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Simply support Shout's Big Give campaign by midday on 5 December, and your donation will be doubled!

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Ways to cope with upsetting events in the news

If you're feeling overwhelmed, anxious or sad about what's going on in the news, know that you're definitely not alone. Here are some actions we can take to help us cope better through times like this.

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Online resources and support

However you're feeling right now, you don't have to face it alone. We're here to support you with your mental health.

Take a look at our resources, information and support, find further help or reach out to one of our volunteers.

Resources for you

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Shout - UK's 24/7 Crisis Text Service for Mental Health Support

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Shout 85258 is the UK's first 24/7 text service for anyone in crisis. Get free, confidential mental health support anytime, anywhere. Text 'SHOUT' to 85258.

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Our mission is to help people have a good time and come home safe. While out in the city you may come across volunteers hailing a taxi for someone, giving out flip-flops and water bottles or providing first aid.

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Early help and advice for parents and families

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Our mission is to help people have a good time and come home safe. While out in the city you may come across volunteers hailing a taxi for someone, giving out flip-flops and water bottles or providing first aid.

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Get ready for school

Is your child starting school soon? A new school means new loos - but it doesn't have to be scary. Hop aboard the Toilet Train with us this summer to receive helpful advice from the wee and poo experts here at ERIC - The Children's Bowel & Bladder Charity, and get your child prepared for toileting at school.

Sign up here to join our Toilet Train Summer Challenge and receive helpful, easy-to-follow information to get your children toilet ready for school.

Hop aboard the Toilet Train! Sign up below.

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All aboard the Toilet Train: Get ready for school - ERIC

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Is your child starting school soon? A new school means new loos - but it doesn't have to be scary. Hop aboard the Toilet Train with us this summer to receive

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“What if I was to tell you that a game of peek-a-boo could change the world?” asks seven-year-old Molly Wright, one of the youngest-ever TED speakers. Breaking down the research-backed ways parents and caregivers can support children’s healthy brain development, Wright highlights the benefits of play on lifelong learning, behavior and well-being, sharing effective strategies to help all kids thrive by the age of five. She’s joined onstage by one-year-old Ari and his dad, Amarjot, who help illustrate her big ideas about brain science. (This TED Talk was produced in collaboration with Minderoo Foundation as an educational tool for parents and caregivers around the world and is supported by UNICEF.)

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Speech and Language Therapy: How Tiny Happy People can help if you’re waiting on speech and language referrals

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Tiny Happy People is a resource from the BBC full of content that can help if you’re waiting for an SLT referral or have been set speech and language targets by an SLT.

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Information Booklets for families with  SEND

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Information Booklets for families with  SEND

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Information Booklets for Families with Send

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Early Years Primary Years Please click on the links below to see the great arrangements of Picture education Cards that you can download for your children . Basic Pecs bLOCK pECS PECS

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The experiences we have early in our lives and particularly in our early childhoods have a huge impact on how we grow and develop, our physical and mental health, and our thoughts, feelings and behaviour. Two important factors to think about when considering our mental wellbeing, are the quality of our attachment relationships and our experience of ACEs.

What is Attachment?

Attachment refers to the pattern of the relationships we have had with our parents or carers early in our lives. It is the emotional bond that forms between a parent and child from birth and has a huge impact on our development. The way a parent or carer responds to their child will impact on the child's attachment style. This attachment style becomes a template for how we build future relationships with others in our lives, and also a template of how we feel about ourselves and other people. If we have experienced a relationship with a parent or carer which has been positive, we will develop a positive template for other relationships as well as positive feelings about ourselves and others. But sometimes how children are cared for is not so positive, for various reasons, and this can make it harder for people to make and maintain positive relationships in the future, manage their feelings and behaviour, or feel good about themselves or others. When our early attachments have been negative and these lead us to go on to have difficulties with relationships and our mental wellbeing, this can sometimes be described as attachment difficulties.

What are Adverse Childhood Experiences?

Adverse Childhood Experiences (ACEs) are "highly stressful, and potentially traumatic, events or situations that occur during childhood and/or adolescence. They can be a single event, or prolonged threats to, and breaches of, the young person's safety, security, trust or bodily integrity." (Young Minds, 2018).

Examples of ACEs:

Physical abuse

Sexual Abuse

Emotional Abuse

Living with someone who abused drugs

Living with someone who abused alcohol

Exposure to domestic violence

Living with someone who has gone to prison

Living with someone with serious mental illness

Losing a parent through divorce, death or abandonment

How Common are ACEs?

In a 2014 UK study on ACEs, 47% of people experienced at least one ACE with 9% of the population having 4+ ACES (Bellis et al, 2014).

Impact of ACEs

Just like attachment, experiencing ACEs can have an impact on our future physical and mental health, and often ACEs can be barriers to healthy attachment relationships forming for children. Some of the effects of ACEs on our physical and mental health are:

An increase in the risk of certain health problems in adulthood, such as cancer and heart disease, as well as increasing the risk of mental health difficulties, violence and becoming a victim of violence.

An increase in the risk of mental health problems, such as anxiety, depression, and post-traumatic stress. 1 in 3 diagnosed mental health conditions in adulthood directly relate to ACEs.

The longer an individual experiences an ACE and the more ACEs someone experiences, the bigger the impact it will have on their development and their health.

Some of the other things exposure to ACEs can impact, are:

The ability to recognise and manage different emotions.

The capacity to make and keep healthy friendships and other relationships.

The ability to manage behaviour in school settings.

Difficulties coping with emotions safely without causing harm to self or others.

CAMHS support

Not everyone who has experienced ACEs, or has experienced some difficulties in their attachments may need CAMHS support. But, CAMHS can offer advice and support in a number of ways to help children and young people manage some of the impacts of ACEs, or after having difficulties within early attachment relationships.

