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Fight Flight Freeze – A Guide to Anxiety for Kids

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What is anxiety?

Anxiety is a feeling of worry, fear or unease. It is often experienced as a combination of thoughts, feelings and physical sensations in our body.

All children and young people feel worried sometimes. This is a normal, human reaction to things that feel stressful. For example, before an exam a young person may feel more worried than usual. But they will soon feel calmer after the stressful event has passed.

Anxiety becomes a problem when a child or young person feels stuck in it. When this happens, it can become an overwhelming experience. It can also affect their daily life and limit the things they feel able to do.

If your child or young person is struggling with anxiety, there are things you can do to help them. We've got advice to help you provide reassuring support, work on strategies together and find professional help if they need it.

What makes young people anxious?

A child or young person may be anxious for different reasons. Feeling a bit more worried sometimes is normal and there is not always a clear reason for this. But if your child is feeling unmanageable amounts of anxiety, this is often a sign that something in their life isn't quite right. They may need support to work out what the problem is.

This video by St Catherine's College is a useful way of understanding how stress and anxiety might build up in a person's life.

The following kinds of things can make some children and young people feel anxious:

finding school difficult or experiencing school anxiety

being around someone else who is very anxious, such as a parent

going through a significant change, such as moving house, parents separating or changing school

the death or illness of a close family member or friend

having lots of responsibility, for example caring for other people in their family

experiencing family stress around things like housing, money and debt

going through experiences in which they do not feel safe, such as being bullied, witnessing or experiencing abuse, or experiencing discrimination such as racism, homophobia or transphobia

not getting the right support or having their needs recognised if they have a neurodiverse condition such as autism or ADHD

Signs of anxiety in children and young people

Anxiety often affects our body, thoughts, feelings and behaviour. A child or young person who is struggling with anxiety may also behave differently or start using coping mechanisms to try to manage or avoid the anxiety. Below are some of the signs to look out for in children and young people.

Young people share their experience of anxiety.

How to help your child or young person when they feel panicky

In a very anxious moment, your child or young person may feel frightened or worried about having a panic attack. If this happens, focus on helping them to calm down and feel safe. The strategies below can help.

Breathe slowly and deeply together

Show/hide caption

A hand with five fingers spread. A pointed finger shows instructions for moving around each finger with the words 'Breathe in' as you move upwards, and 'Breathe out' as you move downwards.

Together, hold your hands out in front of you. Trace the outline of each of your fingers slowly with your other hand. Breathe in as you go up each finger, and out as you come down. Move and breathe as slowly as feels comfortable. Over time, encourage your child or young person to breathe out for one or two counts longer than they breathe in. This can help their body to relax.

If you would like to have a copy of this technique with you, you can download and print our resource.

Try using all five senses together

Show/hide caption

A picture of eyes, an ear, a hand, a nose and a mouth. Text reads next to each one: "5 things you can see. 4 things you can hear. 3 things you can touch. 2 things you can smell. 1 thing you can taste."

Connecting with what we can see, touch, hear, smell and taste is sometimes called 'grounding'. Doing grounding techniques can make us feel more present and bring us back into our body. This can reduce the intensity of our anxiety. Think together about what they can see, touch, hear, smell and taste.

For example, they might notice: five different colours; four soft things in the room; three sounds like cars going past the window or the noise of the washing machine; two things they can smell, like a scented candle or a piece of fruit; and one thing they find soothing to eat.

If you would like to have a copy of this technique with you, you can download and print our resource.

Remember, you don't need to do all of these things each time. Everyone is different, and it's about figuring out which of these strategies suits them best.

After they have calmed down, it can help to remind them that the panicky feeling did not last forever. They were able to do things that helped and the feeling stopped.

How to help your child or young person manage their anxiety

As well as managing panicky moments, your child or young person can also learn how to deal with their anxiety over the longer-term.

Many of these strategies are about helping them to understand how their anxiety works and what helps them. The more confident they feel about this, the more they will believe in their ability to cope. This can make anxiety feel more manageable.

As you think about strategies you might try, always remind yourself you're doing your best. It's natural to feel a bit overwhelmed sometimes. But remember, you do not need to try five different things at once. Have a look through these suggestions and pick one or two things you think might help.

There are some daily activities that are really important for our mental health. These are:

physical exercise, or some movement

sleeping well

eating healthily

drinking water

connecting and spending quality time with loved ones

They might sound simple, but they can have a big effect on our mood. Regular exercise can be particularly important because it can help to reduce feelings of anxiety in the body. It doesn't have to be much - walking or gentle yoga can help.

If you have a teenager or young adult, reducing alcohol and caffeinated drinks such as coffee can help. This is because they can trigger the physical symptoms of anxiety.

Some children and young people will need support from a mental health professional. They may benefit from a specific diagnosis or a treatment such as talking therapy. You can find more information about this below.

Young people tell us it also helps to...

think about something you're looking forward to

imagine your thoughts leaving your brain and floating off into the sky

keep yourself occupied

have time out

reflect on how you're feeling

talk to other people you trust

remind yourself you're not alone - odds are someone in your friendship circle has anxiety or depression too

Finding professional help

You might also find helpful...

Useful helplines and websites

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

Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

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

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

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Supporting A Child With Anxiety | Tips and Advice

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If your child or teenager is struggling with anxiety, we've got information about signs and treatment, and practical strategies you can do together.

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Join our webinar to explore the challenges girls with ADHD face, their symptoms, and effective strategies to support and help them thrive.

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Right to Choose - If you are based in England under the NHS you now have a legal right to choose your mental healthcare provider and your choice of mental healthcare team.

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How to support a young person who may have ADHD- CAMHS video

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How to support a young person who may have ADHD- CAMHS video

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Our Mental Health Space - Sussex Partnership NHS Foundation Trust

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Managing ADHD (attention deficit hyperactivity disorder)

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Inside: If you are wondering what to say to help your anxious child calm down, (or angry child) then pull from any one of these 17 powerful phrases to calm an anxious child. We will also discuss what NOT to say to an anxious or angry child.

If your child suffers from anxiety then you know how downright gut-wrenching it is to be unsure how to help them feel better.

It seems you can never find the right thing to say.

We often say things like, "it's okay you don't need to worry about this" or, "you're fine" or "it's no big deal."

But:

Do you know this can often make anxiety worse?

These words of encouragement are often well-intended but the problem is that they don't work and they aren't validating the child's fears or worries.

Even though you might not think your kiddos worries are a big deal, for the child, it is a BIG deal, and you haven't given them any information or strategies to actually solve the problem and begin the process of feeling better.

Did you know?

Anxiety is the most common mental health concern for kids and adults?[

So:

Instead of saying the wrong things that are actually making your child's anxiety worse, start saying the right things with these 17 phrases that will help your anxious child calm down.

Signs your Child is Suffering from Anxiety

Anxiety isn't always straight forward. If you are looking for your child to just confess, "hey I have anxiety, I'm really struggling here." Well, think again.

Anxiety will manifest in different behaviors.

Below are a few examples of how anxiety might present in your child:

Anger or agitation (behavioral issues)

Negative thinking

Sleep issues

Controlling behavior

Avoiding activities

Rude and/or defiant behavior

Anxiety often presents as anger, and this is because your child feels out of control. If you suspect this is happening in your household, please check out this ultimate guide to anger management in kids, it has a whopping 55 quick calm down strategies for you to use.

Phrases an Anxious Child Might Say

Now:

If your child is suffering from anxiety, there will be common phrases you might hear, such as:

I don't want to go

No one likes me

I don't want to go to school

I can't do it

What if you die

I feel sick, my stomach is upset

But what if...what if...what if...

I want to stay with you

Have you heard any of these phrases before?
I know right, me too! I've heard all of them.
We need to change the narrative running through our child's head. These phrases are unhelpful, counterproductive and just plain negative.

And here's the kicker:

These negative and anxious thoughts can actually start to manifest into real physical symptoms, like headaches, stomachaches, dizziness, panic attacks, etc.

That's why it's so important to develop coping strategies and do everything we can to help our kids navigate these overwhelming emotions.

Phrases You Shouldn't Say to an Anxious Child

Before we look at all the awesome and supportive things we can say to our anxious kiddo, let's quickly go over a few of the common things we might say, and explain quickly why saying these things doesn't help.

Don't worry

This is all in your head

Why is this upsetting you so much, it's no big deal

Calm down

It's going to be ok

There's nothing to be afraid of

What's wrong with you?

You better snap out of it, or else

You're just a worrywart

You have no reason to be worried

This is so silly, don't worry about this

You're fine

Don't cry

And while it's not our intention to harm our child with these phrases (we actually want to help) these phrases are all so unhelpful.

Saying "calm down" has actually never likely made anyone feel calm - ever! It typically has the reverse effect.

If you perceived something as a legitimate threat, would any of the above statements make you feel better?

Now just imagine:

You are a young child, you don't understand your confusing feelings, they feel big, you are overwhelmed with fear, no one seems to understand. You look around and wish you could be as carefree as your classmates and siblings and you wonder what's wrong with you. Your parents just say, "calm down," and instead of feeling better you just feel naughty, and lonely.

We aren't teaching our kid's life-long coping skills. We need to help them manage their anxiety and anger so that they can thrive as an adult because anxiety isn't going anywhere. It doesn't disappear, but we can learn to cope.

So now that we've talked about a few things you shouldn't say to an anxious child, what should you say?

Well below are 17 super helpful phrases to calm an anxious child.

17 Phrases to Calm an Anxious Child

1. Beat it, Mr. Worry Bully

One of the best anxiety squashing techniques we have used is to name our worry, draw our worry, and then talk to it.

Don't worry, we won't check you into the looney bin. This is totally effective.

Giving worry a name allows our child to feel like they have some control. It gives a face and a name to a powerful, invisible force within them.

Whenever my son starts worrying I'll often say, is your Anxiety Ninja Bully back? (That's the name my son gave his worry bully).

