires iOS 6.0 or later.

Mac

Requires macOS 11.0 or later and a Mac with Apple M1 chip or later.

Languages

English, Czech, Dutch, French, German, Italian, Japanese, Korean, Polish, Portuguese, Russian, Simplified Chinese, Spanish, Swedish, Traditional Chinese, Turkish

# data[].attributes.attachment_link.description
‎Save the fairy tale kingdom with your toothbrush! An evil sorceress has cast a wicked spell, leaving everyone's mouths to rot and be overrun by cavities. Now it's up to you to help Toothy and the Toothsavers save everyone's teeth! You'll have two minutes to brush and scrub away the spell for each...

# data[].attributes.body
This link has really handy resources such as visual aids and videos to help teach your child how and why they need to wash their hands

# data[].attributes.attachment_link.readable_text
Life Skills

For children and young people Life Skills means being able to take part in Self Care, Play and Education. You can find general hints and tips to teach children and young people new life skills. There are also sections on Sleep and Listening, Understanding, Talking and Interacting.

# data[].attributes.attachment_link.description
Hand washing is a essential skill for children of all ages.

# data[].attributes.body
Have a look at this PDF for strategies and ideas that may be useful

# data[].attributes.headline
Understanding Light's Impact on Melatonin Production

# data[].attributes.subject
Understanding Light's Impact on Melatonin Production

# data[].attributes.body
Light exposure plays a crucial role in regulating our body's internal clock and sleep-wake cycle. Melatonin, often referred to as the "sleep hormone," is a key player in this process.

The Role of Melatonin:

Natural Sleep Regulator: Melatonin is a hormone produced by the pineal gland in the brain, and it helps regulate our sleep-wake cycle.

Circadian Rhythm: The body's production of melatonin is closely tied to the circadian rhythm, the natural internal process that regulates the sleep-wake cycle.

Light's Impact on Melatonin Production:

Natural Light: Exposure to natural daylight, especially in the morning, signals to the body that it is daytime, suppressing melatonin production.

Artificial Light at Night: Exposure to artificial light, especially blue light emitted by electronic devices, can interfere with melatonin production, making it difficult for the body to transition into sleep mode.

# data[].attributes.body
Bedtime Rituals: Develop calming bedtime rituals like reading a book, gentle music, or a warm bath.

Consistent Bedtime: Set a consistent bedtime, even on weekends, to regulate your child's internal clock.

# data[].attributes.body
The Sleep Wise App

The Sleep wise app has been developed for anyone who is helping a young person resolve their sleep problem.

It could be that you’re a parent or a health care professional. Maybe you support the young person in a school or college.

It is intended to help children and young people of school age across all abilities.

The app works on a child’s average sleep per night as a starting point and make suggestions how you can improve sleep.

It has passed ORCHA review and is being used by health and schools and parents. It is unique as it concentrates upon young people and how to help them effectively achieve a restful night’s sleep.

# data[].attributes.attachment_link.title
Sleep Wise App | Download on the App Store & Google Play Now!

# data[].attributes.attachment_link.description
Sleep Wise App. This app has been co-produced with Education and Health professionals. The Sleep wise app has been developed for anyone who is helping a young person resolve their sleep problem.

# data[].attributes.body
Using a pump dispenser will help children be more independent with washing themselves

# data[].attributes.body
Join a very tired koala on a melodic moonlit journey across the dreamy world of Moshi

# data[].attributes.attachment_caption
TomTag visual support- morning and evening routines for autism

# data[].attributes.attachment_link.readable_text
When Tom was younger, getting ready in the morning and going to bed were a challenge for him and our family. He got confused about what to do next, easily distracted from tasks yet reacted angrily to being constantly reminded what to do. Not getting enough sleep made things even more difficult in the morning as Tom( and us too!) would be irritable, tired and unable to concentrate. School days were particularly stressful due to the pressure of having to be out of the door on time.

Using pictures to create a morning and evening routine made life so much easier for all of us. Seeing what was happening at these tricky times of the day helped Tom understand what was expected of him in a non-demanding way. Knowing what to expect helped to reduce his anxiety levels and meltdowns and gave him a sense of pride in taking responsibility for himself.

We've put together this mini kit to help other families like us who want a calmer start and end to the day and to help develop their child's independent skills.

Key benefits

Creating a structure and routine to mornings and evenings at home results in a calmer less chaotic start and end to the day

Showing your child exactly what they need to do and in what order helps reduce their anxiety and meltdowns

Communicating what your child needs to do without constant verbal prompting leads to less frustration when moving between tasks

Encouraging independence by giving your child responsibility for themselves

Strong and durable water-resistant stickers means you can display routines easily in the bedroom, bathroom or any other place in the house where your child can see them

Quickly and easily adapt your routines when something different is going to happen

Kit contents

2 TomTag Button Holders (please specify your colour preferences in the notes section at checkout)

20 blank buttons to give you the flexibility to create multiple routines

20 symbol stickers for you to choose from to make personalised routines

4 blank stickers to use for additional items or tasks

4 blank rectangular stickers to label your TomTag Button Holders

Easy to follow instruction sheet to assemble your TomTag

Price includes postage ( mainland UK only)

Dimensions

TomTag Button Holder: 18cm x 3cm

Buttons: 2cm diameter

Symbols included

get up, bedtime, get dressed, get undressed,

wash, shower, bath, wash hands, use toilet (sitting), use toilet (standing)

brush hair, brush teeth, breakfast, eat, drink

get ready, go to school, homework, read, ipad/tablet

For an extended kit with additional symbols for more detailed daily routines you may like the TomTag I Know What To Expect At Home Kit
WARNING: Please note - TomTag is not a toy. Not suitable for children under 36 months due to small parts.
Symbol images produced under licence from Widgit Symbols (C) Widgit Software 2002-2023 www.widgit.com. All other images (C) Orkid Ideas Limited 2023

Description

The TomTag I Know What To Expect Range

With the TomTag I Know What To Expect range, it's quick and easy to make personalised visual timelines, schedules and reminders which can be used anywhere in the home, at school, in care settings or when out and about.

TomTag visual supports can provide structure and guidance to the day or week ahead, helping to lessen anxieties and mange expectations about what is going to happen. This can lead to improvements in behaviour, communication and encourage personal responsibility and independence.

These are truly versatile visual supports. Use the tags singly to highlight sections of the day or particular tasks. Work towards using just one tag to cover a whole routine or time of day.

TomTag is hygienic, durable and portable but most of all it's fun to use. Most children love stickers so let them join in the fun. Helping set them up will encourage them to use them too!

How does TomTag work?

TomTag uses symbols to show a series of separate tasks or steps involved in a task that are part of a routine, a sequence of events in a timeline or they can be used as a list to teach a new skill by breaking down a single activity into smaller steps.

Many children with autism and other additional needs have strong visual skills. They are more likely to remember and understand what they have seen rather than what they hear. Using a visual support like TomTag to present information visually and in a step-by-step manner allows visual thinkers and learners to take in information at their own pace. Visuals can also act as a reminder when children forget what's been said or become distracted, TomTag helps to bring their attention back to the task or current situation.

Our customers say

"Tom tags are brilliant. My son is ADHD, ASD and PDA so trying to get him to follow a routine without making it feel like demands is really tough. Tom tags help him to see his routine visually without me having to demand."

"They're a huge hit already. She really taken ownership of them and helped to stick the stickers on. We made a bedtime one which she has stuck to rigidly."

"I recently got myself some Tom tags to help with my morning and evening routines and so far they are really helping. It's been really helpful to have all the steps and tasks laid out , so I don't get caught up in my head wondering what to do first or what I even have to do anyways. "

# data[].attributes.attachment_link.title
TomTag visual support- morning and evening routines for autism

# data[].attributes.attachment_link.description
Create a visual timetable for morning and evening routines at home to reduce your autistic child's anxiety about what to expect and encourage independence

# data[].attributes.body
https://www.plymouth.gov.uk/find-playground

Click this link to find your local playground

# data[].attributes.body
Our Children's Wellbeing Team have made a whole Padlet on all things sleep - have a look

# data[].attributes.body
Check out this Instagram Reel for ideas to help teach your toddler practical life skills

# data[].attributes.attachment_link.title
 𝗡𝗶𝗻𝗶 𝗚𝗿𝗮𝘆𝗰𝗲 on Instagram: "What are "practical life skills" and why are they SO important?🤔👇

The term "practical life skills" refers to the skills we use in everyday life. Examples of these include: prepping and cooking food, cleaning or doing laundry.