Because ACEs affect everyone differently, CAMHS professionals will always complete an assessment to try and find out what has happened to you and how it is affecting you so that the right support can be arranged.

Sometimes CAMHS will work with parents or carers to think about how they can support their child to cope with what has happened and provide healthier care to help their child develop. CAMHS may also provide family therapy or other ways of working together with parents and children together. Finally, it can also sometimes be useful for children and young people to have their own support, and CAMHS may offer a range of different types of therapy or support, such as Cognitive Behavioural Therapy (CBT) which helps with anxiety, depression and trauma amongst other things, or Eye Movement Desensitisation and Reprocessing Therapy (EMDR) which also helps with trauma. However, the young person may need other support first to help them learn ways to cope with or manage strong feelings or other difficulties, or to help them spend time building up trust with the CAMHS professional. We can also help link young people up with other local community services, if this is what they want.

What can I / my carers do to help me?

Parents and carers have a responsibility to keep children and young people safe from harm and sometimes need support themselves to protect families from ACEs. Seeking to learn about and adopt healthy caring styles can make a big difference.

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Adverse Childhood Experiences (ACEs) and Attachment - Royal Manchester Children's Hospital

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The experiences we have early in our lives and particularly in our early childhoods have a huge impact on how we grow and develop, our physical and mental health, and our thoughts, feelings and behaviour. Two important factors to think about when considering our mental wellbeing, are the quality of our attachment relationships and our [...]

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We’re improving lives through a range of programmes, from childcare to mental health support.

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NHS Adverse childhood experiences and the lasting impact

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NHS Adverse childhood experiences and the lasting impact

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Adverse childhood experiences and the lasting impact - NHS Safeguarding

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There is no universally agreed definition of an adverse childhood experience, noting NHS Safeguarding does not recommend shortening to “ACE” since the lived experience have asked us not to do so.

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Sadly we are unable to maintain the course for free, due to funding. The cost of the course is kept at a low level of £5. There is a 25% discount for non-profit organisations (charities, schools, government, etc). For bulk orders and group pages please contact hello@xeleratelearning.com

£5.00. This course was funded by the Home Office Early Intervention Fund.
Who is this course for?
Practitioners, professionals and volunteers who work with children, young people and their families.
How do I access the course?
You can access the course by clicking the link on the right hand side. You can use the course on a PC, or mobile device.
Will I get a certificate?
Yes, you can download your certificate if you answer 90% of the 'Knowledge Check' questions correctly.

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Child Mind Institute | Transforming Children’s Lives.

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The Child Mind Institute is an independent nonprofit dedicated to transforming the lives of children struggling with mental health and learning disorders.

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ADHD Foundation The Neurodiversity Charity

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Onside - Support with health and wellbeing

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Onside - Support with health and wellbeing

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Children & Families PCN Team :: Onside Advocacy, Worcestershire

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Our Children, Adolescents & Families (CAF) Team support children, young people and their families with a whole range of issues and problems that may be affecting their health and wellbeing. We can help you to feel more empowered, build your confidence and enable you to take greater control of your life. Support is person centred and tailored to your individual needs.

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Thousands of people have shared their experiences on film to help you understand what it’s like to have a health condition such as breast cancer or arthritis.

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Epilepsy (young people)

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Children may be referred for physiotherapy for example:

When they experience a delay in milestones, e.g. standing, walking, hopping etc.

Have difficulties with physical activities such as P.E. and also with eye-hand and eye-foot coordination, e.g ball skills and running.

Poor posture, body awareness and awkwardness when moving.

Poor short-term visual and verbal memory is shown as difficulties in taking down dictation, following instructions and copying from the board.

Physiotherapists will carry out an assessment to determine a child's skills and whether they are at an age-appropriate level and with the quality expected. Information is gathered from home and school using a confidential questionnaire to identify difficulties the child is experiencing. The child is consulted about his own concerns and expectations. The Physiotherapist will use specific tests to assess underlying motor, sensory and perceptual abilities.

From the assessment, the Physiotherapist will devise a therapy plan with goals and objectives set by the therapist, child and parents. Therapy will be aimed at improving the child's motor development, which in turn will facilitate self-confidence and esteem.

Liaison with teaching staff, to give advice and support for the child in the classroom, such as correct seating to facilitate better postural control and allowing the child opportunities to practice and consolidate newly acquired skills such as ball skills.

Therapy will also encourage the child to choose to participate in new activities which are both enjoyable and will improve skills.

For more information on helping children with their activities at school and home, the following may be helpful:

Developmental Dyspraxia - A Practical Manual for Parents and Professionals
- Madeleine Portwood (ISBN 1 897585 21 7)

Physiotherapy and Dyspraxia - in Praxis Makes Perfect II - available from the Dyspraxia Foundation.

Sensorimotor Groups - Activities for School and Home - Carol R. Scheerer, M.Ed., OTR/L - Therapy Skill Builders (The Psychological Corporation)

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Children may be referred for physiotherapy for example: When they experience a delay in milestones, e.g. standing, walking, hopping etc. Have difficulties with physical activities such as P.E. and also with eye-hand and eye-foot coordination, e.g ball skills and running. Poor posture, body awareness and awkwardness when moving.

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NASEN Spotlight on Dyslexia and Dyspraxia

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NASEN Spotlight on Dyslexia and Dyspraxia

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The National Autistic Society Sensory Strategies

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The National Autistic Society Sensory Strategies

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Parenting is an incredibly rewarding and challenging experience.

At times, it can feel like a real roller coaster of emotions - particularly if your child or young person is behaving in ways that feel difficult to manage or understand.

If your child's behaviour is challenging at the moment, it might feel exhausting. But things can change. With support, both of you can experience a more positive family life. On this page, we've got lots of ideas and strategies to help you deal with difficult moments.