Then we get bossy and tell that Anxiety Ninja Bully where to go and to get out of our heads.
This is also a great technique to show your child that their worries are separate from them. They are actually in control, not the worry bully.
In our Anxiety Kit for Kids, we've got a worksheet that encourages kids to name and draw their anxiety bullies.

2. This feeling will pass

Like everything else, start teaching your kiddo mindfulness, and within that, they will learn that everything passes, bad feelings (and good feelings too).

"This too shall pass" is one of my absolute favorite phrases to calm an anxious child.

When your kiddo is caught up, replaying that movie reel of bad thoughts, they sometimes feel that the movie will never end. Instead of trying to force them to stuff the worry away, remind your kiddo that relief is coming.

Kids can take a deep breath and know that the feeling will pass.

Perhaps you've noticed that when you inhale a big, slow, deep breath that you feel calmer, more relaxed and less anxious?

Well, our kids need this big breath too.

When we are anxious we tense up and less oxygen gets to our brains, this makes it hard to think clearly.

And a breathing break will give back a sense of calmness and control.

Breathing is one of my A+ strategies for helping anxious kids (and anxious adults). See here for 10 of the best breathing exercises for kids.

Acknowledge and empathize with your child that what they are feeling is difficult and valid.

One of the best phrases to calm an anxious child is simply to say, "I understand."

Just being heard and understood can make all the difference in the world.

Have you ever had something bothering you...eating away at you, and then, after you talk about it you feel a sense of relief like a weight has been lifted off of you.

By talking about your child's feelings and acknowledging that you understand that it is hard, and that you are here to help, you are validating your child, and this is a great place to start to find solutions to these difficult feelings.

5. You are in a safe place, you are safe and you are loved

Being told you are safe by the person you love most is a super powerful phrase.

We need to remember that anxiety manifests as physical symptoms, your body actually wants to run and it prepares for battle. Your heart pounds, your palms get sweaty and you feel dizzy and panicked.

And this is scary, especially for a young child who doesn't understand what's happening.

Feeling safe can calm the nervous system.

6. Why do you think that?

Here's an example:

My son often worries that he can't make friends or that no one likes him.

Instead of telling him, "Oh don't be silly, everyone loves you," which doesn't validate the root of why he is feeling that way, I can say, "Why do you think no one likes you?"

He will then think about it, and say, "Because my best friend plays with Tommy more than me." Or, "Some kids are making fun of me."

Now we are talking! And we can now get to the root of the problem and you can talk about it (and find solutions from there).

7. Tell Me All About it and What Can I Do to Help

Let your child openly talk about their fears instead of trying to repress them. Like you, kids need time to process their feelings and thoughts.
Don't offer solutions, just listen.

We often schedule worry time.

So I will say, "let's calm down, and we will schedule a worry date for tonight after school, we can spend 15 uninterrupted minutes talking about this."

Carve out time in your schedule to worry. After you talk about your worries, you'll find it much easier to say good-bye to the worry and move on.

You can also just sit with your child until they calm down, maybe sing or give a hug. You are your child's safe place, remember that, and you need to be there for them.

8. How Big is This Worry on a Scale of 1 to 10?

Putting quantifiable numbers to worry can help a child realize their worry isn't the end of the world.

They can realize that in the big picture this worry isn't that big of a deal. Or, maybe it is the biggest worry of all and you'll need to employ some calm down strategies or problem-solving solutions.

9. What do we know about this?

Gather up all the facts you can about the worry.

So for example, if your child is worried about attending a birthday party, gather up the facts.

We know Simon your best friend will be there, so you don't feel alone

There will be fun games

There will be kids you don't know, but also kids you do know.

Life can seem insurmountable amidst anxious thoughts. Break down the thoughts into manageable parts. This helps your child define the actual anxiety and start to find solutions.

You can also ask, "What does Science say about this?" For instance, if your child is worried about a tornado, research the statistics on tornadoes, like how often a tornado strikes. This might help them find perspective.

10. You are not alone. I feel scared about that too.

Let your child know it's completely normal to worry. Anxiety can feel lonely. A lot like a lone star high in the sky looking down at a bustling world on a starless night.

No one wants to feel alone and like they are the only ones suffering from these intrusive thoughts. (and thinking something is wrong with them).

Telling your child about your own age-appropriate times of anxiety helps them feel less alone. (and secretly kids love to hear stories about your childhood).

Try telling them what happened, how it made you feel (physically and mentally), how you got through it and your super helpful calm down strategies.

Anxiety has a way of making kids feel stuck, their thoughts might play on repeat like an old broken record of the Beejee's.

Yikes!

Help your kiddo find and see different solutions, and retell their internal dialogue with a new ending.

Perhaps they might flunk that test, but, they also might ace it and get tons of recognition from the teacher.

Have them also face their fears, what would actually happen if x, y, or z occurred? Discuss what that looks like and how you could handle that. This helps your child develop a plan which will help them cope if something does go wrong.

12. Tell me when two minutes have gone by

This is a genius suggestion from GoZen. Time is a powerful tool when children are anxious. By watching a clock or a watch for movement, a child has a focus point other than what is happening.

Distraction, avert focus onto something else and off of the snowballing thought.

13. Let me Worry About This For You

Can you offer to take on the problem and tell your child you will brainstorm solutions?

Many children experience anxiety around school. I send a kindness rock with my son to school, he keeps it in his pocket. Every time he feels worried, he rubs the rock and it passes his worries on to me. (If you want to make your own kindness rocks, you can grab our free Kindness printables here)

It also keeps him connected to me. I honestly thought this was a little far-fetched but it's been so effective in helping my son feel connected to me at school it's a tradition I hope we can carry on for years to come.

I also put an inspirational lunch box note in my son's lunch. This is one of my favorite ways to connect with my kiddo when he's at school. You can grab this printable set of 100 notes right here.

14. This is called anxiety - and we can make it go away

For young kids, they don't even realize that what they are experiencing is anxiety.

Help them understand some technical information on anxiety. So that when these feelings arise they can go, ah, there it is this is the anxiety my mom or dad was talking about.

When kids learn what anxiety is, they can start to use feeling words, and pull out their coping strategies.

Our Anxiety Kit for Kids has a ton of worksheets to help your kiddo understand what anxiety is, and start to recognize the symptoms within their bodies.

15. Repeat this, I am brave and I can do this.

If your child isn't feeling very confident and is worrying about an upcoming sporting event, test or social gathering, pump them up. You can use any of these phrases from our list of 101 positive things to say to kids.

If you want a free PDF poster of this printable, grab it right here.

Try instilling a growth mindset into your child. Fill up their bucket with love, confidence, support, and empowerment.

16. Think of something happy

One of the best ways to redirect an anxious mind is to let it settle on a different thought.

Think of something happy, a toy, a person, a place...anything that creates happy feelings instead of negative ones.

Using guided imagery or relaxation can be very helpful in helping an anxious child calm down.

"Imagine a place where you feel totally comfortable and happy, a favorite place you have been, somewhere you have seen, or completely made up."

17. Let's look at one thing, hear one thing and think of one thing.

Play a game where you find one thing you hear, then move one to one thing you see, then one thing you smell, then one thing you can touch.

Playing the senses game gets kids out of their heads and into the present moment.

Kids may also move into the present moment by coloring or playing with a calm down jar or a glitter wand.

Using Mindfulness to Help Calm an Anxious Child

In addition to these phrases to calm an anxious child, kids can learn mindfulness, and mindfulness will go along way to helping our children develop life-long coping skills.

We've got a ton of resources here for you, including our best selling mindfulness exercise book Mightly Mindful Kids, our detailed articles on how to teach mindfulness to kids, and why mindfulness is so important for kids.

Anxiety, unfortunately, might be a part of your child's life, and you can't make it go away completely, that's why it's crucial we teach kids coping strategies.

Books to Help Calm An Anxious Child

Coping Skills for Kids Workbook: Over 75 Coping Strategies to Help Kids Deal with Stress, Anxiety and Anger

What to Do When You Worry Too Much: A Kid's Guide to Overcoming Anxiety (What-to-Do Guides for Kids)

Anxiety Relief for Kids: On-the-Spot Strategies to Help Your Child Overcome Worry, Panic, and Avoidance

These phrases can help your anxious child, but if you notice that your child's anxiety is interrupting their lives, seem excessive, frequent and more intense than other kids there age it's likely time to seek professional help.

Be patient, learn how you can help, and start to teach anxiety management techniques and coping strategies to your child. The good news is that anxiety is very treatable and you can help!

Check out these awesome phrases to help calm an anxious child!

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17 Phrases to Calm an Anxious Child - How to Help Kids With Anxiety

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If your child suffers from anxiety or anger then you know how downright gut-wrenching it is to be unsure how to help them calm down. Well, instead of saying the wrong things, start saying the right things with any of these 17 phrases to calm an anxious child.

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01962 876 239

Telephone support line (which operates Tuesdays, Wednesdays and Thursdays 9.30am to 11am) is available to all parents, carers and professionals.

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Anger is normal. But it can get out of hand. Here are some tips for calming down and taking control of your anger.

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We do this through our education programme, providing training, resources and information to professionals working with children, young people and their families.

I am:

Respecting me, you, us: building healthy relationships and creating positive cultures is a CEOP Education resource for 12 -14 year olds developed in association with clinical psychologist, Dr. Elly Hanson.

Under 18 and worried about online sexual abuse?
To report, click to visit the CEOP Safety Centre.

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Looking for fun ways to teach your kids about anger and how to cope with it? Try these awesome free anger management games for kids!

Many kids struggle with managing anger and big explosive emotions. Some days it seems like they're a volcano just waiting to erupt. They might explode, seemingly out of nowhere, with lava gushing and splattering everywhere, making it quite clear that they might need some help developing their anger control skills.

For many kids, it's hard to recognize possible anger triggers and warning signs in their body. And they might not know how to verbalize and articulate those big feelings.

Or it could be that they haven't found the right coping skills and strategies or anger management techniques. Of course, this step takes quite a bit of practice and a little bit of experimentation to see what works.

Below you will find a bunch of free anger management games for kids that focus on recognizing triggers, identifying anger, and coping with anger in fun, playful ways.