These skills are extremely important in helping children develop their independence and sense of belonging within the family environment. 

There are obviously many other ways to help children develop their practical life skills- such as simply involving them in everyday chores! These are just a few activity ideas if you are looking for something fun to pass the time! 

Hope these help, and happy monday!🤍"

# data[].attributes.attachment_link.description
4,757 likes, 47 comments - early.explorer on January 15, 2024: "What are "practical life skills" and why are they SO important?🤔👇

The term "practical life skills" refers to the skills we use in ..."

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by 𝗡𝗶𝗻𝗶 𝗚𝗿𝗮𝘆𝗰𝗲 (@early.explorer)

# data[].attributes.attachment_caption
 Southpaw on Instagram: "Struggling with socks? Try scrunchies!⁠

# data[].attributes.attachment_link.title
 Southpaw on Instagram: "Struggling with socks? Try scrunchies!⁠
⁠
Learning how to put on their own socks can be a troublesome task for children. Thanks to these tips from More Than A Gym, you can help them get started by cueing stabilization and utilizing scrunchies. ⁠
⁠
🎥: @more_than_a_gym via Instagram⁠
⁠
⁠
#tipsforkids #tipsforchildren #parentinghack"

# data[].attributes.attachment_link.description
136 likes, 8 comments - southpawenterprises on April 11, 2023: "Struggling with socks? Try scrunchies!⁠
⁠
Learning how to put on their own socks can be a troublesome task for children. Thanks to th..."

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Southpaw (@southpawenterprises)

# data[].attributes.attachment_link.title
Creative Development, LLC | Pediatric Therapy Services CT on Instagram: "What is Backward Chaining?

Let’s Break it Down!

Backward chaining is a teaching technique that helps kids learn new tasks by starting with the last step first and working backward toward independence! 

Example: Tying Shoelaces! 👟 

Instead of teaching every step at once, you complete most of the process and have your child do the final step—pulling the loops tight. 

Once they master that, you introduce the step before it, like making the loops, until they can do the whole task on their own!

Why it works? ✅ 

It builds confidence and gives children a sense of accomplishment because they successfully finish the task every time!

Have you tried backward chaining with your child? Tell us in the comments! 👇

#SkillBuilding #ChildDevelopment #BackwardsChaining #LifeSkills #OccupationalTherapy"

# data[].attributes.attachment_link.description
51 likes, 0 comments - creativedevelopmentllc on March 20, 2025: "What is Backward Chaining?

Let’s Break it Down!

Backward chaining is a teaching technique that helps kids learn new tasks by starting with the last step first and working backward toward independence! 

Example: Tying Shoelaces! 👟 

Instead of teaching every step at once, you complete most of the process and have your child do the final step—pulling the loops tight. 

Once they master that, you introduce the step before it, like making the loops, until they can do the whole task on their own!

Why it works? ✅ 

It builds confidence and gives children a sense of accomplishment because they successfully finish the task every time!

Have you tried backward chaining with your child? Tell us in the comments! 👇

#SkillBuilding #ChildDevelopment #BackwardsChaining #LifeSkills #OccupationalTherapy". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

# data[].attributes.body
Using a potty is a new skill for your child to learn. It's best to take it slowly and go at your child's pace. Being patient with them will help them get it right, even if you sometimes feel frustrated.

Click this link to find out more on NHS recommendations

# data[].attributes.attachment_link.description
Learn the signs that your child may be ready to start potty training, and how to teach your child to use a potty.

# data[].attributes.body
https://apps.apple.com/gb/app/my-own-interactions/id1069032256

# data[].attributes.body
https://apps.apple.com/gb/app/choiceworks/id486210964

# data[].attributes.body
https://apps.apple.com/gb/app/first-then-visual-schedule-hd/id624035410

# data[].attributes.headline
Parent’s Guide to Toilet Training Children with Autism

# data[].attributes.subject
Parent’s Guide to Toilet Training Children with Autism

# data[].attributes.body
Training Children with Autism

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

# data[].attributes.body
View2Do is an online program that lets you create customized teaching aids for visual learners.

# data[].attributes.attachment_link.readable_text
View2Do is an online program that lets teachers and parents create customized teaching aids for visual learners.

Since 1996, Do2Learn has been helping teachers help kids with special needs by providing evidence-based visual learning supports for school and home. Now packed with even more features, View2Do gives schools and families a powerful tool to create, share, network, and teach, all in an engaging visual medium ideal for students with learning and communication differences. Teachers will love how easy it is to make great-looking learning tools and collaborate with their colleagues. Students will adore the easy-to-use & visually engaging learning supports customized just for them.

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

# data[].attributes.body
Soft-bristle hairbrush for sensitive scalps.

Non-slip bath mat.

Flannel or sponge for children who dislike direct water on skin.

Electric toothbrush with a built-in timer.

Detangling spray (unscented for sensory sensitivity).

# data[].attributes.body
A simple picture sequence showing the order of dressing – underwear → trousers/skirt → top → socks → shoes.

# data[].attributes.attachment_link.readable_text
Need more Picture Cards?
View2Do is an online program that lets you create customized teaching aids for visual learners.

View2Do gives schools and families a powerful tool to create, share, network, and teach, all in an engaging visual medium ideal for students with learning and communication differences. Teachers will love how easy it is to make great-looking learning tools and collaborate with their colleagues. Students will love the clear, easy-to-use, and visually engaging learning supports that are customized just for them.
Learn more about View2do!

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
Need more Picture Cards? View2Do is an online program that lets you create customized teaching aids for visual learners. View2Do gives schools and families a powerful tool to create, share, network, and teach, all in an engaging visual medium ideal for students with learning and communication differences.

# data[].attributes.body
Getting to grips with cutlery is a really important skill. If you are finding this difficult, then try out some of the following tips…

# data[].attributes.attachment_link.readable_text
Play into Summer!

Playing outdoors is essential for our children and young people to understand, value, enjoy and protect our natural world. In Scotland, this means playing outside in all weathers.

The summer is a treasure trove of experiences and play opportunities that are vital to development and enjoyment. The days get longer and nature is all around.

Summer is a wonderful time to explore your community and natural environment - get out and play!

# data[].attributes.attachment_link.title
Play Scotland, the national expert in Play

# data[].attributes.attachment_link.description
Delivering and celebrating children and young people's right to play. Leading, campaigning and planning for a more playful Scotland

# data[].attributes.body
Habitica is a free habit-building and productivity app that treats your real life like a game. With in-game rewards and punishments to motivate you and a strong social network to inspire you, Habitica can help you achieve your goals to become healthy, hard-working, and happy.

# data[].attributes.attachment_link.description
Habitica is a free habit and productivity app that treats your real life like a game. Habitica can help you achieve your goals to become healthy and happy.

# data[].attributes.body
.✨What age should kids wipe their own bum?

Most START around 3.5-5 yrs and independent by 6-7🧻

What they need:

•Coordination: reaching, grasping, wiping effectively

•Process: wiping until clean & proper TP disposal

•Practice: gradual progress with guidance •Hygiene: washing hands after every trip

🚽 Tips for success:

•Stable seat: use a toilet seat and/or footrest for balance

•Positioning: lean forward or sideways, resting an elbow on knees or holding nearby support (like a sink), to make reaching easier

•Toilet paper: teach how to rip the right amount and wrap it around their hand for full coverage

•Start with wet wipes: easier for beginners (make sure they know not to flush!)

•Scaffold: you might even have to do hand over hand at first. Supervise and check when they’re done with a clean wipe to ensure they’re thorough. Gradually reduce help as they build skill and confidence.

✨Learn the skill through PLAY:

•Reach the target: Place stickers/clothespins on their butt to practice reaching. Sit them on a chair and add stickers on the back or bottom to make it realistic

•Learn “Clean”: Practice wiping tables or mirrors until spotless and how to check for cleanliness

•Toys/Dolls: Teach dolls to potty and wipe. Smear peanut butter or dirt on toys and wipe clean with wet wipes

Wiping is the last step in potty training and takes patience, practice, and time.