What is challenging behaviour?

Most children and young people will behave in challenging ways at some point. Feeling upset, angry, stressed or disappointed is a normal part of life. Because we develop our ability to manage our emotions as we grow up, children and young people do sometimes act out when they're going through big feelings. In response to their emotions, they may display a range of behaviours. It's normal for younger children to hit or 'have a tantrum' sometimes. And it's normal for teenagers to shout, lash out or storm out sometimes. Most children and teenagers will also push boundaries as they test their independence.

But sometimes, challenging behaviour can become more frequent and difficult to deal with. It may start to have an impact on someone's day-to-day quality of life, on relationships and learning at school, and on other family members.

Examples of challenging behaviour include:

having lots of angry outbursts or 'tantrums'

regularly shouting, swearing, hitting, biting or kicking

kicking, hitting, smashing or damaging things in the home

regularly refusing boundaries and routines, including not wanting to respond to reasonable requests

being impulsive and taking physical risks

blaming others for their behaviour

bullying or being unkind towards others

persistently getting into trouble at school

refusing to engage in conversations about what's going on

Why do children and young people behave in challenging ways?

An iceberg submerged in water, with the text 'When we seem angry or aggressive, there are often other feelings hidden under the surface'. The words Angry and Aggressive are displayed on the section of the iceberg above the water, and the words Worried, Hurt, Scared, Lonely, Stressed, Overwhelmed, Ashamed, Ignored, Sad are displayed on the iceberg below the water.

The way your child behaves is a communication about how they're feeling.

When your child is acting out, it can be helpful to think about the image of an iceberg. We only see the top of an iceberg because most of it is underwater. Similarly, when your child is behaving in challenging ways, there will be feelings going on under the surface that you cannot see. Your child may not be aware of these feelings and may need your help to talk about them.

Underneath their behaviour, a child or young person may be feeling angry, tired, stressed, anxious, confused, hurt, jealous, bored or something else. Whatever's going on, try to remember that the behaviour you see on the surface is not the whole story.

Talking to your child about their behaviour

If your child is acting out, starting a conversation about what's going on can often feel like the hardest bit. Your child might not want to talk, or they might find it hard to recognise that there is a problem.

Starting a conversation while doing an activity together is a good strategy to try. This can help your child to relax by making it feel like less of a 'big chat'. Depending on your child's age, you could go for a walk, cook or bake together, or do something creative like colouring. Or you could start a conversation while travelling somewhere together.

If your child cannot talk at the moment, you could start a conversation by text or write them a letter instead.

Whether you're talking in-person or in another way, our tips below can help you to have a positive conversation with your child.

Try to use simple phrases such as:

"I notice there is a lot of shouting happening."

"I think something might be upsetting you."

"I feel worried you're not happy."

"I need you to know you can talk to me about what's going on."

Be specific about the behaviour you have noticed, without using labels or negative words such as 'naughty', 'bad behaviour' or 'horrible'.

Tell your child that it's normal to feel angry, frustrated or upset, but it's not okay to express it in this way.

Helping your child to manage their behaviour

Having some behaviour management strategies in mind can help you to feel more confident. Below are some things you can try to help your child manage their behaviour. Have a go at some different strategies until you find what works for you and your child. Be patient if new strategies do not seem to work straightaway. It often does take a bit of time for change to happen, and for your child to get used to things.

Remembering to explain why can help - so rather than just shouting 'sit down' at the table, I try to let them know that I'd like them to sit down so we can enjoy eating and that we can go and play when we've finished.

Challenging behaviour is exhausting and demoralising. In our family it often leads to everyone feeling less positive and only picking out the negative behaviours, which is so hard not to do. When we notice that we have all gotten stuck in a negative rut, we make an effort to pick up on and name some positives, however small, and this helps us move through a difficult time.

Depending on their age, some of these strategies might help your child to calm down:

drawing or painting

doing something active like running or their favourite sport

listening to music

having some time alone

reading a book

writing

cooking or baking

making something out of playdough or Lego

Having a list of coping strategies will help them to build up a bank of tools they can use when they're struggling.

Reading stories together that talk about feelings has helped my child get used to the words - giving them a way to talk about positive and difficult things.

It's completely normal to feel frustrated, angry, overwhelmed or hurt when your child is behaving in challenging ways. But try not to react or argue back, as this will only escalate the situation.

If you feel yourself running out of patience and it is safe to do so, it's okay to walk away for a few minutes to calm down. This is actually a positive strategy your child can learn from you when they see you doing it. After a particular incident, make sure both of you have some space before you try to talk about what has happened.

Finding professional support for your child

A counsellor or therapist can support your child to understand and manage their feelings and behaviour. Counsellors working with younger children will usually do this through play and arts activities.

Have a look at our guide to counselling and therapy to find out how you can access services in your area.

Be open with the school about the challenges you are experiencing and ask them for advice. Lots of primary and secondary schools provide extra support like mentoring, pastoral check-ins, learning support, peer buddying, and clubs and activities.

Whether they are at primary or secondary school, you might have noticed that something at school is triggering your child's behaviour. This could be their relationships with their peers, their schoolwork or learning, or the school environment. If this is the case, work with the school to address this. You can find information and advice to help you do this in our guide to school anxiety.

If you are worried that your child is behaving in challenging ways because they are struggling with their mental health, it's a good idea to speak to a GP. If you have a younger child, you can speak to the GP yourself to get information and advice. If you have a teenager, you can encourage them to make an appointment or ask them to go to an appointment with you.

The GP can discuss what's happening and make suggestions for what might help. They can also make a referral to the NHS mental health service for children and young people, called CAMHS.

You can find out more about how GPs can help in our guide to getting support from the GP.