So if you're currently overwhelmed with your child's behaviors that result from unmanaged anger, then you're hopefully going to find these anger activities helpful. They're full of great anger management strategies!

Free Anger Management Games for Kids

You're going to love these printable and digital anger games. They are a great way to work on identifying anger and coping skills with your kids. All are free. But please note that some of the following do require you to have a Teachers Pay Teachers account, which is also free.

1. Free Printable Anger Dice Game - Roll the dice. Then answer an anger management related question based on what number you roll. You could also adapt this game to work on other emotions or feelings other than anger.

2. The M&Ms Anger Game from Ashley Redondo on Teachers Pay Teachers - If you're looking for fun anger management activities, then try this one. After all, it does involve candy and what kid wouldn't enjoy that? To play this game, you randomly pick an M&M from the bag. Then you have to answer an anger related question based on the color of M&M you pick. Simple, effective, and delicious, all in one.

3. Free Printable Anger Catcher from Home Stories A to Z - I loved playing with these things as a kid! You probably did too, right? Well, this one is focused on helping kids learn how to manage their anger. Such a fun anger management game, don't you think?

4. Virtual Anger Management Jeopardy Game from Jeopardy Labs - This game is entirely virtual. That means it could be a great game to play over Zoom or in teletherapy. It's also great for working on WH questions and inferencing.

5. Free Customizable Anger Bingo Cards from My Free Bingo Cards - Build your own anger bingo game (or use their suggestions). You can print and play or just play this game virtually. Could be a great anger management party game if that's something you're looking for. Although do the words party and anger even belong together in the same sentence? Probably not...

6. Free Printable Anger Words Word Search for Kids from Monster Word Search - This free word search is a great way to expand your child's emotional vocabulary. Your kids will learn other ways to describe anger.

7. Anger Strategies Memory Matching Game from The Counselor Corner on Teachers Pay Teachers - Match the different strategies with this great anger management activity. It's perfect for little ones!

8. Free Blank Anger Management Bingo Card from Mylemarks on Teachers Pay Teachers - To play, fill in the blank card with some coping strategies for anger. Then when your child needs help regulating, they can pick some strategies from their bingo card and try to get three in a row.

9. Free Printable Anger Management Fortune Teller from Creative Social Learning on Teachers Pay Teachers - Another free cootie catcher printable. This one is similar to one mentioned above. But the anger management skills listed in this one are especially great for younger kids.

You could also use this last idea as inspiration to create your own anger craft project with the kids. Just customize it with different strategies, triggers, discussion prompts, or whatever else you think might be helpful.

Need Help Teaching Your Child About Anger? Grab this Social Story!

Remember, to help your child understand anger, it's also important to teach your child what anger is and what it looks like in the body. Thankfully, teaching your kid all about anger is easy with this anger social story!

While this social story isn't free, it is a helpful tool to build your child's emotional intelligence. It easily explains what anger is and uses full color photos. It also includes a space for your child to write down their favorite strategies to use when coping with anger. You're going to love it!
Get your copy of the Anger Social Story now!
This social story will definitely be a great complement to any of the anger management games for kids listed above.

Other Anger Management Resources You'll Love
Free Anger Buttons Worksheet (Printable & Digital Activity) 5 Anger Management Techniques to Help an Angry Child Cope with Big Emotions Free Printable Social Scripts for Healthy Anger Management

Married to her high school sweetheart, Dyan is a Canadian stay-at-home mom to two boys, J and K. When she's not writing about hyperlexia and autism, you can find her teaching piano, kicking her kids' butts at Mario Kart, playing a board game, or binge reading yet another book or research paper.

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Looking for fun ways to teach your kids about anger and how to cope with it? Try these awesome free anger management games for kids! Many kids struggle with managing anger and big explosive emotions. Some days it seems like they're a volcano just waiting to erupt.

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CAMHS Threshold Chart (Where to access support and when)

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CAMHS Threshold Chart (Where to access support and when)

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Are you worried about your co-parenting arrangements given Coronavirus restrictions?

If you are worried about your co-parenting arrangements and struggle with communication in view of the Coronavirus restrictions, we can help you talk about what you can do now to reduce the impact of the restrictions on your family life.

We can offer an online video consultation with an expert family mediator to help you make new or changed plans to help you get through the challenges ahead.

Contact us for a consultation or book an appointment using this link.

Or use this link to find out more about the advantages of using family mediation.

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Co-parenting through the Coronavirus crisis - National Family Mediation

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Are you worried about your co-parenting arrangements given Coronavirus restrictions? If you are worried about your co-parenting arrangements and struggle with communication in view of the Coronavirus restrictions, we can help you talk about what you can do now to reduce the impact of the restrictions on your family life.

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Resources to support your child with anxiety

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Resources to support your child with anxiety

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As a parent or carer, you can take small steps to help your child's wellbeing as well as your own. You can do this by starting with the basics.

Using the back to basics approach can empower you to take control of the 5 Ways to Wellbeing.

Consider one area at a time. Think about your home environment and what small changes you can make together as a family.

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Sleep Support for Children with ADHD and Autism

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Sleep Support for Children with ADHD and Autism

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Helping Children to Understand Domestic Abuse

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Helping Children to Understand Domestic Abuse

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Let's Talk About It: Directory of support services in Hampshire and nationally

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Let's Talk About It: Directory of support services in Hampshire and nationally

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https://www.letstalkaboutit.nhs.uk/other-services/directory-of-services/#SexualAbuse

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Emotionally Based School Avoidance - for support agencies and schools

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Emotionally Based School Avoidance - for support agencies and schools

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Campaigning for change

We fight to change laws to make society safer for children. Our Wild West Web campaign has pushed for new regulations through the Online Safety Bill to make sure websites, apps and games are safe for children to use. But the draft Bill doesn't go far enough to protect children.
Help us end the Wild West Web

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Understanding online safety is tricky for all ages - we have advice and guides to help you learn about staying safe online as a family.

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In July 2020, we joined forces with The Sleep Charity as part of a strong, ambitious mission to empower the nation to sleep better.

Both organisations have worked hard individually, over the years, to achieve change and support to those affected by lack of sleep. By merging, we have strengthened our complementary services to speak with one voice, improve the impact of our work and to raise the profile of sleep as a major factor for health and wellbeing.

The majority of content has now moved over to The Sleep Charity website where you will find a comprehensive resource of sleep information. The Sleep Council website will shortly be removed. Thank you for your support.

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In July 2020, we joined forces with The Sleep Charity as part of a strong, ambitious mission to empower the nation to sleep better. Both organisations have worked hard individually, over the years, to achieve change and support to those affected by lack of sleep.

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ADHD in Girls Checklist (The ADHD Centre)

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ADHD in Girls Checklist (The ADHD Centre)

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ADHD manifests differently in girls compared to boys, often presenting challenges that can be overlooked or misinterpreted.

ADHD UK reports that the global prevalence of children with ADHD is approximately 5%. However, diagnostic data reveals a significant difference between genders, with 3.62% of boys diagnosed, compared to just 0.85% of girls. That translates to a gender split of roughly 4:1, boys:girls.

As we delve into the complexities and manifestations of ADHD in girls, it's crucial to recognise the distinct - and often misinterpreted - signs and symptoms that may indicate the presence of this neurodevelopmental condition.

From inattentiveness to potential emotional struggles, understanding the truth behind these gender differences is the first step toward providing the necessary support.

Join us as we present an ADHD in girls checklist, tailored to identify the unique aspects of ADHD in young females. Along the way, we'll discuss the pathways to awareness, importance of early intervention, and comprehensive well-being for girls with ADHD.

Is ADHD More Common In Boys or Girls?

Despite prevalent stereotypes, ADHD is not biased towards a specific gender.

Historically, the disorder has been predominantly associated with hyperactive males - we've all heard the expression, 'boys will be boys', right? - leading to a skewed perception of its prevalence.

Contemporary research ( Skogli, 2013; Slobodin, 2019) challenges this narrative, emphasising that ADHD occurs in both boys and girls. However, the way symptoms manifest can differ significantly, contributing to a higher likelihood of boys being diagnosed.

Girls with ADHD often exhibit inattentiveness rather than hyperactivity, for instance, making their symptoms less conspicuous. This gender-based discrepancy in symptom presentation contributes to the underdiagnosis of ADHD in girls.

In reality, the disorder is equally distributed across genders, but societal expectations and diagnostic biases have led to a disproportionate representation in clinical settings.
Learn more about ADHD in girls & child ADHD assessment with The ADHD Centre
So Why the Diagnostic Disparity?

The diagnostic disparity between boys and girls in ADHD can be attributed to a myriad of complex factors.

Understanding the reasons for female underdiagnosis is crucial for dismantling gender bias and ensuring that girls with ADHD receive the attention and support they deserve. Here are key contributors to the underdiagnosis of girls:

Symptom Presentation: Girls with ADHD commonly exhibit inattentiveness and internal struggles, whereas boys often display more overt hyperactivity. This variance in symptom presentation leads to girls' symptoms being overlooked or attributed to other causes. Societal Expectations: Societal norms and expectations play a significant role. There's a stereotype that ADHD is synonymous with disruptive behaviour, aligning more with traditional perceptions of 'boyish' behaviour. Girls may internalise their struggles, making their symptoms less visible.

Gender Bias in Research: Historical research on ADHD has primarily focused on male subjects, influencing diagnostic criteria.

Coping Mechanisms: Girls with ADHD often develop coping mechanisms to mask their difficulties, such as perfectionism or withdrawal. While these strategies may help manage symptoms temporarily, they hinder the recognition of underlying issues.

Comorbidity with Other Conditions: ADHD in girls often presents with comorbid conditions like anxiety or depression. These accompanying issues can overshadow the primary symptoms.

Educational Environment: Girls may adapt better to the structured and verbal aspects of a school or classroom environment, masking struggles with attention and executive functions. This adaptability can lead educators to overlook potential ADHD indicators.

The ADHD in Girls Checklist

ADHD in girls often presents differently than in boys, with symptoms that may be less conspicuous - but equally impactful on daily life.