Every child learns at their own pace!✨

# data[].attributes.attachment_link.title
Tips for Busy Mums & Dads on Instagram: "Posted @withregram • @mindfulplay.ot 💩 Tired of hearing, “MOMMM, come wipe my butt!!” from the bathroom?

This is a FAQ I get as an OT. Here’s how to help your child master this tricky skill, with lots of play built in!

🫶🏼I’m Jess, a pediatric OT and mom of two, guiding you toward more independent kids and less stressful parenting.

✨What age should kids wipe their own butt?
Most START around 3.5-5 yrs and independent by 6-7

🧻What they need:
•Coordination: reaching, grasping, wiping effectively •Process: wiping until clean & proper TP disposal •Practice: gradual progress with guidance •Hygiene: washing hands after every trip

🚽 Tips for success:
•Stable seat: use a toilet seat and/or footrest for balance •Positioning: lean forward or sideways, resting an elbow on knees or holding nearby support (like a sink), to make reaching easier •Toilet paper: teach how to rip the right amount and wrap it around their hand for full coverage
•Start with wet wipes: easier for beginners (make sure they know not to flush!)
•Scaffold: you might even have to do hand over hand at first. Supervise and check when they’re done with a clean wipe to ensure they’re thorough. Gradually reduce help as they build skill and confidence.

✨Learn the skill through PLAY:
•Reach the target: Place stickers/clothespins on their butt to practice reaching. Sit them on a chair and add stickers on the back or bottom to make it realistic •Learn “Clean”: Practice wiping tables or mirrors until spotless and how to check for cleanliness •Toys/Dolls: Teach dolls to potty and wipe. Smear peanut butter or dirt on toys and wipe clean with wet wipes

Wiping is the last step in potty training and takes patience, practice, and time. Every child learns at their own pace!

✨Let me know what’s working (or not!) for you! What questions do you have??

#pottytraining #wipeyourownbutt #pottytrainingsuccess #wipingbutts #playbasedlearning #sensoryplay #independentkids #pediatricot #childdevelopment"

# data[].attributes.attachment_link.description
13K likes, 143 comments - busymumhacks on January 4, 2025: "Posted @withregram • @mindfulplay.ot 💩 Tired of hearing, “MOMMM, come wipe my butt!!” from the bathroom?

This is a FAQ I get as an OT. Here’s how to help your child master this tricky skill, with lots of play built in!

🫶🏼I’m Jess, a pediatric OT and mom of two, guiding you toward more independent kids and less stressful parenting.

✨What age should kids wipe their own butt?
Most START around 3.5-5 yrs and independent by 6-7

🧻What they need:
•Coordination: reaching, grasping, wiping effectively •Process: wiping until clean & proper TP disposal •Practice: gradual progress with guidance •Hygiene: washing hands after every trip

🚽 Tips for success:
•Stable seat: use a toilet seat and/or footrest for balance •Positioning: lean forward or sideways, resting an elbow on knees or holding nearby support (like a sink), to make reaching easier •Toilet paper: teach how to rip the right amount and wrap it around their hand for full coverage
•Start with wet wipes: easier for beginners (make sure they know not to flush!)
•Scaffold: you might even have to do hand over hand at first. Supervise and check when they’re done with a clean wipe to ensure they’re thorough. Gradually reduce help as they build skill and confidence.

✨Learn the skill through PLAY:
•Reach the target: Place stickers/clothespins on their butt to practice reaching. Sit them on a chair and add stickers on the back or bottom to make it realistic •Learn “Clean”: Practice wiping tables or mirrors until spotless and how to check for cleanliness •Toys/Dolls: Teach dolls to potty and wipe. Smear peanut butter or dirt on toys and wipe clean with wet wipes

Wiping is the last step in potty training and takes patience, practice, and time. Every child learns at their own pace!

✨Let me know what’s working (or not!) for you! What questions do you have??

#pottytraining #wipeyourownbutt #pottytrainingsuccess #wipingbutts #playbasedlearning #sensoryplay #independentkids #pediatricot #childdevelopment". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Tips for Busy Mums & Dads (@busymumhacks)

# data[].attributes.attachment_link.title
The Little Playroom on Instagram: "He finally did it!! After a whole season of sniffles, snot, and total nose-blowing confusion, this guy finally got it. No amount of bribery or pleading worked—until we spent (a very casual) 10 minutes playing two simple games. That evening? He blew his own nose!!

This is a BIG win in our house. Who knew two little games could make such a difference?

Save this for when you’re in the thick of the tissue battle—or send it to a friend who’s there now. And don’t forget to follow for more play-powered wins!

#BlowTheBoogers
#TinyHumanWins
#SnotsplosionSurvivor
#GamesNotGroans
#TissueTactics
#ToddlerMilestones
#MomWin
#PlayToLearn
#SnotBeGone
#ParentingHack"

# data[].attributes.attachment_link.description
59K likes, 396 comments - the_little_playroom on April 17, 2025: "He finally did it!! After a whole season of sniffles, snot, and total nose-blowing confusion, this guy finally got it. No amount of bribery or pleading worked—until we spent (a very casual) 10 minutes playing two simple games. That evening? He blew his own nose!!

This is a BIG win in our house. Who knew two little games could make such a difference?

Save this for when you’re in the thick of the tissue battle—or send it to a friend who’s there now. And don’t forget to follow for more play-powered wins!

#BlowTheBoogers
#TinyHumanWins
#SnotsplosionSurvivor
#GamesNotGroans
#TissueTactics
#ToddlerMilestones
#MomWin
#PlayToLearn
#SnotBeGone
#ParentingHack". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by The Little Playroom (@the_little_playroom)

# data[].attributes.headline
Real strategies and tools to tackle fussy eating and create happy mealtimes

# data[].attributes.subject
Real strategies and tools to tackle fussy eating and create happy mealtimes

# data[].attributes.attachment_link.readable_text
Award-winning tools and support for

Our aim

To guide you towards happy mealtimes and healthy children.

Watch our video

How we can help

We have created this resource to share evidence-based information, tips and tools with parents and professionals to help establish healthy eating in children.
See how it works

Who we are

We are a group of academic psychologists who specialise in children's eating behaviour and parenting at mealtimes. Importantly, we are also mums.
Meet the team

# data[].attributes.attachment_link.title
Award-winning tools and support to make mealtimes with children easier | Child Feeding Guide

# data[].attributes.attachment_link.description
Effective strategies and information to tackle fussy eating and create happy mealtimes

# data[].attributes.headline
Creative play for toddlers and preschoolers

# data[].attributes.subject
Creative play for toddlers and preschoolers

# data[].attributes.body
Check out our mess-free, stress-free, online art games to keep your creative kids entertained with all their CBeebies friends!

# data[].attributes.attachment_link.title
CBeebies Parenting: Creative play for toddlers and preschoolers

# data[].attributes.attachment_link.description
Check out our mess-free, stress-free, online art games to keep your creative kids entertained with all their CBeebies friends!

# data[].attributes.body
If you are looking to help develop your child’s cutlery skills, this video helps with some teaching ideas.

# data[].attributes.attachment_link.title
If you are looking to help develop your child’s cutlery skills, this video helps with some teaching ideas. | NHS Lanarkshire Children and Young People, Occupational Therapy

# data[].attributes.attachment_link.description
If you are looking to help develop your child’s cutlery skills, this video helps with some teaching ideas.. 

# data[].attributes.body
Get tips and strategies to help you or your child stay organised. Find out how executive function challenges and ADHD can cause trouble with organisation and time management.

# data[].attributes.attachment_link.description
Get tips and strategies to help you or your child stay organized. Find out how executive function challenges and ADHD can cause trouble with organization and time management.

# data[].attributes.body
A Stanford-led study found that mindfulness training can significantly improve children's sleep. Researchers followed 115 third- and fifth-graders in two Northern California schools over two years.

Half the students took part in a twice-weekly health and mindfulness curriculum that included breathing, body awareness, and gentle yoga-based movement.

By the end of the program, these children were sleeping an average of 74 minutes longer each night and gained about 24 extra minutes of REM sleep, the stage essential for learning and emotional health. In contrast, the control group lost sleep over the same period.