Sometimes, children and young people behave in challenging ways when they have an additional need, neurodiverse condition, learning disability or developmental difficulty that has not been recognised. This can include dyslexia, dyspraxia, autism, ADHD, or difficulties hearing or speaking. In this situation, they may be acting out because their needs are not understood at home or school.

If you think your child might have an additional need, speak to your GP, or to your child's teacher, pastoral lead or SENCO. They can make a referral for an assessment. It's helpful to make a log of the behaviour you have noticed so that you can provide evidence when communicating with professionals.

If your child is diagnosed with an additional need, you can ask the professionals supporting them about parenting strategies that will best suit them.

You can find out more about the support available in our guide to getting mental health support.

Looking after yourself

Supporting a child who is behaving in challenging ways can be an exhausting task. If things are tough at the moment, don't be hard on yourself or your abilities as a parent. While it's normal to feel upset when your child is acting out, often it is not about you. Like us, children and young people take things out on those they feel closest to and safest with. So try not to take it personally. Keep doing the things that help you re-charge and ask for support when you need it.

You might also find it helpful to reach out to other parents. It can be very reassuring to hear what they are struggling with and how they handle difficult situations. They can also be someone who gets it when you need to talk.

You can connect with other parents by:

reaching out to family and friends

accessing peer and group parent support through Parenting Mental Health

joining Facebook groups or other online groups

setting up your own parent support group using our guide

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.
This page was reviewed in July 2023. It was created with parents and carers with lived experience of supporting their child or young person with challenging behaviour. We will next review the page in 2026. 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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Challenging Behaviour | Parents' Guide To Support

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Read our advice on what to do about your child or young person's challenging behaviour, including behaviour management strategies to help you deal with it.

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Managing difficult behaviour for young people and teenagers

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Find ways to manage difficult behaviour in young people and teenagers. Learn how to build their resilience, set boundaries and encourage open conversations.

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Epilepsy, learning and behaviour - Epilepsy Action

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This page covers issues children with epilepsy might have in regards to their learning and also potential behavioural problems

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Managing aggression in your children

It is important to try and set some time aside to find out if they are struggling with this, it might not be easy for them to open up straight away and you may have to keep approaching them gently until they can open up. You might want to leave a book for them to write their feelings in if they do find it hard to talk. If they are not much of a writer, maybe give them a memory stick and they can store their thoughts digitally. Let them know that you love them very much and are there for them but need them to meet you halfway. You can ask them questions that will help them to explore their anger, like how it makes them feel when they hit that point, how it makes them feel after, etc.

Feeling angry and upset at times is natural and acceptable and most people do at some point or another, so let your child know this. Try to acknowledge their feelings, but set limits: "I know you feel angry, but I don't want to see any hitting; biting; shouting or swearing."

Keep a diary so you can write down the incidents as there may be a pattern and note down the triggers. Are there particular events that set your child off? If you start to see when, you can sometimes work out why.

If children see problems solved with raised voices or fists, they learn to follow suit. If you want to stop a child being violent, you may first have to address what is happening around them, it may be difficult to explore this but if there is conflict in your family life or perhaps communication is often through shouting, they may have learned this behaviour.

Learn how to defuse an angry situation. Lower your voice instead of shouting and look them in the eye. Talk with and listen to your child when they're calm. Look at why they might be feeling bad before looking at what they may do to control their behaviour.

You can't wave a magic wand and vanish away a child's unhappy feelings. What you can do is help them learn how to manage what they do about them. So encourage them to say, "I feel angry/left out/put down", instead of hitting out.

It isn't easy loving or showing affection for a child who is being hurtful. But they need to be shown that they are acceptable. Separate who they are from what they do by saying, "I love you and always will, but I don't love what you're doing."

Be positive and praise them when they do well. Blaming, shaming, or punishing children can make them feel worse about themselves and so even more aggressive.

Further resources

Coping with a potentially violent child is very challenging and no parent should expect to have to do this alone. You can get support from us directly from one of our family support workers via our helpline on 0808 800 2222, or you can email us at askus@familylives.org.uk or talk to us online via our service.
Watch our video on dealing with difficult behaviour from your child or teen

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Challenging behaviour in children can be hard for a parent, learn how to manage this by reading our advice.

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All challenging behaviour happens for a reason and being aware of the reason is very important.

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Strong Young Minds is a Lottery funded project delivered by The CLD Trust. We're here to improve the mental health and wellbeing of young people in Herefordshire, and we've been doing that since 2015.

The Strong Young Minds programme is for all young people (10 - 26 yrs) in Herefordshire.

We work with young people to address issues which can have a negative effect on their mental health and wellbeing - things like anxiety, depression, eating difficulties, self-harm, bullying, relationship breakdown, education & employment, low self-esteem, body image and loss.

Young people can be offered the opportunity for one-to-one support, brief intervention therapy, workshops and groups in addition to peer listening and support. And we have youth workers out and about in the community delivering activities aimed to promote the emotional resilience everyone needs to cope with stress and anxiety.

Perhaps you just fancy joining in with one of our campaigns on social media, or one of our exhibitions, and sharing your views and your talents.

The Strong Young Minds programme works with young people, their parents/carers and professionals and supports young people as Champions raising awareness of the importance of good mental health in their communities.

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Strong Young Minds | Improving the mental health and wellbeing of young people in Herefordshire

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Strong Young Minds is a Lottery funded project delivered by The CLD Trust. We're here to improve the mental health and wellbeing of young people in Herefordshire, and we've been doing that since 2015. The Strong Young Minds programme is for all young people (10 - 26 yrs) in Herefordshire.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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Beacon House is passionate about developing freely available resources so that knowledge about the repair of trauma and adversity is in the hands of those who need it. Please feel free to use our resources in your home or work setting.
All we ask is that you credit our team for the information and design using this credit: Image or information courtesy of Beacon House Therapeutic Services & Trauma Team | 2022 | www.beaconhouse.org.uk
As a specialist trauma service, our resources are written using a 'trauma lens' and offer information, ideas and strategies from this perspective. We know that there are other perspectives and overlapping experiences, meaning that 'one size doesn't fit all'. We are working to be as inclusive as possible and alongside this acknowledge that not everything we produce will be relevant for everyone.