Here's our ADHD in girls checklist to help identify potential signs:

Things to Remember About ADHD in Girls

Unfortunately, the gender disparities in ADHD diagnosis can make treatment, and symptom navigation, more complicated for girls. The condition is often not recognised until later in life, when comorbidities may have become more prevalent, and coping mechanisms more deeply-ingrained.

Recently, a Dutch study found that:

47% of boys received medication, compared to 6% of girls, and

38% of boys underwent counselling compared to 8% of girls.

As our clinical understanding of ADHD and girls develops, researchers point to several gender-based nuances that parents and carers should be aware of.

1. Hormones Make a Difference

Girls with ADHD may experience symptom fluctuations during hormonal changes, such as puberty and the menstrual cycle (or menopause, later in life).

For instance, increased oestrogen levels can influence neurotransmitter activity, affecting attention and mood. Clinicians must consider these hormonal dynamics when assessing and managing ADHD symptoms in girls.

At The ADHD Centre, we observe variations in symptom severity throughout the menstrual cycle. This can be particularly impactful for girls as they make the transition into puberty. Understanding these patterns helps us tailor treatment plans more effectively.

2. Silent Trauma May Be At Work

Girls often internalise ADHD-related struggles, leading to trauma that goes unspoken or unrecognised. It's crucial to recognise signs of emotional distress, such as anxiety or depression, and provide a safe space for expression.

Identifying and addressing these emotional aspects is vital for comprehensive ADHD care.

For instance: imagine a teenage girl with ADHD, struggling silently with feelings of inadequacy. Regular counselling sessions can help her articulate these emotions, fostering a healthier emotional well-being; but, without that clinical recognition, the trauma is allowed to fester beneath the surface.

3. Eating & Self-Esteem Can Be Affected

ADHD's impact on executive functions may affect eating habits and self-esteem. Girls might use food as a coping mechanism; equally, parents might notice their daughter avoiding food altogether.

Clinicians should explore the relationship between ADHD, eating patterns, and body image to develop targeted interventions.

We often work with girls to develop mindful, proper eating habits. Connecting their nutritional choices with overall well-being helps establish a healthy relationship with food.

4. Treatment Doesn't End With Medication

While medication can be a valuable component of treatment, a comprehensive approach involves a holistic approach, including strategies such as behavioural interventions and academic support.

Clinicians collaborate with educators, parents, and mental health professionals to create a supportive environment for girls with ADHD.

From a clinical perspective, truly effective treatment extends to the school and home environments.

Accommodations, understanding, personalised learning plans, and teacher/parent collaboration, for instance, demonstrably enhance academic success for girls with ADHD.

A More Inclusive Diagnosis

Ultimately, promoting a more inclusive ADHD diagnosis involves challenging stereotypes, raising awareness, and advocating for personalised assessments.

In brief, here's how we can contribute to a more comprehensive understanding:

Gender-Informed Screening Tools: We aim to implement ADHD screening tools that consider gender-specific manifestations. This ensures a more accurate identification of symptoms in girls, preventing misdiagnosis or overlooked cases.

Educational Initiatives: Campaigns for parents, teachers, and healthcare professionals highlight the diverse ways ADHD can present in girls, fostering awareness and reducing stigmas.

Parent and Teacher Collaboration: Work toward open communication with teachers. Creating a collaborative environment ensures that observations from both home and school factor in a more accurate diagnosis.

Holistic Assessment Approach: A holistic assessment approach considers not only observable behaviours, but also emotional well-being, academic performance, and social interactions.

By challenging existing norms and embracing a gender-sensitive perspective, we can ensure that every individual, regardless of gender, receives the support and understanding needed for effective ADHD management.

If you think your daughter or a young female in your life may be dealing with the effects of undiagnosed ADHD, don't hesitate to book an ADHD assessment today.

Are ADHD symptoms different in girls compared to boys?

Yes, ADHD symptoms can manifest differently in girls. While boys often display more overt hyperactivity, girls may exhibit inattentiveness, daydreaming, or emotional sensitivity. Recognizing these gender-specific symptoms is crucial for accurate diagnosis and tailored treatment.

What are some common challenges faced by girls with ADHD in school?

Girls with ADHD may encounter academic challenges related to inattention, organisation, and time management. They might struggle with completing tasks, staying organised, and managing their time efficiently, impacting their academic performance.

How can parents and teachers collaborate to support girls with ADHD?

Open communication is key. Parents and teachers should share observations and insights to create a comprehensive understanding of a girl's behaviour. A collaborative approach ensures that both home and school environments contribute to effective support and intervention.

What role do hormones play in ADHD symptoms in girls?

Hormonal changes, especially during puberty, can influence the manifestation of ADHD symptoms in girls. Understanding these hormonal dynamics is essential for recognizing the nuances in symptom presentation and adapting treatment strategies accordingly.

Is medication the only treatment option for girls with ADHD?

No, medication is just one aspect of ADHD treatment. A comprehensive approach includes behavioural therapy, lifestyle adjustments, and support systems. Tailoring interventions to address individual needs ensures a more holistic and effective management of ADHD symptoms in girls.

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An ADHD in Girls Checklist | The ADHD Centre

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What are the signs and symptoms of ADHD in young females? And how can you help? An ADHD in girls checklist. Book an assessment today.

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Parent Support: Eastleigh Wellbeing Service

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Parent Support: Eastleigh Wellbeing Service

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https://www.solentmind.org.uk/support-for-you/our-services/eastleigh-wellbeing-centre/

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We are open to in-person appointments, when pre-booked, and some of our courses take place at the centres. We also deliver appointments via phone and courses via Zoom.

Digital Wellbeing Support
We're pleased to offer multi-award winning digital mental health and wellbeing service which provides peer and professional support, creative self-expression, evidence-based courses and tips for managing anxiety, positive thinking, smoking cessation and weight management.

We've also launched our monthly E-Zine, 'A Little Piece of Mind' which contains useful wellbeing tools, activities and tips.

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Eastleigh Wellbeing Centre | Mental Health and Emotional Wellbeing Recovery Service in Eastleigh, Hampshire by Solent Mind

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We are open to in-person appointments, when pre-booked, and some of our courses take place at the centres. We also deliver appointments via phone and courses via Zoom. Digital Wellbeing Support We're pleased to offer multi-award winning digital mental health and wellbeing service which provides peer and professional support, creative self-expression, evidence-based courses and tips for managing anxiety, positive thinking, smoking cessation and weight management.

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Sexual Trauma & Abuse Restorative Therapies

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Sexual Trauma & Abuse Restorative Therapies

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Welcome to the START website. START is a new sexual trauma service, operating across Central, West and North Hampshire, bringing together the previous RASAC (Rape and Sexual Abuse Counselling Service) supporting Central, West and North Hampshire and BRASACC (Basingstoke Rape and Sexual Abuse Crisis Centre), also operating in the North of the county. RASAC has been in operation since 1995 and BRASACC since 1985.
The core service offered by START is a confidential, specialist counselling and support service for anyone who has experienced sexual abuse and/or sexual assault, resulting in sexual trauma. The services are offered to everyone, regardless of age, gender, sexuality, ethnicity, cultural or religious background. The duration of counselling varies by individual, with an agreement covering the services we will deliver and the commitments to be made by the client, agreed at an initial assessment interview. The counselling service is free, within NICE guidelines, but for those living outside our core geographic areas, we offer a chargeable service.

In addition to counselling, we offer Peer Support Groups in locations across the county and therapeutic residential week-ends, focused on enabling clients to better manage the impact of their trauma. We also have Friends of START advisory panels which help us to improve our services and organise fundraising events.

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START - Sexual Trauma & Abuse Restorative Therapies

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Welcome to the START website. START is a new sexual trauma service, operating across Central, West and North Hampshire, bringing together the previous RASAC (Rape and Sexual Abuse Counselling Service) supporting Central, West and North Hampshire and BRASACC (Basingstoke Rape and Sexual Abuse Crisis Centre), also operating in the North of the county.

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Hampshire Specialist Parenting Support Service

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Hampshire Specialist Parenting Support Service

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Provides evidenced based parenting programmes for parents and carers who have children aged 5-17 who:
1. Have a diagnosed Autistic Spectrum Condition (ASC)
2. Have a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD)
3. Are experiencing mild-moderate conduct disorder
4. Have behaviour that challenges
5. Are teenagers displaying anti-social behaviour including child to parent violence

We offer the following programmes with wrap-around support:
Cygnet (for ASC) Core programme, with additional supporting siblings and puberty, sexual health and relationships modules
The Parent Factor for ADHD
Family Links The Nurture Programme
Teen Positive Parenting Programme
Talking Teens

Parents and carers can self enrol on to a parenting programme or can be referred by a health, education or early help professional.

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Hampshire Specialist Parenting Support Service

# data[].attributes.attachment_link.description
Provides evidenced based parenting programmes for parents and carers who have children aged 5-17 who: 1. Have a diagnosed Autistic Spectrum Condition (ASC) 2. Have a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) 3. Are experiencing mild-moderate conduct disorder 4. Have behaviour that challenges 5.

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Talk to Frank - honest information about drugs

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Talk to Frank - honest information about drugs

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https://www.talktofrank.com/

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Find out everything you need to know about drugs, their effects and the law. Talk to Frank for facts, support and advice on drugs and alcohol today. | FRANK

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https://www.familylives.org.uk

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Real Estate Insights: Market Trends, Investment & Lifestyle | Lucas Fox Blog

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Stay updated on Spain's property market with Lucas Fox. Explore investment opportunities, legal guidance, lifestyle trends, and the latest news shaping the real estate landscape.

