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Salford's Neurodevelopmental Offer - Events and Workshops

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Salford's Neurodevelopmental Offer - Events and Workshops

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Neurodiversity events and workshops•Salford City Council

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Understanding the strengths and difficulties of neurodivergent children: A guide for teachers

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Understanding the strengths and difficulties of neurodivergent children: A guide for teachers

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Understanding the Strengths and Difficulties of Neurodivergent Children_ A guide for teachers

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Understanding the strengths and difficulties of neurodivergent children: A guide for parent/carers

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Understanding the strengths and difficulties of neurodivergent children: A guide for parent/carers

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Understanding the Strengths and Difficulties of Neurodivergent Children_ A guide for parents

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Autism, Identity and Me: A Practical Workbook and Professional Guide to Empower Autistic Children and Young People Aged 10+

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This empowering workbook and guide will help children and young people to develop a positive understanding of their autistic identity, whilst providing key adults with the tools needed to support their journey and initiate important conversations. The workbook is highly structured and visual, broken down into key sections such as Interests and Focus, Masking, Emotions and My Autistic Identity Statement to create a personal passport and to develop a deeper understanding of what autism means to t

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Spectrum Gaming - Community for Autistic Young People

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Spectrum Gaming - Community for Autistic Young People

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'Spectrum Gaming is a community for autistic young people. It's a place where you can connect with others and develop friendships in a safe space with the support of autistic adults :). To join our community you need to be an autistic young person aged 10-17 and live in one of our 'funded areas.'

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Spectrum Gaming is an online community for autistic young people. The aims of Spectrum Gaming are to enable autistic young people to develop meaningful friendships; to help them understand and develop a positive perspective of their differences; and to advocate for the needs of autistic young people

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The EPIC strategy booklet: A guide for teachers 

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The EPIC strategy booklet: A guide for teachers 

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The EPIC Strategy booklet_ A guide for teachers

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Know Yourself - A Guide to Energy Accounting

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Know Yourself - A Guide to Energy Accounting

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How can schools better support neurodivergent children

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How can schools better support neurodivergent children

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How Can Schools Better Support Neurodivergent Young People

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My friend @AnnMemmott who blogs at Ann's Autism Blog first introduced me to the Spoon Theory in relation to autism. It was originally created by Christine Miserandino when asked about her chronic illness, ( you can read the original post here) but is a great way of helping us understand why school is such hard work for children with autism. @aspiemusings has also written a good post about how it relates to her as an autistic adult.

Let's imagine that the social and intellectual energy a child has each day can be measured in spoons....

A child with autism can start the school day with a full drawer (which may be only half as full as a typical child) or with some of their spoons already used up in dealing with the demands of getting to school. Depending on various factors such as whether they slept, if mum remembered to say goodbye the right way, if their clothes are itching their skin, if their routine was changed, or any number of other seemingly incidental events...they may be starting the day with, say, only 5 spoons instead of 10.

Then they need to start using their spoons. Each set of instructions, each set of work demands, each time they have to organise themselves, follow a complex set of instructions or cope with change, and each social interaction may cost the child a spoon. If there are sensory sensations that are overwhelming, then another spoon is used up in regulating and keeping calm. If the child has to work in a group more than one spoon may be needed. Break times are not relaxing, another spoon or two is used up in coping with all the social interaction, noise and lack of structure. Some children manage to save a spoon by shutting off, taking the time to be alone, so that they can cope with the next set of lessons.

I hope you can see what might be happening here.

When there are no more spoons...

Do you have a child who seems okay in the morning but always seems to lose it in the afternoon? Or you have a child who won't join in anything at break times and paces around the perimeter of the playground? Or a child who seems to be having frequent meltdowns some days but is fine on other days? Or parents ask you what you are doing to their child as they always have a meltdown as soon as they come out of school? And getting them to do homework is impossible.

You might assume you need more structure in the afternoons. You might assume you need to teach the child some social skills so they can make friends at break times. You might assume the parent isn't disciplined enough. You might put all kinds of practical support in place, but it doesn't really work.

Or it may just be that the child has used up all their spoons. They have no communication, organisation, sensory, social or intellectual energy left. They might just be able to keep it together in the morning, but then are far too exhausted to carry on in the afternoon. Some days there may be no spoons to deal with the things they usually seem okay with. They might even be able to keep it together through the day but cannot contain themselves in the safety and familiarity of their home. Some children even manage to borrow spoons from the next day but there will be a day when there are no spoons left to borrow and the child has a major meltdown.