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Beacon House is passionate about developing freely available resources so that knowledge about the repair of trauma and adversity is in the hands of those who need it. Please feel free to use our resources in your home or work setting.

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Our Sleep booklet introduces and explains different techniques for tackling common sleep problems. It covers ten main topics including bedtime routines, daytime napping, comfort objects and and moving bedtime backwards or forwards. It gives lots of illustrated hints and tips for putting the techniques into practice.

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Our illustrated booklet introduces and explains different techniques for tackling common sleep problems.

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Solihull Approach | Parenting - We're all about emotional health and wellbeing!

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Online Courses for Parents - Solihull Approach | Parenting

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Our online courses cover from conception to 19 years. They include the same content as a face to face group. Digital parenting offer available. Find out more!

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What is Healthy Start?

If you're more than 10 weeks pregnant or have a child under 4, you may be entitled to get help to buy healthy food and milk.

If you're eligible, you'll be sent a Healthy Start card with money on it that you can use in some UK shops. We'll add your benefit onto this card every 4 weeks.

You can use your card to buy:

plain liquid cow's milk

fresh, frozen, and tinned fruit and vegetables

fresh, dried, and tinned pulses

infant formula milk based on cow's milk

You can also use your card to collect:

Healthy Start vitamins - these support you during pregnancy and breastfeeding

vitamin drops for babies and young children - these are suitable from birth to 4 years old

If you live in Scotland

You can get help from Best Start Foods (opens in a new tab) instead.

Advice on healthy eating

For more advice on healthy eating, visit:

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If you're more than 10 weeks pregnant or have a child under 4, you may be entitled to get help to buy healthy food and milk. If you're eligible, you'll be sent a Healthy Start card with money on it that you can use in some UK shops.

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Home-start Herefordshire offers a unique service where we recruit and train volunteers to visit families at home and offer them informal, friendly and confidential support.

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Vennture Values

We remain true to our founders John and Emelia Venn's original vision of loving those who are marginalised or vulnerable without discrimination.

Everything we do is rooted in their solid Christian faith. Our Christian roots mean that we respect and help everyone whatever their background or circumstance.

Love is what drives us. Our Christian roots are expressed positively in loving people in all that we do.

We help people in difficulty, tackle inequalities, and reconnect people with their purpose, place, and the relationships that matter to them. Whilst our roots are Christian, our paid team and volunteers, like the people we help, may be of any faith, or no faith.

We believe in the strength of families and communities working hard together to make positive changes. It's about putting the work in, we encourage a strong work ethic, building resourcefulness and resilience in individuals and communities. Most importantly, we're there through the ups and downs. We take a caring approach to how we treat people.

We understand that lasting change requires more than quick fixes, that's why we join up with local leaders to implement our programs. Over 95% of our staff are local. People who know and love their communities and will remain long after we depart.

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We remain true to our founders John and Emelia Venn's original vision of loving those who are marginalised or vulnerable without discrimination. Everything we do is rooted in their solid Christian faith. Our Christian roots mean that we respect and help everyone whatever their background or circumstance. Love is what drives us.

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Early help and advice for parents and families

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Disclaimer: Talk Community Directory has only carried out limited checks on the information providers submit to the website, for example to confirm it's in the appropriate format and all required fields have been completed. Therefore it isn't in a position to know if providers are qualified, licensed or able to meet the needs of individuals, it is the responsibility of each individual to assess if a provider is suitable. Whilst we regularly review our content to try and ensure it is accurate and up to date, we can't guarantee that the information supplied by providers is always current. View full disclaimer

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Early Help and support for families in Herefordshire

Early help is about providing your family with the right support at the right time, to meet your needs and help you to achieve lasting positive change in your everyday life.

Early help support can be provided if you have a child or young person up to the age of 18 years or up to 25 years old for those with special educational needs and disabilities (SEND).

Our Early Help Team work with children, young people and their parents and carers, to support families to deal with problems as soon as they start to emerge and to help prevent situations from escalating.

If you are experiencing any type of difficulties within your family, you can contact your child's nursery, school, college, health visitor, GP or other professional for information, advice and support. You can also see the additional support available within Herefordshire in the Virtual Family Hub on the Talk Community website and in the Herefordshire Directory of Early Help Services or ring the Children's Help and Advice Team (CHAT) telephone line listed below. For children with SEND please see the additional support available on our Local Offer and Short Breaks Scheme webpages.

Our team may suggest that an Early Help Assessment would be a good idea, so we have all your information in one place to ensure that your family's needs are supported.

Children's Help and Advice Team (CHAT)

This confidential service is open to all families living in Herefordshire, with a child or children aged 0 to 18 years, or up to 25 years old for those with special educational needs and disabilities (SEND).

Our friendly and professional team will listen to your concerns and offer advice and support to help you and your family.

We can offer support, advice and guidance for families and young people on:

Family relationships

Challenging behaviours

Housing and financial matters

Emotional and mental health worries

Keeping your child safe (online and in the community)

Child wellbeing and development

Children and young people with special educational needs and disabilities (SEND), and their families

Any issue affecting you and your family

You can contact the CHAT team on 01432 260261 (available Monday to Friday, 9am - 4.45pm) and speak to an experienced CHAT Advisor.