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https://www.italk.org.uk/

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Hampshire and Isle of Wight NHS Foundation Trust

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Hampshire and Isle of Wight NHS Foundation Trust

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Hampshire :: Hampshire and Isle of Wight NHS Foundation Trust

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Parent's Guide to Toilet Training Children with Autism

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Parent's Guide to Toilet Training Children with Autism

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Preventing and Responding to Domestic and Sexual Abuse

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Preventing and Responding to Domestic and Sexual Abuse

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A decent night's sleep will help children to learn more effectively and make them less susceptible to minor ailments,

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Supporting Children Through Divorce or Separation - Video

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Supporting Children Through Divorce or Separation - Video

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Supporting children through divorce or parental separation | YoungMinds Parents Lounge

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ADHD symptoms in girls often look different than in boys and can go unrecognized. Here are 20 signs to help you identify ADHD in girls so you can seek help.

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CAMHS website has a wide range of support resources for parents, young people and professionals including videos, leaflets and podcasts.

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Click here to listen to a website guide

Hello and welcome to the Hampshire Child and Adolescent Mental Health Service website. I am going to give you an audio tour so that I can help direct you to what you are looking for, and tell you about all the awesome bits that are available right here.

Helping with emotional wellbeing and mental health

Child and Adolescent Mental Health Services (CAMHS) are an NHS service that aims to help young people up to the age of 18 who are finding it hard to manage their emotional and psychological health, and who are suffering with acute, chronic and severe mental health problems.

CAMHS have community teams of staff across the Hampshire area that have expertise in working with children/young people with complex mental health difficulties and their families/carers. Our staff also have expertise in working with children and young people from vulnerable groups and their networks. This includes children in care, young people involved with the criminal justice system, children with learning disabilities and those with eating disorders. There is likely to be a clinic near you.

If you are worried about a young person please refer to the specific guidance on the website in relation to the different mental health difficulties that they may be experiencing. This will give tips, help and guidance on whether a referral to CAMHS may be helpful: click here.

Coronavirus (COVID-19) - the latest news and information about coronavirus, and what you should do if you have an appointment, is available here.

Who do we help?

Hampshire CAMHS is an NHS specialist service for young people aged 5-18 years and their families who are experiencing difficulties with their mental and emotional health.

Who we are

There are a number of different clinical and professional staff who are trained and experienced in working with young people, and their families. Hampshire Specialist CAMHS aim to help a young person build skills of their own and achieving their potential and getting the most out of their life.

To find out more check out our service go to 'About Us' section.

Hampshire Specialist CAMHS services are provided by Sussex Partnership. To find out more about the other services that they provide, and where the Hampshire clinics are based, click here.

Watch:

Welcome to Hampshire CAMHS

Welcome to Hampshire CAMHS

A year-long campaign all about creating opportunities and celebrating everything that young people are, what they bring to society, their achievements, and their future potential. We want young people to be proud of themselves, and proud to say, ' This Is Me'.

The ICE Project is a series of free arts workshops and creative opportunities, for young people known to Hampshire CAMHS.

Previous Next

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Click here to listen to a website guide Hello and welcome to the Hampshire Child and Adolescent Mental Health Service website. I am going to give you an audio tour so that I can help direct you to what you are looking for, and tell you about all the awesome bits that are available right here.

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The Frankie Service: therapeutic counselling to Children and Young People 0-18yrs who are victims of sexual abuse, sexual exploitation or female genital mutilation

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The Frankie Service: therapeutic counselling to Children and Young People 0-18yrs who are victims of sexual abuse, sexual exploitation or female genital mutilation

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The Frankie Service will provide therapeutic counselling to Children and Young people aged 0-18 years, and play therapy for children who are victims of sexual abuse, sexual exploitation or female genital mutilation.

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Short video with slides about Positive Parenting (recorded by our Family Support when she previously worked at Botley Primary)

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Short video with slides about Positive Parenting (recorded by our Family Support when she previously worked at Botley Primary)

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https://www.loom.com/share/7901c9408cdd424fbaf3de8bd48fe6db

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https://mensadviceline.org.uk/

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This factsheet explains what a non-molestation order is, how it can protect victims of domestic abuse, and how to apply for one.

Men's Advice Line evaluation survey

Have you spoken to our Advisors? Tell us about your experience

Take our survey

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Domestic Abuse Helpline for Men | Men's Advice Line UK

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The Men's Advice Line is for male victims of domestic abuse. We offer confidential advice, non-judgmental support, practical information and help

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Hampshire Specialist Parenting Support Service

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Hampshire Specialist Parenting Support Service

# data[].attributes.attachment_link.readable_text
Provides evidenced based parenting programmes for parents and carers who have children aged 5-17 who:
1. Have a diagnosed Autistic Spectrum Condition (ASC)
2. Have a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD)
3. Are experiencing mild-moderate conduct disorder
4. Have behaviour that challenges
5. Are teenagers displaying anti-social behaviour including child to parent violence

We offer the following programmes with wrap-around support:
Cygnet (for ASC) Core programme, with additional supporting siblings and puberty, sexual health and relationships modules
The Parent Factor for ADHD
Family Links The Nurture Programme
Teen Positive Parenting Programme
Talking Teens

Parents and carers can self enrol on to a parenting programme or can be referred by a health, education or early help professional.

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Hampshire Specialist Parenting Support Service

# data[].attributes.attachment_link.description
Provides evidenced based parenting programmes for parents and carers who have children aged 5-17 who: 1. Have a diagnosed Autistic Spectrum Condition (ASC) 2. Have a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) 3. Are experiencing mild-moderate conduct disorder 4. Have behaviour that challenges 5.

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Did you know?

If a GP needs to refer you for a physical or mental health condition, in most cases you have the legal right to choose the hospital or service you'd like to go to.

This will include many private hospitals if they provide services to the NHS and it does not cost the NHS any more than a referral to a standard NHS hospital.

You can also choose a clinical team led by a consultant or named healthcare professional, as long as that team provides the treatment you require. Find out more about choosing a hospital or consultant and choosing a mental health service.

You can book your appointment via the NHS e-Referral service. It can be done while you're at the GP surgery, or online, using the shortlist of hospitals or services provided in your appointment request letter. The shortlist is selected by your GP, so make sure you tell them about your preferences during the appointment.

To agree on the shortlist, you and your GP can compare information about hospitals or consultants on this website, including quality outcomes, waiting times, parking and travel. Use the services near you link to make an informed decision before booking.

You have the legal right to ask for your appointment to be moved to a different provider if you're likely to wait longer than the maximum waiting time specified for your treatment.

The hospital or integrated care board (ICB) will have to investigate and offer you a range of suitable alternative hospitals or clinics that would be able to see you sooner. Read the guide to waiting times for more information.

Find out more about:

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Find out about your right to choose where you have your NHS treatment.

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Link to local services / websites that offer advise and support around money matters

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In this section you will find information on: where to get advice and local support, claiming benefits you maybe entitled to and saving money on household bills.

For a comprehensive list of local services click on the 'View all services and advice' link on the right hand side of the page

The banner below provide links to national websites containing information advice and guidance on the following topics

To work out what benefits you may be entitled to visit the Entitled To website.

Budgeting Loans are interest-free loans for people who have been on Income Support, income-based Jobseeker's Allowance, Employment and Support Allowance (income-related), Pension Credit or payment on account of one of these benefits, for at least 26 weeks.

To find out about Universal credit, click on the link.

The Citizens Advice Bureau website contains information for adults and young people about managing money effectively and debt advice.

My Money Steps is a free online debt advice service from National Debtline. It is free, confidential and simple to use. My Money Steps will tell you what options you can choose from to deal with your debts and give you a personal action plan to help you manage your money.

The Money Advice Service is a free impartial service set up my government providing advice and guidance on managing your finances including: debt & borrowing, saving & investing, budgeting and managing money, and work and redundancy.

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In this section you will find information on: where to get advice and local support, claiming benefits you maybe entitled to and saving money on household bills.

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We Stand - supports non-abusing parents and carers whose children have been sexually abused.

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We Stand - supports non-abusing parents and carers whose children have been sexually abused.

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Our helpline is a confidential, supportive, and informative space for all non-abusing parents/carers and professionals affected by child sexual abuse.

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Hampshire CAMHS - Sleep tips and resources

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Hampshire CAMHS - Sleep tips and resources

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Lots of young people find getting to sleep, staying asleep or waking up a real problem. Disrupted, broken or insufficient sleep can really impact on people’s mood and ability to cope with daily life.

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https://www.nationalbullyinghelpline.co.uk/

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What is Bullying and Harassment?

Bullying and Harassment can be defined in many different ways and can be described as unwanted conduct of behaviour designed to cause harm or distress to another person. It can be characterized as offensive, intimidating, malicious or insulting behaviour, an abuse or misuse of power through means intended to undermine, humiliate, denigrate or injure the recipient. Bullying can be related to age, sex, race, disability, religion, sexual orientation, nationality or any personal characteristic of the individual, and maybe persistent or an isolated incident. The key is that the actions or comments are viewed as demeaning and unacceptable to the recipient.

Bullying falls under four main categories, psychological, Verbal, Physical and Cyberbullying and its effects can have far-reaching consequences. Bullying can have an impact on anyone, children and adults in school or at work. It can seriously affect someone's physical and mental health. Sustained bullying can cause stress, emotional issues, social problems, physical disorders and in some serious cases, self-harm or even death.

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Information and advice about all forms of bullying

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Bullying - Help and advice for adults and children affected by bullying at work, bullying at school or cyberbullying with information to help stop bullying

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If you're worried about how your relationship break-up might affect your child, here is our advice on how you can support them through the process.

Guide Menu for Divorce and separation

Guide contents (jump to section)

How can I help my child?

Every child and young person's experience with the loss of their known family unit will be unique, but it can sometimes cause intense emotional distress.

In the immediate aftermath of a break-up, children's early responses can involve a number of defence behaviours, including: denial, disbelief, dissociation, hyperactivity, irritability and protest, alarm and panic. Over time, children may experience grief and display behaviours and emotions that indicate yearning and pining, sadness and depression, anger and hostility, anxiety, guilt, shame and despair. Even if children feel relieved at a family break-up where violence is a significant factor, most children will still feel some loss and grief.

There are things you can do to improve the way your child copes with the changes going on around them.