Credit: Adapted picture from https://musingsofanaspie.files.wordpress.com/2014/10/my-spoons.jpg

We can help by recognising the limited amount of spoons a child with autism may have. We can help them conserve their spoons to last through the day and we can help them find ways of finding ways to add to their supply (not as easy as it sounds). Through:
Essentially, we can boil these strategies down to one key component: Think about adjusting the demands on the child according to the tolerance and energy they have available, (i.e., spoons they may have left)!
If you understand the child and they can trust you, they will feel safe, they will feel understood and they will be able to cope with more challenges than you might have thought possible. Maybe you should keep a couple of spoons on your desk with the child's name on, and remove one when things are not going so well for them. Then think about how you would cope with just one spoon left and no way of buying any more...
Autistic children and young people often face a range of challenges in school often putting them at additional risk of experiencing Emotional Based School Avoidance (EBSA). If EBSA is an area which you're supporting Children and Young People with, we've been fortunate to work with Dr Jerricah Holder on her EBSA Horizons courses for Educational Psychologists and School Staff.
- New ** EBSA Horizons | School Training

Stay connected with news and updates!

Sign up to receive updates, resources, inspiring blogs and early access to our courses.
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Spoon Theory is a useful analogy that can be used to help us understand how much more effort can be required for autistic individuals to negotiate everyday demands in comparison to neurotypical individuals.

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The EPIC strategy booklet: A guide for parents of neurodivergent children

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The EPIC strategy booklet: A guide for parents of neurodivergent children

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The EPIC Strategy booklet_ A guide for parents

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Non-pharmacological interventions to support children with attention, activity and impulsivity

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Non-pharmacological interventions to support children with attention, activity and impulsivity

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DECP Nonpharmacological interventions MAY 2022 (4)

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I AM Youth Clubs are for autistic children and young people aged 10-18 in Manchester and Greater Manchester. 'Our youth clubs allow children to socialise, spend time with their peers, develop friendships, and develop social skills such as sharing, turn taking and participating in various activities.'

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I AM - Celebrating Autism in Greater Manchester

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Specialised 1-2-1 support

We provide specialised 1-2-1 support for a variety of needs to both members and non-members.

Aspirations - social and leisure activities

Aspirations has been running for over 20 years, providing a wide range of social and leisure activities for young people and adults from the age of ten upwards.

Parents and carers group

It's not just people on the autistic spectrum who can benefit from coming together and sharing experiences in our groups.

I AM - a community working with and supporting a wide range of people, aged 10 years and upwards, who have a diagnosis of Autism Spectrum Condition.

£15 COULD BUY

Something for a young person aged 10 to 18 e.g. a youth group session.

£30 COULD BUY

Something for 18 + e.g. a support session.

£50 COULD BUY

Something for an elderly person e.g. life skills development.

Who we support?

The different terms used to describe the autism spectrum can be confusing and have changed over time. In recent years there have been changes to the systems that professionals use to make a diagnosis and diagnostic categories have changed. The most used term now is Autistic Spectrum Condition.

This means that people who have recently had an assessment are most likely to be given a diagnosis of Autistic Spectrum Condition.

Our community understands the challenges that ASC can bring. We have the knowledge, experience and passion to help individuals and families work through them towards a happier place with autism as a part of their daily lives.

Our mission is to create communities of support across Greater Manchester for people on the autistic spectrum which enable personal and professional development.

I AM - Celebrating Autism Greater Manchester

Set up to work with people with a diagnosis of Asperger Syndrome or High Functioning Autism. We only work with people who have had an assessment and received a diagnosis of Autistic Spectrum Condition (or one of the previously used terms).

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Specialised 1-2-1 support We provide specialised 1-2-1 support for a variety of needs to both members and non-members. Read MoreAspirations - social and leisure activities Aspirations has been running for over 20 years, providing a

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

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Since 2016, this group of young people, ages 15-25, have shared their voices and lived experiences to steer, influence and advise the work we do. As well as advising on AET materials and strategy, Panel members speak at events, co-deliver training and support autism education networks.

Find out how this group of young people are supporting, co-producing and advising the AET.

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Helping you support autistic children and young people since 2007

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Using Indirect Language to Support Demand Anxiety

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Using Indirect Language to Support Demand Anxiety

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'SYZ opens 7 days a week, offering over 20 activities every night for just 50p per visit, providing thousands of young people [ages 8-25] somewhere safe to go, something positive to do and someone trusted to talk to. We are a dedicated to providing opportunities and experiences to all local young people.'