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Early help and advice for parents and families

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Early help at children's centres in Herefordshire

Parenting, health and school readiness support and services

Children centre services offer early help in a number of ways to make sure children have the best possible start in life. They offer a range of different services, including Early Help, to help support your family's needs right up until your child starts school. Support and services are available for all the family and carers involved in your child's care. The services provided at each centre depend on local needs - we develop them in consultation with local communities.

Children centre services offer the following core services:

Family health and wellbeing services

Early education

Early Help family support and outreach services, if you are experiencing difficulties and need some extra help

Solihull parenting courses

Support for local childminders

Information and signposting to other agencies and services such as health professionals

Support to help families access any free childcare or nursery education funding they are eligible for

Links to employment and training opportunities with Jobcentre Plus

You can find out what services and events are available at your local children's centre in the What's on link on each centre's page.
Find a children's centre

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Children's centres in Herefordshire - Herefordshire Council

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Children centre services offer early help in a number of ways to make sure children have the best possible start in life. They offer a range of different services, including Early Help, to help support your family's needs right up until your child starts school.

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Common Traits of ASD, ADHD and Giftedness

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Common Traits of ASD, ADHD and Giftedness

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Common Traits of ADHD, ASD and Giftedness

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Common Traits of ASD, ADHD and Giftedness

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Common Traits of ASD, ADHD and Giftedness

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What is Healthy Start?

If you're more than 10 weeks pregnant or have a child under 4, you may be entitled to get help to buy healthy food and milk.

If you're eligible, you'll be sent a Healthy Start card with money on it that you can use in some UK shops. We'll add your benefit onto this card every 4 weeks.

You can use your card to buy:

plain liquid cow's milk

fresh, frozen, and tinned fruit and vegetables

fresh, dried, and tinned pulses

infant formula milk based on cow's milk

You can also use your card to collect:

Healthy Start vitamins - these support you during pregnancy and breastfeeding

vitamin drops for babies and young children - these are suitable from birth to 4 years old

If you live in Scotland

You can get help from Best Start Foods (opens in a new tab) instead.

Advice on healthy eating

For more advice on healthy eating, visit:

# data[].attributes.attachment_link.description
If you're more than 10 weeks pregnant or have a child under 4, you may be entitled to get help to buy healthy food and milk. If you're eligible, you'll be sent a Healthy Start card with money on it that you can use in some UK shops.

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Parent Carer Voice is led by a Steering group of parents in Herefordshire who are working alongside the Local Authority and Health partnerships (ICS) to ensure that the needs of Children & Young People up to the age of 25 years with Additional & Special Educational Needs are being met.

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Short breaks and respite

What is a short break?

A short break is an activity or service which:

Provides parents and carers with a break from their caring responsibilities

Helps to support a child or young person's social and emotional development

Helps to support a child or young person learn new skills

Provides a child or young person with new experiences

A range of services is available in and around Herefordshire to provide short breaks and respite for families of disabled children while enabling children to have new experiences and to take part in fun activities.

Types of short breaks

The wide range of needs for disabled children and their families is categorised in the levels below:

Universal: Activities for all (universal): mainstream community services such as youth clubs, uniformed groups (for example, Scouts, Cubs and Brownies), leisure centres, nurseries, child-minders and activity-based groups.

Targeted: The Targeted Short Breaks (TSB) allowance scheme is to help families of children with special educational needs and disabilities who need extra support to take part in clubs and leisure activities and providing a break for parents. No social care assessment is needed.

Specialist: Respite (specialist short break services) can be provided to meet a specific need following a social care assessment of the child's and family's circumstances. Depending on the outcome of the assessment, needs can be met through a direct payment for the family to make their own arrangements, or through an arranged service of daytime activities or overnight short breaks.

For further information, please see the short breaks statement and eligibility criteria.

Find out how a short break can benefit children and young people with special educational needs and disabilities in this DfE video:

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Short Breaks Scheme - Herefordshire Council

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Target short breaks and activities for SEND children

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Working memory is a skill we need for everything we do! From answering the phone to shopping at the grocery store; working memory is happening at every given moment. Kids who struggle with executive functioning skills often times have working memory challenges. Children with autism or sensory processing disorders likely have issues with working memory. Let's talk about what working memory is and how to improve working memory in kids so they can be successful in those everyday tasks.

What is Working Memory?

Working Memory is the ability to act on past memories and manipulating the information in a new situation. Processing short term memories and using it allows us to respond in new situations. Working memory Executive functions are heavily dependent on attention. Read about the
allows us to learn. Using working memory skills we can use past information in reading in order to read sight words. We can remember math facts, state capitals, mnemonics, phone numbers, addresses, and friends' names. We can then use that information to answer questions based on what we know and apply that information in new situations.

attention and executive functioning skill connection and the impact of attention on each of the executive functioning skills that children require and use every day.

In order for working memory to be used in daily tasks, we need a few key items. Our brain might be considered a memory soup and the key ingredients to working memory are attention, focus, auditory memory and visual-spatial memory.

Read more about visual memory and how to incorporate strategies into play.

Mix all of those ingredients together and you will end up with working memory that can be used to problem solve any given situation.

You can see how children who struggle with the underlying "ingredients" of attention, concentration, auditory processing, and visual processing will be challenged to pull that information into an unrelated event. The child with sensory processing disorder who is also struggling with social emotional issues might end up in meltdown mode. The child who can not generalize facts to a new environment might withdrawal.

Read more about attention and how to help kids improve attention with easy strategies for home and school.

All of these situations can potentially lead to difficulty with problem solving. Children are developmentally growing every day in relating past information. Yes, we say thank you EVERY time someone holds the door for us, not just that one time last week. By going through our day, kids learn these things!

The child who is struggling with any of the key ingredients related to working memory, it can be really hard to generalize.