Things that may really make a difference:

Download our full Parents Helpline guide to divorce and separation

For more information and advice, you can download our full Parents Helpline guide to divorce and separation. The guide includes:

information about how children of different age groups may react to - and cope with - their parents divorcing or separating

advice on how you can support your child through a parental break-up

a list of helplines and services you can use

Parental alienation and emotional abuse

A parent who turns their child against their other parent by bad-mouthing, belittling the other adult, limiting contact between them, forbidding discussion about them, creating the impression the parent does not love the child or forcing the child to reject the parent is becoming increasingly common and can do significant damage to children's mental health.

The Chief Executive of the Children and Family Court Advisory and Support Service (CAFCASS), Anthony Douglas, recommended in February 2017 that parents who use this type of 'alienation' should be considered guilty of neglect or emotional abuse.

You may also find helpful...

Where to get help

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Divorce & Young People's Mental Health | Parent Guide

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If you're worried about how your relationship break-up might affect your child, here is our advice on how you can support them through the process. Guide Menu for Divorce and separation Guide contents (jump to section) How can I help my child?

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https://advicefinder.turn2us.org.uk/Home/Details/2711

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Contact details

Citizens Advice Eastleigh (Hedge End Outreach)
Salvation Army Dowd's Farm Community Centre
85 White's Way
Hedge End
Eastleigh
SO30 2GL

Public phone: 0808 278 7862

Email: help@citizensadviceeastleigh.org.uk

Website URL: http://www.eastleighcab.org.uk

General information

Service offered: Advice and information on a range of issues, including benefits and welfare rights, consumer, employment and housing rights, money and debt.

Target group: General public.

Area served: Hedge End and surrounding areas.

How to contact: Drop-in (Limited during coronavirus pandemic, please check website for up to date information), phone or email.

Availability

Monday: 10am - 4pm (Phone)

Tuesday: 10am - 4pm (Phone)

Wednesday: 10am - 4pm (Phone)

Thursday: 10am - 4pm (Phone)

Friday: 10am - 4pm (Phone)

Weekends:

Office Hours:

Accessibility

Wheelchair access: Yes - limited

Accessible toilets: No

Access notes:

Other information

Languages other than English:

Charity number: 256021

Year established: 1942

Staffing:

Public transport:

Record last checked: 17 November 2021

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citizens advice eastleigh (hedge end outreach)

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Turn2Us - Advice Finder - Citizens Advice Eastleigh (Hedge End Outreach) - Eastleigh

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Contact details for Citizens Advice Eastleigh (Hedge End Outreach)

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Charlie Waller Trust, Mental Health Charity

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Charlie Waller Trust, Mental Health Charity

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We work with young people, parents and carers, schools, colleges, universities and employers.

All our work is based on sound evidence. It gives people the confidence and skills to look after their mental health.

Charlie sits at the heart of our story, our vision and our purpose.

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Charlie Waller Trust, mental health charity

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We understand mental health. Our aim is to educate young people, & those with responsibility for them, about their mental health & wellbeing. The Charlie Waller Trust was created by the Waller family in 1997 in response to the loss of their son and brother Charlie to suicide having suffered from depression.

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Online parenting courses are a great way to get advice and learn new skills in the comfort of your own home and at times to suit you. All of our courses are filled with helpful techniques and ideas that we are sure will help you become a confident and happy parent. Crucially, you can do our course whenever and wherever suits you and work through it at our own pace but you will need to complete the course in 60 days from enrolment.

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Get support with parenting through our online parenting courses

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Stop Domestic Abuse's services cover the whole of Hampshire, including Southampton and Portsmouth.

All of our services can be accessed by calling

Our Advice Line for all parts of Hampshire is open for victims, perpetrators and their family and friends and professionals from 9.30am-5.30pm Monday-Thursday and 9.30am-5.00pm on Friday.

Emergency Refuge Accommodation - OUT OF HOURS

If you experience any difficulties getting through please contact the mobile numbers below.

If you need refuge accommodation out of our normal working hours on
Monday-Thursday evenings please call 07771 125991.

If you need to access emergency refuge accommodation at any time over a
weekend or on a bank holiday please call 07501 378314.

Please do not call these mobile numbers between 9.30am-5.30pm Monday-Thursday and 9.30am-5.00pm on Fridays (unless it is a Public Holiday) as they won't be answered.

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Our Advice Line for all parts of Hampshire is open for victims, perpetrators and their family and friends and professionals from 9.30am-5.30pm Monday-Thursday and 9.30am-5.00pm on Friday. If you experience any difficulties getting through please contact the mobile numbers below. If you need refuge accommodation out of our normal working hours on Monday-Thursday evenings please call 07771 125991.

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https://www.camhsnorthderbyshire.nhs.uk/learning-disabilities-toileting-and-asd

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learning disabilities

Toileting and Children with Autistic Spectrum Disorders (ASD)

Many children with ASD experience problems with toileting. This can include a delay in toilet-training, a reluctance or refusal to use the toilet, or a reluctance to pass urine or faeces at all. There are many ideas about why this might be, although there is little research evidence to back them up. Here are some possible reasons for toilet-training issues:

LACK OF UNDERSTANDING
Children may not understand that urine or faeces are 'waste' material, and may believe that they are losing part of their body. It is hard for many children with learning disabilities to understand that food becomes poo!

GASTRO-INTESTINAL ISSUES
Research on gastro-intestinal issues in ASD is varied, but some studies suggest that children with ASD are more likely to have chronic gastro-intestinal problems. Problems such as constipation can make going to the toilet painful, so the child avoids this, which then makes the constipation worse - the child is stuck in a negative cycle.

NEED FOR CONTROL/ROUTINE
Children with ASD need the world to be predictable, and bowel movements can feel scarily out of their control.

COMMUNICATION PROBLEMS
The child may not be able to let you know when they need to go to toilet, or understand your prompts/attempts to teach them. This can lead to frustration for everybody involved.

MOTOR PROBLEMS
Children who experience some form of delay in the development of their motor skills may not have full control over their bowels and/or bladder. Some children with learning disabilities may never achieve full bowel and bladder control.

LACK OF SOCIAL MOTIVATION

Children with ASD may not understand that toilet training is a healthy and beneficial part of growing up and that wearing a nappy can be socially unacceptable when they are older.

SENSORY ISSUES
Many children with ASD experience significant sensory sensitivities & struggle to manage the sensory input that they receive. This may include a dislike of the noise made by toilets, the sensation of passing urine/faeces, a cold toilet seat, or a preoccupation with water in the toilet.

Ensure the child is ready for toilet training. Some signs of bladder/bowel control are:

Urinating large amounts at once.

Having regular, well-formed bowel movements at predictable times.

Having "dry" periods of around two hours.

Able to follow simple instructions like "go and get the cup".

Indicating that they dislike the feeling of a wet/dirty nappy or pad.

Once you are sure that the child is ready for toilet training, you can help in several ways:

Record when and where the child passes faeces or urine before you begin. Pay attention to the time of day they go, the reaction of the child (did they let you know by crying or going to a particular place?), and how you responded.

Ensure any constipation is treated. If left un-treated, passing faeces can be painful and might cause the child to withhold going.

As a family, it is important to pick the right time. You need to allow toilet training to take priority, for a consistentapproach to be implemented and effortlevels to be maintained.

Accept that it is likely to be stressful for a time.

Ensure their diet includes plenty of fibre, unless you are told otherwise by your child's doctor or dietician.

1. ENFORCING BOWEL CONTROL IS NOT HELPFUL

Although it's important to have clear boundaries and routines to support children with ASD to understand what is expected of them, it's essential to understand that enforcing bowel control could exacerbate existing problems. The child must be ready.

Never use punishment when toilet-training. Making toileting a scary or unpleasant experience for children will not help them to learn, and may make them refuse to go at all (i.e. encourage withholding).

Do not react negatively to 'accidents'. It can be very frustrating for parents, but showing your stress or annoyance can inadvertently teach children that you do not want them to pass urine or faeces (children with ASD can be quite unusual learners). They may not understand that you are angry about when or where they have done it, rather than what they have done.

2. USE REWARDS

Children with ASD are often not intrinsically socially motivated (e.g. by what other people do), so you may need to motivate them in other ways. You may need to continue to reward the child for some tine after successful toilet training, until the behaviour has become part of their routine/habit.

3. MAKE IT FUN

Make the bathroom a relaxing place to spend time in. Be aware of things that would attract the child (e.g. a coloured toilet seat, stickers of their favourite cartoon characters, a soft bath-mat). Equally, be aware of things that would frighten/put-off the child (e.g. the feeling of a particular toilet seat, bright lights).

Don't tell your child to 'push' because this can lead to tensing and less likelihood of a successful bowel movement. Instead, encourage them to relax. You may find that your child is more relaxed after a warm bath.

Blowing bubbles can both entertain your child and encourage bowel movements by recreating a slight pushing motion.

You may decide to encourage the child to spend time in the bathroom playing with toys or water in the sink. However, be wary that, whilst this makes it easier to put/encourage the child onto the toilet by reducing anxiety, it can also confuse children as to the purpose of the bathroom/toilet.

4. PROVIDE THE NECESSARY TEACHING MATERIALS

Social stories can be a good way to help children with ASD to understand what is expected of them. You can create stories (with pictures) to show the whole bathroom/toilet routine (e.g. feel I need to wee, go to the bathroom, take trousers down, sit on toilet etc).

You can create stories to explain that going to the toilet is okay, and that poo and wee are meant to go into the toilet. For more able or older children, you may be able to explain that it is important to get rid of waste from the body.

You can use the child's interests to create examples, such as Spongebob/other character wanting to go to the toilet, and how he/she did it.

You may need to show your child what to do! This can seem embarrassing, but the child will probably be unaware that there is anything to feel embarrassed about, and may learn more from you 'modelling' behaviour than from a book. Alternatively, you could 'model' toileting behaviour using toys or puppets.

5. SCHEDULED SITTING

This is one technique suggested for use with children with ASD where toileting has become very stuck. It should be used in conjunction with the other advice in this section.