Importantly, the program never taught sleep hygiene directly, the improvements likely came from lowering stress arousal through mindfulness and movement practices.

# data[].attributes.attachment_link.title
Brain Health | Neuroplasticity | Neurobiology on Instagram: "Follow @goodneuroscience to optimize your brain health.  A Stanford-led study found that mindfulness training can significantly improve children’s sleep. Researchers followed 115 third- and fifth-graders in two Northern California schools over two years. 

Half the students took part in a twice-weekly health and mindfulness curriculum that included breathing, body awareness, and gentle yoga-based movement.

By the end of the program, these children were sleeping an average of 74 minutes longer each night and gained about 24 extra minutes of REM sleep, the stage essential for learning and emotional health. In contrast, the control group lost sleep over the same period. Importantly, the program never taught sleep hygiene directly, the improvements likely came from lowering stress arousal through mindfulness and movement practices.

This research highlights how simple, consistent mindfulness practices can support children’s rest, mood, and ability to learn.

Source: A school-based health and mindfulness curriculum improves children’s objectively measured sleep: a prospective observational cohort study https://jcsm.aasm.org/doi/10.5664/jcsm.9508  Disclaimer: This content is for informational purposes only and does not constitute medical advice. Please consult a healthcare professional before making any changes to your health or wellness routine.

Follow @goodneuroscience to optimize your brain health.

#neuroscience #brainhealth #neurobiology #mindfulnessforkids"

# data[].attributes.attachment_link.description
1,555 likes, 18 comments - goodneuroscience on October 15, 2025: "Follow @goodneuroscience to optimize your brain health.  A Stanford-led study found that mindfulness training can significantly improve children’s sleep. Researchers followed 115 third- and fifth-graders in two Northern California schools over two years. 

Half the students took part in a twice-weekly health and mindfulness curriculum that included breathing, body awareness, and gentle yoga-based movement.

By the end of the program, these children were sleeping an average of 74 minutes longer each night and gained about 24 extra minutes of REM sleep, the stage essential for learning and emotional health. In contrast, the control group lost sleep over the same period. Importantly, the program never taught sleep hygiene directly, the improvements likely came from lowering stress arousal through mindfulness and movement practices.

This research highlights how simple, consistent mindfulness practices can support children’s rest, mood, and ability to learn.

Source: A school-based health and mindfulness curriculum improves children’s objectively measured sleep: a prospective observational cohort study https://jcsm.aasm.org/doi/10.5664/jcsm.9508  Disclaimer: This content is for informational purposes only and does not constitute medical advice. Please consult a healthcare professional before making any changes to your health or wellness routine.

Follow @goodneuroscience to optimize your brain health.

#neuroscience #brainhealth #neurobiology #mindfulnessforkids". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Brain Health | Neuroplasticity | Neurobiology (@goodneuroscience)

# data[].attributes.attachment_link.readable_text
Attention-Deficit/Hyperactivity Disorder (ADHD) is a disorder that begins in childhood and encompasses symptoms of inattention, hyperactivity, and impulsivity. These symptoms interfere with functioning at school, at work, and in social situations. ADHD is present in approximately 5% of children, and it is more common in boys. For a majority of people the disorder continues into adulthood, though careful managing can greatly improve quality of life for people with ADHD.

An estimated 25 to 50% of people with ADHD experience sleep problems, ranging from insomnia to secondary sleep conditions. Doctors are starting to realize the importance of treating sleep problems and the impact this can have on both ADHD symptoms and quality of life for ADHD patients and their families.

What's the Connection Between ADHD and Sleep?

Beginning around puberty, people with ADHD are more likely to experience shorter sleep time, problems falling asleep and staying asleep, and a higher risk of developing a sleep disorder. Nightmares are also common in children with ADHD, especially those with insomnia. Sleep problems in ADHD tend to increase with age, though sleep problems in early childhood are a risk factor for future occurrence of ADHD symptoms.

Even those who are rarely hyperactive during the day may experience racing thoughts and a burst of energy at night that interfere with sleeping. For some, nighttime presents the perfect opportunity to "hyperfocus" on a project, as there are less distractions. Unfortunately, this makes it difficult to settle down for sleep and it can lead to a disrupted sleep-wake schedule. Over time, insomnia may worsen as people start to develop feelings of stress related to bedtime.

Many people with ADHD experience daytime sleepiness and difficulty waking up as a result of poor sleep. Others experience restless, non-refreshing sleep with multiple nighttime awakenings.

Sleep problems in ADHD appear to differ depending on the type of ADHD. Individuals with predominantly inattentive symptoms are more likely to have a later bedtime, while those predominantly hyperactive-impulsive symptoms are more likely to suffer from insomnia. Those with combined hyperactive-impulsive and inattentive ADHD experience both poor sleep quality and a later bedtime.

Many ADHD symptoms are similar to symptoms of sleep deprivation. Among others, adult ADHD sleep problems include forgetfulness and difficulty concentrating. In children, fatigue may present as being hyperactive and impulsive. Sometimes it can be difficult to tell whether these issues are brought on by ADHD or by a lack of sleep. This may lead to misdiagnoses or may allow sleep disorders to go undetected. Experts therefore recommend screening patients for sleep problems before prescribing medication for ADHD.

What's the Biology Behind the ADHD-Sleep Connection?

ADHD sleep problems may be a side effect of impaired arousal, alertness, and regulation circuits in the brain. Other researchers believe that ADHD sleep problems can be traced to a delayed circadian rhythm with a later onset of melatonin production. Despite similarities between certain sleep disorders and ADHD symptoms, research has failed to find consistent sleep abnormalities in people with ADHD.

Some individuals find it easier to sleep with the calming effects of stimulant medications that are commonly prescribed for ADHD. However, for many people, stimulant medications cause a number of sleep problems in their own right. Co-existing disorders such as anxiety, depression, or substance abuse, as well as poor sleep hygiene, likely also play a role in sleep difficulties.

How Do ADHD Sleep Problems Affect Daily Life??

Though there is little research on the subject of ADHD with accompanying sleep disorders, children and adults with ADHD plus a sleep disorder often report more severe ADHD symptoms and a lower quality of life. They may also be more likely to suffer from depression, anxiety, hyperactivity, inattention, difficulty processing information, and a higher BMI. Over the long term, chronic sleep deprivation leaves people vulnerable to physical health problems.

Daytime sleepiness can have serious effects on school and work. People may judge a person with ADHD for sleeping at inappropriate times, without realizing that it is part of their condition and very difficult to avoid. Sudden bouts of sleepiness may also be dangerous while driving or performing other activities that require concentration.

Not sleeping well at night can also cause daytime fatigue. Individuals with ADHD-related sleep deprivation may feel grumpy, irritable, restless, or tired, or they may have trouble paying attention at school or at work. Sometimes, these symptoms may be mistaken for a mood disorder. In turn, anxiety and behavioral difficulties have been linked to a higher incidence of sleep problems for children with ADHD.

These problems also take their toll on families and caregivers of people with ADHD. Preliminary research shows that primary caregivers of children with ADHD as well as sleep problems are more likely to be depressed, anxious, stressed, and late to work.

What Sleep Disorders Commonly Occur in People With ADHD?

In addition to generalized insomnia, people with ADHD have higher-than-normal rates of certain sleep disorders. Because ADHD symptoms often resemble the symptoms of these sleep disorders, underlying sleep disorders may go undiagnosed. Children in particular may have difficulty conveying what they are feeling, leading to a misdiagnosis of ADHD when in fact their problems stem from a sleep disorder. Or, they may have ADHD plus a sleep disorder.

Circadian Rhythm Sleep Disorder: Most individuals with ADHD, particularly adolescents, are more alert in the evening. This atypical schedule can make it difficult to honor work or school commitments. A smaller pineal gland, irregularities in clock genes, and later melatonin release may be responsible for circadian rhythm sleep disorders in people with ADHD. Taking melatonin supplements at targeted times or using bright light therapy may help adjust your schedule.

Sleep-Disordered Breathing: Sleep-disordered breathing (SDB), including snoring and sleep apnea, affects up to one-third of patients with ADHD. SDB leads to disturbed sleep and daytime sleepiness, and often causes symptoms typical of ADHD. The encouraging news is that treating SDB may reduce the need for stimulants in children believed to have ADHD. Studies suggest that removing the tonsils may help with ADHD and sleep apnea symptoms in children, while CPAP devices are a better choice for adults.