How to Improve Working Memory

Try these working memory strategies to help improve this skill:

Daily Journal- The Impulse Control Journal is a great tool for keeping track of day to day events

Notebook with times for daily tasks

Second set of school books for home

White board notes to be used in tasks like cleaning a room

Guided imagery

Mental rehearsing

Imagine a task in pictures (like a cartoon strip of a day's event)

Analyzing problem areas

Practice through rehearsal

Reminder messages including verbal, picture, or app-based

Task sequencing lists

Stay tuned, because I have more working memory strategies and activities coming to the site, soon!

More tools for addressing attention needs in kids

There are so many strategies to address attention in kids and activities that can help address attention needs. One tactic that can be a big help is analyzing precursors to behaviors related to attention and addressing underlying needs. Here's what you can find in the
The Attention and Sensory Workbook can be a way to do just that.
The Attention and Sensory Workbook is a free printable resource for parents, teachers, and therapists. It is a printable workbook and includes so much information on the connection between attention and sensory needs.

Attention and Sensory Workbook:

Includes information on boosting attention through the senses

Discusses how sensory and learning are connected

Provides movement and sensory motor activity ideas

Includes workbook pages for creating movement and sensory strategies to improve attention

A little more about the Attention and Sensory Workbook:

Sensory processing is the ability to register, screen, organize, and interpret information from our senses and the environment. This process allows us to filter out some unnecessary information so that we can attend to what is important. Kids with sensory challenges often time have difficulty with attention as a result.
It's been found that there is a co-morbidity of 40-60% of ADHD and Sensory Processing Disorder. This workbook is an actionable guide to help teachers, therapists, and parents to help kids boost attention and focus in the classroom by mastering sensory processing needs.
You will find information on the sensory system and how it impacts attention and learning. There are step-by-step strategies for improving focus, and sensory-based tips and tricks that will benefit the whole classroom.
The workbook provides tactics to address attention and sensory processing as a combined strategy and overall function. There are charts for activities, forms for assessment of impact, workbook pages for accommodations, and sensory strategy forms.

References: Gentry, T. (2015, September). Mobile technologies as vocational supports for

workers with cognitive-behavioral challenges. Technology Special Interest
Section Quarterly, 25(3), 1-4.

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How to Improve Working Memory - The OT Toolbox

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Working memory is a skill we need for everything we do! From answering the phone to shopping at the grocery store; working memory is happening at every given moment. Kids who struggle with executive functioning skills often times have working memory challenges. Children with autism or sensory processing disorders likely have issues with working memory.

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Learn how to touch type with the BBC Dance Mat Typing game. It’s a fun introduction to touch typing game for kids and covers levels 1, 2, 3, 4.

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Heads Together | Join the conversation | Mental Health

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Heads Together work to ensure that people feel comfortable with their own and their friends and family everyday mental health and well being.

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HappyMaps - Find the best support, advice and information on young people's mental health, all in one place. For Parents, Professionals and Young People.

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Read reviews

"I think this is a fabulous resource-very clearly laid out with the full range of supports available, from parenting tips through to professional help" (Parent)

"This is great to recommend to parents when they are worried about their children. It's the best website for mental health issues that I've found" (Teacher)

"Excellent. I work for CAMHS Bristol and regularly recommend this website" (Child and Adolescent Mental Health Services)

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Home - HappyMaps: Help and Resources for Children's Mental Health

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An award-winning website on children's mental health collating sensible and professional advice on common problems. With new self-help pages for young people.

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Place2Be is a children and young people's mental health charity with almost 30 years' experience working with pupils, families and staff in UK schools.

We provide mental health support in schools through one-to-one and group counselling using tried and tested methods backed by research. In addition, we also offer expert training and professional qualifications.

Why it's important

1 in 5

children and young people have a probable mental health condition, and many continue to have these problems into adulthood.

50%

of those with lifetime mental health problems first experience symptoms by the age of 14.

1 in 10
boys aged 5-19 with a mental health condition are suspended in some form from school.

Find out more about our work

How we help

Mental health support in schools

Our in-school mental health service supports the wellbeing of pupils, families and staff.
Find out more

Our mental health services in schools

We provide mental health services in schools that contribute to a whole-school approach to mental health.
Find out more

Counselling training and placements

Gain experience and skills with our child counselling training and placements.
Find out more

Place2Be is part of our school family. It is more than an office, more than a therapy room and more than a collection of counsellors.

Glyn Ellis - Headteacher, Haslingden Primary School

My daughter had become a different person - one we didn't recognise - but since counselling we see signs of our old loving daughter coming back.

Parent

If you have problems or worries you get a chance to talk to a person you trust. When I grow up I want to help children like Place2Be helps children.

Eight-year-old girl

Your support makes it possible

Thousands of vulnerable children and families depend on our work every single day. We simply cannot reach them without your help. There are so many ways to lend your support.

Place2Be's counselling service in primary schools has the potential to return £8 to society by improving long-term outcomes for each child.

Make a donation

How you can help

Fundraise for us

Raise money to transform children and young people's mental health. Browse ideas, tips and advice.

Get fundraising inspiration

Take part in an event

Run, cycle, walk. Trek to great heights or tackle some muddy obstacles. Take a look at our fundraising events.

Take on an event

Partner with us

See how your organisation can help us to support more children, families and school staff across the UK.

Find out more

Our impact

In the last school year

6,901

pupils were supported through one-to-one counselling.

33,327

pupils booked their own appointments o speak to our mental health professional.

After one-to-one counselling with Place2Be

76%

of children with severe difficulties show an improvement in mental health, according to parents.

64%

of pupils whose difficulties impacted their learning in class improved, according to teachers.

75%

of children and young people found it easier to make and keep friends, according to parents and carers.

Place2Be: mental health support in schools

Hear from children and teachers about the impact of Place2Be.

News & blogs

Eating Disorders in Children and Young People: a major public health concern

Clara Faria and Professor Tamsin Ford reflect on the impact of eating disorders on children and young people's mental health.