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WE ARE SYZ THIS CITY IS OURS Salford Youth Zone (SYZ) is a registered charity established in 2023, set to open its doors in 2025. SYZ will open 7 days a week, offering over 20 activities every night for just 50p per visit, providing thousands of young people somewhere safe to go, something positive to […]

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Information on employment and work experience for autistic young people.

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Positive PDA: Strategies to Support Children with Demand Anxiety

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Positive PDA: Strategies to Support Children with Demand Anxiety

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

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Autistic Girls Network - Face to Face Groups

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Autistic Girls Network - Face to Face Groups

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'We currently run some Face to Face groups for girls and non-binary young people aged between 9 – 25, and it is our wish and intention to open more as we get funding!'

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Face to Face Groups - Autistic Girls Network

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Neurodivergent facilitators - two for each group session, must pass a DBS check and undertake safeguarding training as well as training on our own Autistic Girls Network Groups framework. In some instances these will be volunteers, in others if we have enough funding in place they can be paid on a freelance basis.

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Helpful Approaches for Parents and Carers to Support Demand Anxiety

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Helpful Approaches for Parents and Carers to Support Demand Anxiety

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Autism Education Trust: Schools Standard Framework

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Autism Education Trust: Schools Standard Framework

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Using Indirect Language to Support Demand Anxiety

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Using Indirect Language to Support Demand Anxiety

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Autism and social communication team•Salford City Council

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The autism and social communication team are a team of specialist teachers who work to provide specialist advice for children and young people in mainstream primary and secondary settings, who have difficulties in the areas of social interaction, communication, flexibility of thinking and sensory differences. Some of these children and young people may have a diagnosis of autism, or may be on the pathway to a diagnosis of autism, but not all.

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Supporting Children and Young People with SEND 

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Supporting Children and Young People with SEND 

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Supporting children and young people with SEND•Salford City Council

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What do we mean by ‘Ordinarily Available Inclusive Provision’?

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What is ADHD?

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

Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go. Some people with ADHD do not experience hyperactivity; this used to be called attention deficit disorder (ADD), though the term in no longer used officially.

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

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

What are the most common symptoms of ADHD?

A child with ADHD may be:

easily distracted, finding it difficult to start or finish tasks

often unable to concentrate

often restless or fidgety

very talkative, often interrupting or blurting things out

impulsive, acting before considering consequences, prone to taking risks

easily angry or frustrated, struggling to deal with emotions

finding making or maintaining friendships difficult

disorganised, for instance often losing things or being late

lacking awareness of time

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

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

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

What to do if you think your child might have ADHD

If your child frequently experiences some of these symptoms and it's affecting their day-to-day life, discuss your concerns with your child's GP. Before doing this, talk to your child's teacher and the school special educational needs co-ordinator (SENCO) about what they have noticed.

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

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

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

ADHD diagnosis, support and treatment

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

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

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

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

Support and treatment options

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

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

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

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

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

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

What you can do to support your child with ADHD

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

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

The impact of ADHD on your child's mental health

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

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

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

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

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

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

Working with school if your child has ADHD

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

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

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

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

ADHD in teenagers and beyond

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

Looking after your own wellbeing

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

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

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

Where to get further support

If you would to speak to a professional adviser or find out more about how you can support your child, these organisations can help.
While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

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

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

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

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ADHD Support For Your Child | Parents Advice Guide

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

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FACES - Walk and Talk group (fathers of autistic children)

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FACES - Walk and Talk group (fathers of autistic children)

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Supporting fathers of children with autism through ‘walk and talk’ group :: Northern Care Alliance

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A support group Fathers of Autistic Children Empowered to Support (FACES) has been established in Salford to promote collaborative problem solving and help enhance mental health and wellbeing for fathers of children with autism.

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Did you know we have a nerd club that runs every week with our youth worker Martyn.

If you like gaming, comics, games or anything "nerdy" be sure to get in touch for more info.

Youth.services@salford.gov.uk

#NerdClub

#YoungPeople

#Salford

#SalfordYouthService

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Check out what Salford Youth Service are getting up to. We also share relevant videos for young people. Find us on social media Instagram - @salfordyouthservice Twitter - @salfordyouth1

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Spectrum Group - Peer Support Group for parents/carers of children with autism

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Spectrum Group - Peer Support Group for parents/carers of children with autism

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Workshop for parent/carers of autistic teens

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Workshop for parent/carers of autistic teens