Restless Legs Syndrome: People with restless legs syndrome (RLS) are plagued by tingling sensations in the legs that make it hard to fall asleep. RLS or other types of periodic limb movement disorders may occur in almost 50% of people with ADHD. Children with both ADHD and RLS appear to spend longer in stage one light sleep, which is not as restorative. Researchers believe RLS is caused by iron and dopamine deficiencies, which are also implicated in ADHD. RLS may be treated with iron supplements or dopaminergic agents.

Narcolepsy: Individuals with narcolepsy tend to fall asleep suddenly during the day and may have difficulty sleeping soundly at night. Adults with narcolepsy are twice as likely to have had ADHD as a child. While the link between the two isn't clear, researchers believe that the sleepiness brought on by narcolepsy might provoke ADHD symptoms. It's also possible that both disorders might stem from a similar cause, such as a faulty gene or a problem with neurotransmitters. Narcolepsy is usually treated with medication.

Treating underlying sleep disorders is an important step toward improving sleep for people with ADHD. Ask your doctor for a sleep study to rule out any secondary sleep disorders that may need to be treated along with your ADHD. A good doctor should monitor potential sleep problems on an ongoing basis, as these tend to develop over time.

Sleep Tips for Children and Adults With ADHD and Sleep Problems

Experts are cautiously optimistic that sleep interventions may be key to improving not only sleep, but also ADHD symptoms and the effects of ADHD medication. Indeed, preliminary studies have found that behavioral sleep interventions improve sleep, ADHD symptoms, quality of life, daily functioning, behavior, and working memory.

For children, adolescents, and adults with ADHD, a consistent bedtime routine and healthy sleep hygiene practices can help reinforce the connection between bed and sleep. Try making gradual changes and note where you see improvements to develop a system that works for you. Some tips include:

Cut out sugar, caffeine, and alcohol within a few hours of bedtime

Avoid screen time for an hour before bed

Avoid doing stimulating activities and projects that require hyperfocusing in the evening

Make the bed a stress-free zone reserved for sleep and sex

Get enough exercise and sunlight during the day

Develop a bedtime routine that you enjoy, such as rereading a favorite book, spending time with pets, or taking a warm bath

Keep the bedroom dark, cool, and quiet, using a white noise machine if necessary to block out intrusive noises

Go to bed and wake up at the same time every day, choosing a time that is realistic and age-appropriate to get the recommended sleep for your age group

Use a weighted ball blanket

People with ADHD also frequently have trouble waking up in the morning. For help getting out of bed, try using light therapy or plan something enjoyable for when you get out of bed, such as exercise or a nice breakfast

The Children and Adults with ADHD organization recommends using a rewards-based system for sleep problems in young children with ADHD. It may also help to offer reassurance by checking frequently on your child. For people of any age with ADHD, talking with a trusted confidant, keeping a worry journal, or using relaxation techniques such as guided imagery may help make bedtime less stressful.

Sleep medication may not be appropriate for people with ADHD, but you can talk to your doctor about adding supplements or tweaking your medication schedule to optimize it for sleep. Some people with ADHD find it helps alertness to take their medication about an hour before waking up. Adolescents and adults with sleep problems may benefit from cognitive behavioral therapy for insomnia (CBT-I).

# data[].attributes.attachment_link.title
ADHD and Sleep Problems: How Are They Related? | Sleep Foundation

# data[].attributes.attachment_link.description
Attention-Deficit/Hyperactivity Disorder (ADHD) is a disorder that begins in childhood and encompasses symptoms of inattention, hyperactivity, and impulsivity. These symptoms interfere with functioning at school, at work, and in social situations. ADHD is present in approximately 5% of children, and it is more common in boys.

# data[].attributes.headline
Keeping children safe while out and about

# data[].attributes.subject
Keeping children safe while out and about

# data[].attributes.attachment_link.readable_text
How to make safe and healthy journeys when travelling with children

A child's safety will always be a top priority for any parent or carer. Keeping children safe near roads is vital because road traffic injuries are the biggest cause of death among young people worldwide, and six children are killed or seriously injured on roads every day in the UK. At Brake we believe that every child has the right to make safe and healthy journeys where they live, without fear of danger from traffic.

Every day

are killed or seriously injured on roads in the UK

As children get older, they use roads in different ways. These pages give simple advice on keeping children safe near roads, from birth to when they become independent road users.

Whether you are travelling on foot, by car, by bike, or with a buggy or pushchair, it's vital to keep children as safe as possible near roads. Follow the links below to find out how.

You'll also find top tips for how to follow road safety rules when on a trip or a holiday and how to ensure your child travels safely on trips organised by their school or nursery.

#

Brake's top tips for keeping children safe near roads

Children under 8 should always hold a grown up's hand when walking near roads

Children under 8 should always cross roads with a grown up, at a safe crossing place

Until they are 150cm tall, all children should sit in a correctly sized and fitted child seat when travelling by car

Children under 10 should not cycle on roads, they should keep to cycle paths away from motorised traffic

Children should always wear a helmet when cycling to protect their head if they fall off

References and further reading Down arrow icon to open accordion

This website uses cookies: Learn more Okay, thank you

# data[].attributes.attachment_link.description
How to make safe and healthy journeys when travelling with children A child's safety will always be a top priority for any parent or carer. Keeping children safe near roads is vital because road traffic injuries are the biggest cause of death among young people worldwide, and six children are killed or seriously injured on roads every day in the UK.

# data[].attributes.body
In the morning with so much to do, and not always enough time to do it, things can feel busy, to say the least! Establishing a morning routine can help you and your family stay on track with everything you need to do. Whether you're getting everyone ready for the nursery drop-off before work, or catching a train to an event or to visit family, a routine can make things feel more manageable. Help your little one learn daily habits and create a routine with their favourite CBeebies friends.

# data[].attributes.attachment_link.readable_text
If there's big change coming up, like your little one is starting school or going back to school after the summer, a change in routine can be a challenge. Use our morning plan and get inspiration from CBeebies favourites to help build new habits and ensure your family are ready to head out the door.
What is a routine? A routine means doing the things we need to do every day at the right time. When your child starts school, they might have a new routine to make sure they get to school on time.
In our guide, we highlight six main tasks for your child to get comfortable with to build healthy morning habits. They include waking up, brushing teeth, eating breakfast, using the toilet and washing hands, getting dressed, and packing a bag before heading out the door. Your morning routine might look different, but it should include most of these tasks if possible. To help your child develop these habits, we've built a guide with the help of some favourite CBeebies characters.

# data[].attributes.attachment_link.description
In the morning with so much to do, and not always enough time to do it, things can feel busy, to say the least! Establishing a morning routine can help you and your family stay on track with everything you need to do.

# data[].attributes.body
Have fun dressing up Duggee and find your favourite outfit in this simple and funky game

# data[].attributes.attachment_link.description
Have fun dressing up Duggee and find your favourite outfit in this simple and funky game.

# data[].attributes.attachment_link.description
Dr Ranj has a song about how important it is to wash your hands.

# data[].attributes.headline
Supporting Children with Change: Using a Change Board

# data[].attributes.subject
Supporting Children with Change: Using a Change Board

# data[].attributes.attachment_link.title
🧩 Supporting Children with Routine Change

# data[].attributes.attachment_link.title
Toddler & Big Kid Experts on Instagram: "It’s like learning to tie shoes… except messier 😂💩🤸‍♂️

Btw, if you’ve been putting off potty training, let’s rip the bandaid off and ditch diapers together this weekend!!! The 3-day-weekend is the PERFECT time to potty train.

All you need is 3 fully dedicated days + our course, which will walk you through EVERYTHING to do/say, step-by-step 👏👏👏 and it’s on mega sale right now for just $25!!!

Just drop a YES in the comments and we’ll send the course that’s potty trained *hundreds of thousands* of kids right to yuh. 

The how-to part of the course is only 1.5 hours long - aka 2 real housewives episodes 😝- so you totally have time to watch, prepare, and go in fully confident.

There’s also a full troubleshooting guide in there, which walks you through EVERYTHING tough sitch you can imagine that might pop up - public restrooms, underwear, 💩 challenges, daycare, pushback/resistance, strong-willed and shy kids… everything.