Identify times when your child is most likely to have a bowel movement (use a diary to monitor bowel movements as suggested overleaf). Note that 5-20 minutes after meals is a likely time (due to the gastro-colic reflex). Just prior to these times, encourage your child to sit on the toilet for 5 minutes (or a brief time initially). Give them something to occupy them (e.g. a book, handheld computer game, something else they really enjoy).

After 5 minutes, allow the child to leave the toilet; although, if they are happy to stay in the bathroom, this is preferable. After a 10-15 minute break, return them to the toilet for another 5 minutes. Repeat this process for as long as you feel the child will tolerate it without anxiety/tantrums, until the child has had a bowel movement.

Combine this strategy with social stories and rewards for any successful use of the toilet. Try to keep calm and avoid any confrontations. Consider waiting until the school holidays, when you can be more consistent with the approach.

ERIC provide expert support, information and understanding to children and enable parents, carers and professionals to help them establish good bowel and bladder health.
Website

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

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

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

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Many children with Autistic Spectrum Disorders experience problems with toileting. This can include a delay in toilet-training or reluctance/refusal to use the toilet at all.

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An introduction to Autism  (55minutes video)

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An introduction to Autism  (55minutes video)

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Hampshire and IOW Healthcare NHS Foundation Trust

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Welcome to the UK Safer Internet Centre, where you can find online safety tips, advice and resources to help children and young people stay safe online.

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Grief is a natural response to losing someone who is important. It can be a very painful set of emotions, and everyone experiences it differently. The important thing is to allow yourself time to grieve for as long as you need to.

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Grief is a natural response to losing someone who is important. It can be a very painful set of emotions, and everyone experiences it differently. The important thing is to allow yourself time to grieve for as long as you need to.

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A selection of games and apps for children to help them develop strategies to manage their anxious feelings.

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You see anger but how is your child really feeling?

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You see anger but how is your child really feeling?

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Often we see anger but behind this emotion may be fear, sadness, loneliness or many other feelings. Learning to understand and unpick what is really going on and helping children with the vocabulary to express these feelings is important in being able to support angry behaviours.

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If you have a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) this means that you can struggle with paying attention, have high levels of energy and react quickly to things. This can get in the way of everyday life such as school, hobbies and making friends, although how much it affects someone can vary from person to person.

Tasks such as sitting still, concentrating and following instructions are much harder for people with ADHD as they often feel restless or fidgety, can be easily distracted and can talk a lot, which makes activities such as school lessons and doing homework even more difficult.

People with ADHD can sometimes find it harder in social situations such as making friends or playing games as they can find it hard to follow conversations, wait for things and take turns. Sometimes people with ADHD also have difficulties with getting to and staying asleep.

ADHD is a result of the brain being wired slightly differently to people who do not have ADHD. Although there is no cure for ADHD, the difficulties experienced, such as high energy levels, difficulties concentrating and reacting quickly, can be helped and managed in many ways including receiving extra support in school, learning techniques and strategies to help you cope and sometimes taking medication.

The most important thing to know is that having ADHD is not your fault and is not a bad thing. People who have ADHD are just as talented as those without ADHD. In fact it is reported that some of the world's most successful people have diagnoses of ADHD including; Justin Timberlake (singer), Jamie Oliver (chef), Will Smith (actor), Michael Phelps (Olympic swimmer), Emma Watson (actress) and Richard Branson (entrepreneur and owner of the Virgin brand) to name just a few!

There are lots of strategies and techniques that you, your parents, carers and teachers can use to help you cope and manage with the things you find difficult. So it is important to make sure that those involved in teaching or supporting you are aware that you have ADHD. You can find suggestions of techniques and strategies that might help on the website link below and using the free organisation and planning apps listed below.

As remembering, being organised and planning your day can be one of the hardest things to do and this often makes school difficult, it is a good idea to make notes or reminders and set alarms on your phone of important things that you need to remember. Try to be organised and plan ahead what you will need for each day. It may be helpful to let others help you with doing this. Having a familiar routine will also make it easier for you to remember what you have to do and what you might need with you.

If you have been given a diagnosis and have been prescribed medication to help you there is a really useful website called HeadMeds which can give you lots of information and advice.

What is ADHD - credit Meyer Center for Developmental Pediatrics

What is Wrong With Me? An ADHD Story- credit Jenna Boyd

Let Me Be Your Camera - Understanding ADHD - credit ADHDPerkins

What is ADHD - credit Meyer Center for Developmental Pediatrics

What is Wrong With Me? An ADHD Story- credit Jenna Boyd

Let Me Be Your Camera - Understanding ADHD - credit ADHDPerkins

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Attention Deficit Hyperactivity Disorder (ADHD)

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If you have a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) this means that you can struggle with paying attention, have high levels of energy and react quickly to things. This can get in the way of everyday life such as school, hobbies and making friends, although how much it affects someone can vary from person to person.

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Looking for ideas for helping your child to calm down? Look no further!

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Looking for ideas for helping your child to calm down? Look no further!

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This website has a wealth of information but there is also a CAP drop in at the King's Community Church in Hedge End.

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Struggling with debt or worried about money? At CAP we offer free, confidential debt help, budgeting support and advice through local UK based churches.

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Center for Parent Information and Resources

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Disability Fact Sheet 19 (FS19)
Links updated, April 2017

En español | In Spanish
See fact sheets on other disabilities

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Mario's Story

Mario is 10 years old. When he was 7, his family learned he had AD/HD. At the time, he was driving everyone crazy. At school, he couldn't stay in his seat or keep quiet. At home, he didn't finish his homework or his chores. He did scary things, too, like climb out of his window onto the roof and run across the street without looking.

Things are much better now. Mario was tested by a trained professional to find out what he does well and what gives him trouble. His parents and teachers came up with ways to help him at school. Mario has trouble sitting still, so now he does some of his work standing up. He's also the student who tidies up the room and washes the chalkboard. His teachers break down his lessons into several parts. Then they have him do each part one at a time. This helps Mario keep his attention on his work.

At home, things have changed, too. Now his parents know why he's so active. They are careful to praise him when he does something well. They even have a reward program to encourage good behavior. He earns "good job points" that they post on a wall chart. After earning 10 points he gets to choose something fun he'd like to do. Having a child with AD/HD is still a challenge, but things are looking better.

What is AD/HD?

Attention-Deficit/Hyperactivity Disorder (AD/HD) is a condition that can make it hard for a person to sit still, control behavior, and pay attention. These difficulties usually begin before the person is 7 years old. However, these behaviors may not be noticed until the child is older.

Doctors do not know just what causes AD/HD. However, researchers who study the brain are coming closer to understanding what may cause AD/HD. They believe that some people with AD/HD do not have enough of certain chemicals (called neurotransmitters) in their brain. These chemicals help the brain control behavior.

Parents and teachers do not cause AD/HD. Still, there are many things that both parents and teachers can do to help a child with AD/HD.

How Common is AD/HD?

As many as 5 out of every 100 children in school may have AD/HD. Boys are three times more likely than girls to have AD/HD.

What Are the Signs of AD/HD?

There are three main signs, or symptoms, of AD/HD. These are:

problems with paying attention,

being very active (called hyperactivity), and

acting before thinking (called impulsivity).

More information about these symptoms is listed in a book called the Diagnostic and Statistical Manual of Mental Disorders (DSM), which is published by the American Psychiatric Association (2000). Based on these symptoms, three types of AD/HD have been found:

inattentive type, where the person can't seem to get focuesd or stay focused on a task or activity;

hyperactive-impulsive type, where the person is very active and often acts without thinking; and

combined type, where the person is inattentive, impulsive, and too active

Inattentive type. Many children with AD/HD have problems paying attention. Children with the inattentive type of AD/HD often:

do not pay close attention to details;

can't stay focused on play or school work;

don't follow through on instructions or finish school work or chores

can't seem to organize tasks and activities;

get distracted easily; and

lose things such as toys, school work, and books. (APA, 2000, pp.85-86)

Hyperactive-impulsive type. Being too active is probably the most visible sign of AD/HD. The hyperactive child is "always on the go." (As he or she gets older, the level of activity may go down.) These children also act before thinking (called impulsivity). For example, they may run across the road without looking or climb to the top of very tall trees. They may be surprised to find themselves in a dangerous situation. They may have no IDEA of how to get out of the situation.

Hyperactivity and impulsivity tend to go together. Children with the hyperactive-impulsive type of AD/HD often may:

figet and squirm;

get out of their chairs when they're not supposed to;

run around or climb constantly;

have trouble playing quietly;

talk too much;

blurt out answers before questions have been completed;

have trouble waiting their turn;

interrupt others when they're talking; and

butt in on the games others are playing. (APA, 2000, p. 86)

Combined type. Children with the combined type of AD/HD have symptoms of both of the types described above. They have problems with paying attention, with hyperactivity, and with controlling their impulses.

Of course, from time to time, all children are inattentive, impulsive, and too active. With children who have AD/HD, these behaviors are the rule, not the exception.

These behaviors can cause a child to have real problems at home, at school, and with friends. As a result, many children with AD/HD will feel anxious, unsure of themselves, and depressed. These feelings are not symptoms of AD/HD. They come from having problems again and again at home and in school.

How Do You Know if a Child Has AD/HD?

When a child shows signs of AD/HD, he or she needs to be evaluated by a trained professional. This person may work for the school system or may be a professional in private practice. A complete evaluation is the only way to know for sure if the child has AD/HD. It is also important to:

rule out other reasons for the child's behavior, and

find out if the child has other disabilities along with AD/HD

What About Treatment?

There is no quick treatment for AD/HD. However, the symptoms of AD/HD can be managed. It's important that the child's family and teachers:

find out more about AD/HD;

learn how to help the child manage his or her behavior;

create an educational program that fits the child's individual needs;

and provide medication, if parents and the doctor feel that this would help the child.

What About School?

School can be hard for children with AD/HD. Success in school often means being able to pay attention and control behavior and impulse. These are the areas where children with AD/HD have trouble.

There are many ways the school can help students with AD/HD. Some students may be eligible to receive special education services under the Individuals with Disabilities Education Act (IDEA). AD/HD is specifically mentioned under IDEA's disability category of "Other Health Impairment" (OHI). We've included the IDEA's definition of OHI below and provide information on OHI in a separate fact sheet.