Your diaper days are almost over!!!"

# data[].attributes.attachment_link.description
6,408 likes, 201 comments - biglittlefeelings on January 12, 2026: "It’s like learning to tie shoes… except messier 😂💩🤸‍♂️

Btw, if you’ve been putting off potty training, let’s rip the bandaid off and ditch diapers together this weekend!!! The 3-day-weekend is the PERFECT time to potty train.

All you need is 3 fully dedicated days + our course, which will walk you through EVERYTHING to do/say, step-by-step 👏👏👏 and it’s on mega sale right now for just $25!!!

Just drop a YES in the comments and we’ll send the course that’s potty trained *hundreds of thousands* of kids right to yuh. 

The how-to part of the course is only 1.5 hours long - aka 2 real housewives episodes 😝- so you totally have time to watch, prepare, and go in fully confident.

There’s also a full troubleshooting guide in there, which walks you through EVERYTHING tough sitch you can imagine that might pop up - public restrooms, underwear, 💩 challenges, daycare, pushback/resistance, strong-willed and shy kids… everything.

Your diaper days are almost over!!!". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

# data[].attributes.body
Have a look at this great resource our physiotherapy colleagues have created for ideas and advice on all things gross motor

# data[].attributes.attachment_link.readable_text
Select Your Cookie Preferences

We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

# data[].attributes.attachment_link.description
Buy The Autism-Friendly Guide to Periods Illustrated by Robyn Steward (ISBN: 9781785923241) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

# data[].attributes.attachment_link.provider_name
Resource Library - Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.readable_text
What is puberty?

Everybody experiences puberty as part of growing up, and it can be a difficult time for young people and their families whether they have autism or not.

There is no fixed age for puberty to start, however it usually takes place between the age of 8 and 13 years old.

Puberty is caused by changes in hormone levels. This typically leads to the following changes:

Bodily growth

Your child's body will increase in height and weight, bones will thicken and muscles will develop. Their penis and testicles will also grow, which is often one of the first signs of puberty.

Pubic and body hair

Hair will grow and thicken around their penis, armpits, face and other parts of the body such as legs.

Body odour

Changes in your child's hormones will make them sweat more which means that they may smell more and need to wash more often.

Voice changes

Your child's voice is likely to get deeper, which often takes several months to happen. While this is happening their voice may go up and down and sometimes sound squeaky. This will settle down eventually.

Acne

Changes in your child's hormones may affect their skin which may lead to acne or an increase in spots.

Erections

Erections become more common during puberty and can happen at any time. This can be embarrassing for boys and the people around them, however this is a normal part of puberty and they happen for a number of reasons which are not always due to arousal.

Masturbation

Masturbation is when people touch their genitals for pleasure. It is a healthy and normal part of development and does not cause emotional or physical harm if they are in the right place.

Sexual development

Your child may become more aware of the differences between men and women, and how they feel about other people.

Social and emotional development

Changes in your child's hormones may impact on their emotions and their ability to emotionally regulate. Puberty can be a confusing time for young people, and is often a time when young people explore their identity and how they fit into social groups.

The impact of puberty for young people with autism

Puberty is a difficult time for all children. Children with autism may find it especially difficult as they may struggle to understand the changes that are happening, regulate their emotions and communicate with others how they are feeling. They may also find it difficult to understand what is appropriate and inappropriate.

They may need extra support and patience from the people around them to understand the changes that they are going through and to help them to learn new skills. They also may need support to understand what is socially acceptable in different situations and support to stay safe.

Puberty is also often a challenging and emotional time for parents and carers too. Some parents and carers may find it embarrassing or difficult to know how to talk about the changes their child is going through, and may have a lot of questions about how they should support their child through puberty. There may also be difficulties that arise due to an increase in hormones which affect the child's ability to regulate their emotions and behaviour.

It may be tempting to avoid the topic and ignore the changes your child is going through, however this may lead to more problems later on. As difficult as it might be, it is best to acknowledge the changes your child will go through so that you can plan how you will support them.

Key messages for parents and carers

Your child will go through puberty. Puberty is inevitable, so assume that your child will show changes relating to their gender and sexuality.

Start thinking about puberty and how you will manage the changes as early as you can.

We all have different beliefs and expectation about puberty. Think about what your family's beliefs and expectations are. Does this fit with your child's needs and abilities?

Take a matter of fact approach (be neutral). Your child may not pick up on social cues or learn from peers about appropriate behaviour. Therefore you and other adults will be their source of information.

Establish rules around hygiene as early as possible.

Introduce the concept of public and private (spaces, body parts, behaviour).

Strategies

Communication

Use the correct words and phrases. Do not use pet names or slang. Be consistent, brief and use simple language. Repeat the information often and be patient with them. You should make sure other environments such as school are also using the same words, phrases and boundaries.

Be clear and concrete with your communication. Do not expect your child to pick up on euphemisms or indirect language. You could also use visual communication such as signs, symbols, and photographs where appropriate.

The private and public concept

Understanding these concepts helps to support your child to behave in socially appropriate ways. These are abstract concepts so you will need to help your child to understand them. Public and private relates to actions, parts of the body as well as space. You can make these concepts real by using rules, boundaries, and modelling appropriate behaviour and language.

Private

Private can be described as being alone in a place where no one else can see or interrupt your child such as their bedroom, a toilet at home, the shower or bath. You need to help your child to understand parts of the body that are okay to touch in private, and actions that are okay to do in private, such as touching selves, masturbating, going to the toilet, washing and so on.

Public

Public is a place where anyone can go and where other people will be around such as a shop or a classroom. You need to help your child understand parts of the body okay to touch in public, and actions that are okay to do in public such as eating, talking to friends and so on.

Setting rules and boundaries

You should think about what rules you want to have in the home. For example, knocking on bedroom doors before entering, always wearing clothes in front of others, undressing in the bedroom, masturbation in the bedroom only, using the toilet with the door shut, and so on. Be clear and consistent with these rules.

Think about your child's personal care routine and whether you can develop any daily routines and rules about hygiene and personal care.

It is helpful of you model the rules and boundaries, such as going to the toilet with the door shut, and so on.

# data[].attributes.attachment_link.title
Puberty and autism in boys - Resource Library - Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.description
What is puberty? Everybody experiences puberty as part of growing up, and it can be a difficult time for young people and their families whether they have autism or not. There is no fixed age for puberty to start, however it usually takes place between the age of 8 and 13 years old.

# data[].attributes.attachment_link.provider_name
Resource Library - Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.readable_text
Looking for something?

Find it in our extensive resource library!

Puberty and autism in girls

What is puberty?

Everybody experiences puberty as part of growing up, and it can be a difficult time for young people and their families whether they are autistic or not.

There is no fixed age for puberty to start, however it usually takes place between the age of 8 and 13 years old.

Puberty is caused by changes in hormone levels. This typically leads to the following changes:

The impact of puberty for young people with autism

Puberty is a difficult time for all children. Children with autism may find it especially difficult as they may struggle to understand the changes that are happening, regulate their emotions and communicate with others how they are feeling. They may also find it difficult to understand what is appropriate and inappropriate.

They may need extra support and patience from the people around them to understand the changes that they are going through and to help them to learn new skills. They also may need support to understand what is socially acceptable in different situations and support to stay safe.

Puberty is also often a challenging and emotional time for parents too. Some parents may find it embarrassing or difficult to know how to talk about the changes their child is going through, and may have a lot of questions about how they should support their child through puberty. There may also be difficulties that arise due to an increase in hormones which affect the child's ability to regulate their emotions and behaviour.

It may be tempting to avoid the topic and ignore the changes your child is going through, however this may lead to more problems later on. As difficult as it might be, it is best to acknowledge the changes your child will go through so that you can plan how you will support them.

Your child will go through puberty. Puberty is inevitable, so assume that your child will show changes relating to their gender and sexuality.

Start thinking about puberty and how you will manage the changes as early as you can.

We all have different beliefs and expectation about puberty. Think about what your family's beliefs and expectations are. Does this fit with your child's needs and abilities?

Take a matter of fact approach (be neutral). Your child may not pick up on social cues or learn from peers about appropriate behaviour. Therefore you and other adults will be their source of information.

Establish rules around hygiene as early as possible.

Introduce the concept of public and private (spaces, body parts, behaviour).

Strategies

Communication

Use the correct words and phrase. Don't use pet names or slang. Be consistent, brief and simple and repeat the information often. You should link with other environments, such as school, to ensure you are using the same words, phrases and boundaries.

Be clear and concrete with your communication. Don't expect your child to pick up on euphemisms or indirect language. You could also use visual communication (signs, symbols, photographs) where appropriate.

Private

This can be described as being alone in a place where no one else can see or interrupt your child (for example their bedroom, a toilet at home, the shower or bath). You need to help the young person understand parts of the body that are ok to touch in private, and actions that are ok to do in private (for example touch self, masturbate, toilet, wash).

Public

This is a place where anyone can go and where other people will be around (for example, a shop, a classroom). You need to help the young person understand parts of the body ok to touch in public, and actions that are ok to do in public (for example, eating, talking to friends and so on).

Set rules and boundaries

You should think about what rules you want to have in the home. For example, knocking on bedroom doors before entering, always wearing clothes in front of others, undressing in the bedroom, masturbation in the bedroom only, using the toilet with the door shut and so on. Be clear and consistent with these rules.

Think about your child's personal care routine and whether you can develop any daily routines and rules about hygiene and personal care.

It is helpful of you model the rules and boundaries (for example, go to the toilet with the door shut and so on).

Further resources

1. When young people with Intellectual Disabilities and Autism hit puberty. A parents Q&A guide to health, sexuality and relationships. By Freddy Jackson Brown and Sarah Brown.

2. Girls growing up on the Autism Spectrum: What parents and professionals should know about the pre-teen and teenage years. By Shana Nichols with Gina Marie Moravick and Samara Pulver Tetenbaum.

3. What's happening to Ellie? A book about puberty for girls and young women with Autism and related conditions. By Kate E. Reynolds.

4. Things Ellie likes: A book about sexuality and masturbation for girls and young people with Autism and related conditions. By Kate E. Reynolds.

5. The autism-friendly guide to periods by Robyn Steward.

6. Taking care of myself: a healthy hygiene, puberty and personal curriculum for young people with autism by Mary Wrobel.

Is something missing from this resource that you think should be included? Please let us know

Contact us

Disclaimer

Please note: this is a generic information sheet relating to care at Sheffield Children's NHS FT. These details may not reflect treatment at other hospitals. This information is not intended as a substitute for professional medical care. Always follow your healthcare professionals' instructions. If this resource relates to medicines, please read it alongside the medicine manufacturer's patient information leaflet. If this information has been translated into another language from English, efforts have been made to maintain accuracy, but there may still be some translation errors. If you are unsure about any of the guidance in this resource or have specific questions about how it relates to your child, always ask your healthcare professional for further advice.

Western Bank
Sheffield
S10 2TH
United Kingdom
Switchboard: 0114 271 7000

Interesting Facts

We've got a special MRI scanner just for teddies so children can see what it's like before they have a scan.

Help to transform our extraordinary hospital into something even better.

# data[].attributes.attachment_link.title
Puberty and autism in girls - Resource Library - Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.description
What is puberty? Everybody experiences puberty as part of growing up, and it can be a difficult time for young people and their families whether they are autistic or not. There is no fixed age for puberty to start, however it usually takes place between the age of 8 and 13 years old.

# data[].attributes.attachment_link.readable_text
It can be difficult to talk to your child about sex and sexuality, particularly if they are autistic. It may take your child a little longer to process or pick up on certain concepts. They may struggle with understanding 'appropriate' behaviour when it comes to sex and relationships.
To help you with this, we've put together some ideas for talking to your child about puberty, sex, sexuality and relationships, as well as links to some useful resources.

When to talk to your child about puberty, sex, sexuality and relationships

School classes address puberty, sex, sexuality and relationships at an age-appropriate level. Find out what your child's school will be teaching, and when. By working with the school, you will help to ensure consistency between school and home explanations.

You might decide that these lessons are paced inappropriately for your child. Perhaps they progress too fast and assume too much prior knowledge, or don't start at an early enough age. Autistic children often need a longer period of time to adjust to and understand any changes in their lives.

Your child may do things that will be considered inappropriate as an adolescent or adult, eg removing their clothes at unexpected moments. It may be easier to address these behaviours before puberty begins.

Talking about puberty

How to talk to your child about puberty

Answer honestly any questions your child has about puberty and their body. This will help your child to learn that puberty is not something to be embarrassed about and that they can trust you to give them the right information. If you are unsure of the right answer, it is better to say that you are unsure. Your child may be confused if your answer is not clear.

Your child might ask a question at an inappropriate moment. You could develop a standard response, which everyone in the family can use, such as 'That's a good question. Let's talk about it once we get home'. Remember to deal with the question when you get home or your child may be reluctant to ask you questions again.

Your GP or practice nurse may be able to help, especially if your child will only be satisfied with an accurate, full and scientific answer. Involving the GP or practice nurse may help your child to feel comfortable talking to them about their bodies in the future, eg about sexual health or contraception.

Language

Be careful how you use language. Saying that your son's voice is "breaking" may be very worrying for an autistic child, who may take it literally. Instead you could say that your voice is changing and likely to become deeper. You could then refer to their father's/uncle's/older brother's voices and explain that men's voices are usually deeper than women's.

You may want to explain that there are different names for private body parts, and that the words you are using might be different to words your child might hear in the playground. You could explain that they should not feel they need to join in with playground conversations about private body parts if they don't want to.

Private/public

While you are talking to your children about puberty and sex, you may also need to provide some guidelines about the difference between public and private.

These may include:

who they can talk to about any concerns they have, eg mum, dad, the GP and school nurse

which rooms are private and which are public

that they should only undress or masturbate in a private room (eg their bedroom)

that people should always knock on a bedroom door before entering (you will need to make sure that everyone who visits your home is aware of this rule).

Explaining physical development

You could use visual supports to explain the basics of development, such as:

photos - you could show your child photos of themselves as a baby and toddler, and of yourself or other family members at different ages, to help your child to understand about when puberty happens in a person's life

a body outline, labelling all of the body parts, and highlighting how each part will change, and talking about what fluids come from each part - sweat, tears, urine, semen, menstrual blood, vaginal discharge.

Encourage your children to feel positive about these changes by talking about some of the advantages of being an adolescent and adult, eg you can make your own decisions about how to have your hair cut, you can vote - whatever will appeal to your child.

Menstruation (periods)

You daughter may need reassurance that menstruation is a normal biological process, and that she will not bleed to death. Tell your daughter who to go to at school if she gets her period while there. Your daughter could carry a small notebook around with her with information or reassurance for those moments when you will not be there. This will also encourage independence and could be used in various ways throughout her life.

Show your daughter how to use sanitary products, pointing out any particular features which might help her to remember how to use them correctly. Put sanitary products in a particular drawer in your daughter's bedroom, or in the bathroom, so she can be reassured that they will always be there when she needs them.

You could use a calendar to help your daughter to understand when her period is due. This may help her to feel less anxious. Alternatively, a period tracking app for her tablet or smartphone may be more subtle and could promote independence.

Masturbation

Be prepared to talk about masturbation with your child so that they do not develop any anxieties about what they are doing. Reassure them that masturbation is a normal activity.

It is important that your child knows know how to clean themselves, if necessary, after masturbation. You could perhaps supply tissues/wet wipes or an appropriate towel. You may want your child to tell you if bedclothes need changing. If your child would find this difficult, you could introduce a symbol or hand signal that they could use to let you know. You could also choose a specific day each week for bedclothes and sheets washing.

Body image

You may need to be careful that your child does not develop an unrealistic view of what their body or other people's bodies should look like. Some children and teenagers may look at the images in the media and social media and believe that their body will look like those, or they may think that their body will look just like the bodies in the visual materials you have used. Stress that all bodies are a bit different and that's ok.

Personal hygiene

Address personal hygiene issues as your child approaches puberty. Prepare your child for the need to wash more often, for shaving and for using deodorants. You will need to explain how to do these things, as well as the social rules determining why we do them. A social storyTM might be useful here.

If your child already has an established routine or tick list for their morning schedule, washing themselves, changing their clothes or their bed sheets, you could perhaps adjust it to include the use of deodorants, showering every day, shaving every other day and so on.