Despite the fact that AD/HD is specifically mentioned in IDEA's definition of OHI, some students with AD/HD may not be found eligible for services under IDEA. The AD/HD must affect educational performance. (To learn more about the eligibility process under IDEA, read Evaluating Children for Disability, looking specifically for the section on determining eligibility and what to do if you don't agree with the determination.) If a student is found not eligible for services under IDEA, he or she may be eligible for services under a different law, Section 504 of the Rehabilitation Act of 1973.

Regardless of the eligibility determination (yes or no), the school and the child's parents need to meet and talk about what special help the student needs. Most students with AD/HD are helped by supports or changes in the classroom (called adaptations). Some common changes that help students with AD/HD are listed under "Tips for Teachers" below. Much additional info is available from the organizations listed under "Additional Resources" at the end of this fact sheet.
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IDEA's Definition of "Other Health Impairment"
Many students with ADHD may qualify for special education services under the "Other Health Impairment" category within the Individuals with Disabilities Education Act (IDEA). IDEA defines "other health impairment" as...
...having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-

(a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

(b) adversely affects a child's educational performance. [34 Code of Federal Regulations §300.8(c)(10)]

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Tips for Parents

Learn about AD/HD. The more you know, the more you can help yourself and your child. The organizations listed under "Additional Information" (at the end of this fact sheet) can help you learn more about the disability.

Praise your child when he or she does well. Build your child's abilities. Talk about and encourage his or her strengths and talents.

Be clear, be consistent, be positive. Set clear rules for your child. Tell your child what he or she should do, not just what he shouldn't do. Be clear about what will happen if your child does not follow the rules. Have a reward program for good behavior. Praise your child when he or she shows the behaviors you like.

Learn about strategies for managing your child's behavior. These include valuable techniques such as: charting, having a reward program, ignoring behaviors, natural consequences, logical consequences, and time-out. Using these strategies will lead to more positive behaviors and cut down on problem behaviors. You can read about these techniques in many books. See "Resources" at the end of this publication.

Talk with your doctor about whether medication will help your child.

Pay attention to your child's mental health (and your own!). Be open to counseling. It can help you deal with the challenges of raising a child with AD/HD. It can help your child deal with frustration, feel better about himself or herself, and learn more about social skills.

Talk to other parents whose children have AD/HD. Parents can share practical advice and emotional support. Call your state's Parent Center to find out how to find parent groups near you.

Meet with the school and develop an educational plan to address your child's needs. Both you and your child's teachers should get a written copy of this plan.

Keep in touch with your child's teacher. Tell the teacher how your child is doing at home. Ask how your child is doing in school. Offer support.

Tips for Teachers

Learn more about AD/HD. The resources and organizations listed under "Additional Information" (at the end of this fact sheet) can help you identify specific techniques and strategies to support the student educationally. We've listed some strategies below.

Figure out what specific things are hard for the student. For example, one student with AD/HD may have trouble starting a task, while another may have trouble ending one task and starting the next. Each student needs different help.

Post rules, schedules, and assignments. Clear rules and routines will help a student with AD/HD. Have set times for specific tasks. Call attention to changes in the schedule.

Show the student how to use an assignment book and a daily schedule. Also teach study skills and learning strategies, and reinforce these regularly.

Help the student channel his or her physical activity (e.g., let the student do some work standing up or at the board). Provide regularly scheduled breaks.

Make sure directions are given step by step, and that the student is following the directions. Give directions both verbally and in writing. Many students with AD/HD also benefit from doing the steps as separate tasks.

Let the student do work on a computer.

Work together with the student's parents to create and implement an educational plan tailored to meet the student's needs. Regularly share information about how the student is doing at home and at school.

Have high expectations for the student, but be willing to try new ways of doing things. Be patient. Maximize the student's chances for success.

Additional Resources

CHADD | Children and Adults with Attention-Deficit/Hyperactivity Disorder
Find loads of info on ADD and AD/HD. Find a local chapter of CHADD.
301.306.7070 | Info available in English and in Spanish.
http://www.chadd.org

National Resource Center on AD/HD
A service of CHADD.
1.800.233.4050 | Info available in English and in Spanish.
http://www.chadd.org/NRC.aspx

Attention Deficit Disorder Association
1.800.939.1019 | info@add.org
https://add.org/
For Parents
Attention Deficit Hyperactivity Disorder.
From the National Institute of Mental Health (NIMH), this extensive resource pages defines AD/HD; describes its signs, symptoms, and risk factors; discusses treatment and therapies; and connects you with multimedia and federal resources.
https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

HealthyChildren.org on ADHD.
Scads of materials on ADHD in English and Spanish from this service of the American Academy of Pediatrics, including the article Understanding ADHD: Information for Parents.
https://www.healthychildren.org/English/health-issues/conditions/adhd/Pages/default.aspx

Information from the CDC.
https://www.cdc.gov/ncbddd/adhd/facts.html

If your child is having trouble at school, where do you start?
The resources listed on this page from CHADD will provide parents with a good background in the services and/or accommodations that may be available to their child. Every public school should also provide parents with information about local procedures and policies governing ADHD and support available through the school.
http://www.chadd.org/advocacy/education.aspx
For Schools
Teachers Guide to ADHD in the Classroom.
This guide focuses on what educators need to know about teaching kids with ADHD: how it affects children in the classroom - girls as well as boys - and how teachers can help kids with the disorder succeed in school.
https://childmind.org/guide/a-teachers-guide-to-adhd-in-the-classroom/

Teaching Children with ADHD: Instructional Strategies and Practices.
From the U.S. Department of Education.
https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg2.html

Teaching Students with ADHD: A Help Guide.
https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm

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Attention-Deficit/Hyperactivity Disorder (AD/HD) - Center for Parent Information and Resources

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Disability Fact Sheet 19 (FS19) Links updated, April 2017 En español | In Spanish See fact sheets on other disabilities __________________________________________________________ Marios's Story What is AD/HD? How common is AD/HD? What are the signs? How do you know if a child has AD/HD? What about treatment? What about school?

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https://karmanirvana.org.uk/

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Our goal is to end Honour Based Abuse in the UK. We run a national helpline, offer training to professionals, gather data to inform policies and services, and campaign for change.

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https://open.spotify.com/show/5YxmCnkQ5IgVIhdG3hjm5M

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We and our partners use cookies to personalize your experience, to show you ads based on your interests, and for measurement and analytics purposes. By using our website and our services, you agree to our use of cookies as described in our Cookie Policy.

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Helping Children Smile Again with Amanda Seyderhelm

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Listen to Helping Children Smile Again with Amanda Seyderhelm on Spotify. How do I talk to bereaved children about grief and loss? Set up a therapeutic storytelling group in my class? Build resilience in my team?

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Nutrition and ARFID parent education session

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Nutrition and ARFID parent education session

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A child can't be forced to see the non-resident parent but if there's a court order in place, the resident parent must follow the agreed arrangements.

It's really important that you ask your child and explore what's bothering them before you think about stopping contact with a parent or another family member.

Both parents should work towards helping the child feel safe and happy in their care. A child's feelings are important but contact should be encouraged as long as it does not place them at harm.

If a young person doesn't feel their voice is being heard, they can contact an advocacy service such as NYAS, which helps young people in England and Wales express their wishes.

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Divorce and separation can be hard, but it's important that your child gets the right support. Know your rights and get advice on helping your child.

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https://www.youngminds.org.uk/

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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Text YM to 85258.

Provides free, 24/7 text support for young people across the UK experiencing a mental health crisis.

All texts are answered by trained volunteers, with support from experienced clinical supervisors.

Texts are free from EE, O2, Vodafone, 3, Virgin Mobile, BT Mobile, GiffGaff, Tesco Mobile and Telecom Plus.

Texts can be anonymous, but if the volunteer believes you are at immediate risk of harm, they may share your details with people who can provide support.

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Get Urgent Help | Support If You're Struggling

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Text YM to 85258. Provides free, 24/7 text support for young people across the UK experiencing a mental health crisis. All texts are answered by trained volunteers, with support from experienced clinical supervisors. Texts are free from EE, O2, Vodafone, 3, Virgin Mobile, BT Mobile, GiffGaff, Tesco Mobile and Telecom Plus.

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The course consists of six workshops, lasting up to two or three hours, providing learning, support and advice on various aspects of being autistic. This can be pre, during or post your child’s assessment/diagnosis. The workshops are open to family members and others closely associated with the care and support of the child. Professionals may only attend in their capacity as parents or carers.

Each session will cover a different area with the aim of increasing understanding of your child’s perception of the world, and how this may show itself in how they react to everyday situations.

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Autism Hampshire offers workshops for families of autistic children and young people, which are funded by the local councils and CPD accredited.

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Support options for people with NRPF | NRPF Network

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Who can get statutory support from social services or the Home Office, immigration options, and how to access legal advice.

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The Victim Care Service provides free, confidential support for victims of crime who are residents of Hampshire and the Isle of Wight aged 4 upwards. Our aim is to help you cope and recover from the effects of crime, regardless of whether or not you have reported to the police.

Funded by the Police and Crime Commissioner for Hampshire and the Isle of Wight, the Victim Care Service is delivered by Victim Support, the independent charity for people affected by crime and traumatic events in England and Wales.

You do not have to report a crime to the police to use the service.

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Hampshire Victim Care - For victims and witnesses in Hampshire and the Isle of Wight

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The Victim Care Service provides free, confidential support for victims of crime who are residents of Hampshire and the Isle of Wight aged 4 upwards. Our aim is to help you cope and recover from the effects of crime, regardless of whether or not you have reported to the police.

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Sharing stories about various situations can put a child's mind at ease and make transitions and new experiences easier to cope with and more understandable. When a book might help is a list of story books suitable for this purpose.

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Sharing stories about various situations can put a child's mind at ease and make transitions and new experiences easier to cope with and more understandable. When a book might help is a list of story books suitable for this purpose.