Relationships and sex

Relationships

Your child might need help to understand social interaction in order to sustain a relationship. You may need to discuss why some people get married or choose to live permanently with one person. You could explain these things by discussing your relationship with your partner or those of other family members.

This could be supported visually by drawing stick figures, or using photographs, of each significant person in this individual's life, including themselves, their family members, support workers, teachers and doctors, if appropriate. You may want to use a different piece of paper for each person. The pictures should be placed in the middle of the paper and connections should be made to a variety of drawings, words or photographs that surround this person. These other pictures or words should symbolise this person's role for the individual concerned and perhaps other members of the family.

You could change the person in the centre from the autistic person to mum, dad or a sibling, as this may help your child to understand how other people view the relationships in the family. You may want to discuss another family that is different from your own - perhaps one headed by a single parent or vice versa, a family with two same sex partners or vice versa etc.

Sensory differences

Because of your child's sensory differences, they may be worried about the idea of hugging or kissing in future relationships. Reinforce that when it comes to relationships, they should only do what they are comfortable with.

Sexual health

You will need to discuss smear tests, contraception, and sexually transmitted infections. You may want to use a social storyTM to explain visits to the doctor or nurse.

Staying safe and appropriate behaviour

Staying safe

You could use a social storyTM to describe a situation where another person may act inappropriately towards the autistic person, and where they can tell someone about it, eg a parent or teacher.

Your child needs to know how to stay safe online. The NSPCC provides advice and tools about this, which you can read in our 'More information' section below.

'Inappropriate' behaviour

It is often non-autistic individuals who have decided this behaviour is inappropriate. Autism may affect a person's ability to understand what is considered to be socially appropriate behaviour and to imagine what other people might feel or be about to do. A behaviour might have a very significant and specific meaning for them which isn't 'just being rude' or sexually motivated.

For example, if an autistic person touches or brushes against a particular woman's breasts every time they meet, this could be because:

this is a routine action they have developed to work out what mood that person is in today, finding it difficult to glean this from a person's facial expressions and body language

they like the reaction they get - the shock on the person's face, or the verbal response which follows

they got sensory stimulation the first time they brushed against the woman's body, and want to repeat this

they may be curious about what that part of a person's body feels like and are acting on an impulse.

If an autistic person kisses someone unexpectedly, this could be because:

they have seen two people kissing on the television and think the other person will react the way the person they saw being kissed did

they think the other person wants to kiss, because they themselves want to kiss.

It can be hard to break the cycle of inappropriate behaviour. Here are some strategies you could try.

Behaviour diaries

Completing a behaviour diary, which records what is occurring before, during and after the behaviour, could help you to understand the purpose of the behaviour. A diary may be completed over a couple of weeks or longer if needed. This may be difficult to do if the behaviour is particularly unpleasant for the individual or those around them but it is an important stage in understanding and trying to solve the behaviour. Please note that while it is understandable that the immediate reaction to a person's behaviours could be negative and comprise feelings of shock or alarm, a calm reaction and level tone should be maintained if at all possible.

Social storiesTM and comic strip conversations

Using a social storyTM or comic strip conversation could help you to discover how the person viewed the situation and to describe what they should have done in that situation, eg "we greet people by shaking their hand".

"It's alright"

Draw a table with a list of people and activities such as holding hands and kissing on the mouth. Ask whether the different activities are alright or not with different sets of people for example family members, strangers, teachers and pupils. A tick/cross or yes/no can be placed in each box depending on what the person thinks, or what you tell them.

More information

Your next steps

Find out more about what help and support is available.

Contact the NSPCC 24-hour helpline if you are concerned about a child's safety.
Phone: 0808 800 5000
Email: help@nspcc.org.uk

Visit the Respond  website, which provides advice on issues of sexual abuse, sexual offending and learning disabilities.

The words 'Social Story' and 'Social Stories' are trademarks originated and owned by  Carol Gray. All rights reserved.

# data[].attributes.attachment_link.description
A guide for parents and carers on talking to their autistic child about sex and sexuality.

# data[].attributes.body
The Autism Organisation have written a really valuable resource on strategies for supporting children with Autism during their periods.

# data[].attributes.attachment_link.description
Getting your period can bring challenges whether or not you are autistic.

# data[].attributes.body
How to help kids on the spectrum navigate big changes

# data[].attributes.attachment_link.title
Autism and Puberty - Child Mind Institute

# data[].attributes.attachment_link.description
How to help kids on the autism spectrum navigate big changes in their bodies, and their social universes, that come with puberty.

# data[].attributes.body
Navigating relationships as an autistic young person can be challenging and for some, this can have a negative impact on mental health and wellbeing. It is important for autistic young people to have their social needs met and to be able access information about intimacy and sex education.

# data[].attributes.attachment_link.description
Resources created by autistic young people about relationships, intimacy, and sex education.

# data[].attributes.attachment_link.description
The Know Yourself series offers free resources (videos, PDFs, worksheets) to support autistic teenagers in understanding what being autistic means to them.

# data[].attributes.body
We know how important it is to hear directly from others just like you when learning about yourself; that’s why all resources from our Know Yourself series are written and led by autistic people. Firstly, if you haven’t already seen our video on understanding yourself from our autistic young ambassadors, then it’s the best place to start.

# data[].attributes.body
This is a worksheet to accompany the Understanding yourself guide. Make sure you watch the videos and read the guide first before attempting to complete the worksheet. It will help you consider ideas and situations when completing the worksheet. What can you do to plan ahead to support yourself in situations that make you uncomfortable?

# data[].attributes.body
For parents and carers of children and young people with autism or a learning disability

# data[].attributes.attachment_link.description
Advice for parents and carers on how to talk to your children about relationships, sex and consent.

# data[].attributes.attachment_link.title
Taking Care of Myself: A Healthy Hygiene, Puberty and Personal Curriculum for Young People with Autism

# data[].attributes.attachment_link.description
Buy Taking Care of Myself: A Healthy Hygiene, Puberty and Personal Curriculum for Young People with Autism Illustrated by Wrobel, Mary (ISBN: 8601406896215) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

# data[].attributes.attachment_link.title
Girls Growing Up on the Autism Spectrum: What Parents and Professionals Should Know About the Pre-Teen and Teenage Years

# data[].attributes.attachment_link.description
Buy Girls Growing Up on the Autism Spectrum: What Parents and Professionals Should Know About the Pre-Teen and Teenage Years by Nichols, Shana (ISBN: 9781843108559) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

# data[].attributes.attachment_link.title
The Growing Up Book for Boys: What Boys on the Autism Spectrum Need to Know!

# data[].attributes.attachment_link.description
Buy The Growing Up Book for Boys: What Boys on the Autism Spectrum Need to Know! Illustrated by Davida Hartman (ISBN: 9781849055758) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

# data[].attributes.attachment_link.description
What’s Happening to Ellie? : Kate E. Reynolds: Amazon.co.uk: Books

# data[].attributes.attachment_link.readable_text
Select Your Cookie Preferences

We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

# data[].attributes.attachment_link.title
Things Tom Likes: A book about sexuality and masturbation for boys and young men with autism and related conditions: 2 (Sexuality and Safety with Tom and Ellie)

# data[].attributes.attachment_link.description
Things Tom Likes: A book about sexuality and masturbation for boys and young men with autism and related conditions: 2 (Sexuality and Safety with Tom and Ellie) : Kate E. Reynolds: Amazon.co.uk: Books

# data[].attributes.attachment_link.readable_text
Select Your Cookie Preferences

We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experience, and provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

If you agree, we'll also use cookies to complement your shopping experience, as described in our Cookie Notice. This includes using third party cookies for the purpose of displaying and measuring interest-based ads. Click "Customise Cookies" to decline these cookies, make more detailed choices, or learn more.

# data[].attributes.attachment_link.title
What's Happening to Tom?: A book about puberty for boys and young men with autism and related conditions: 1 (Sexuality and Safety with Tom and Ellie)

# data[].attributes.attachment_link.description
Buy What's Happening to Tom?: A book about puberty for boys and young men with autism and related conditions: 1 (Sexuality and Safety with Tom and Ellie) Illustrated by Kate E. Reynolds (ISBN: 9781849055239) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.