Read more

New report from NHS England shows increase in children experiencing mental health difficulties

Published today, the report reveals that 1 in 5 children and young people now have a probable mental health condition.

Read more

The BAFTA Roadshow with Place2Be arrives in North-West London

BAFTA and Place2Be team up to bring the BAFTA Roadshow to North-West London.

Read more

Sign up to our newsletter

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Improving children's and young people's mental health - Place2Be

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Place2Be provides mental health counselling support and training to schools to improve the emotional wellbeing of children, young people, families, teachers and staff.

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Information for young people on mental health and wellbeing

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If you’re struggling with how you’re feeling, it can be really scary and upsetting. Our information will help you find the support you deserve for your mental health.

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Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

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We're a pioneering mental health charity transforming care for children and young people through science, collaboration and clinical innovation.

We focus on discovery, delivering compassionate support, and sharing our knowledge widely.

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We work with professionals to improve the mental health and wellbeing of children and young people. Learn about our training, services, research and more.

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This site uses cookies to improve your user experience. By using this site you agree to these cookies being set. See our cookies policy for more information or to change your cookie preferences at any time.

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We give hope and help to thousands of children and families each year and work in communities throughout England and Wales to help keep children safe. Our vision is for all children to grow up in supportive communities safe from bullying and harm.​ Our mission is to provide practical support, training, and advice to challenge bullying and protect young lives.

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Samaritans works to make sure there's always someone there for anyone who needs someone. Read more.

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Understanding autism

Autism is a lifelong developmental disability that affects the way a person communicates and how they experience the world around them. In this section you will find more information about what autism is, how it affects people and how to talk about it.

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Information about what autism is, how it affects people and how you can support autistic people.

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Speech and Language UK: Changing young lives

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Speech and Language UK: Changing young lives

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We are Speech and Language UK - we want every child to face the future with confidence. For 1.7 million children in the UK, learning to talk and understand words feel like an impossible hurdle.

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Speech therapy activities & resources - Black Sheep Press' products

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Black Sheep Press will help find the right resources for you, from speech therapy activities, materials and worksheets to apps for autistic children.

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Specialist therapies - Oak National Academy

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Free online specialist therapy video lessons and resources

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Does this sound like you?

Perhaps you have had Autism mentioned at a Paediatrician appointment?

Are you waiting for a Speech and Language Therapy appointment?

Or perhaps waiting for a more Specialist Autism Speech and Language Therapist?

You may have had an MDA assessment, or be waiting for one?

Or perhaps you are waiting for the COSI group?
Are you feeling like you have no support for your child's communication?

Find out more about sensory processing, and how it can impact a child's ability to communicate, play and engage with you

Learn how to start meeting your child's sensory needs so they can move on with their other skills more easily

Session 2

Learn how to support your child's communication by changing the ways you talk and play with them.

Learn the different types of communication systems that exist to support your child's communication and their understanding of their routines

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Perhaps you have had Autism mentioned at a Paediatrician appointment? Are you waiting for a Speech and Language Therapy appointment? Or perhaps waiting for a more Specialist Autism Speech and Language Therapist? You may have had an MDA assessment, or be waiting for one? Or perhaps you are waiting for the COSI group?

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The death of a loved one is a huge life event. The feelings of loss, grief, uncertainty, and sadness can feel overwhelming whatever your age. Our Child Bereavement Service have put together some advice to help you support a child or young person dealing with a bereavement.

Children and young people may feel the loss more strongly and might worry about your physical wellbeing. It is not uncommon for children to become confused about death once they've experienced loss for the first time.

4. Stay connected to other people

For adults who want advice about a child or young person who has been bereaved, read our How to explain death to children and young people and help them cope leaflet. You could also encourage children to speak to a trusted adult at school. They may be able to refer you to others who can help.

Visit our Mental health and emotional wellbeing page for resources to help support a child with poor mental health.

6. Reach out to others who might be struggling

Explaining a death to a child can be a difficult task, but our belief and experience is that a concerned adult can help a child manage their feelings of pain and loss. Parents and other adults need to help them understand the concept of death and this is best done by giving clear, age-appropriate, honest information on a frequent basis.

ow to talk to your child about grief.

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7 tips for helping children cope with grief

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Losing of a loved one is a huge life event - especially for a child. The feelings of loss, grief, uncertainty and sadness can feel overwhelming at first. Our experts have some advice to help deal with loss.

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How children understand death

Under six months

At this age, babies will have no understanding of death, but will notice if their main caregiver (eg mum or dad) is absent.

Some common reactions include:

feeding and sleeping difficulties

crying

being worried.

Six months to two years

At this age, children still will not have any understanding of death, but they will be very upset if their main caregiver is absent.

At around two, children start to notice the absence of other people eg a familiar grandparent.

Some common reactions include:

loud crying, being inconsolable

anger about changes to their daily routine

sleep problems and tummy aches

looking for the person and asking where they are.

Two to five years

At this age, children may talk about death but do not understand it and think that it's reversible. They may ask questions such as 'If grandma's in the ground, how does she breathe?'

They may also believe in 'magical thinking' and may think they are directly responsible for the death.

Some common reactions include:

asking the same questions repeatedly

needing reassurance that you're not going to die too and death is not their fault

clingy behaviour and behaving inappropriately for their age.

Five to ten years

At age seven, most children understand that death is permanent and inevitable. Some children may take longer than this.

They are aware of death, and they may worry that you or others may die too.

They may be fascinated by what happens when someone dies.

They can show compassion for someone who's bereaved. They may worry about the effect on you if they're sad and try to hide their feelings.

Some common reactions include:

withdrawal, sadness, loneliness

getting angry more often, difficulty concentrating at school

regressive behaviour

trying to be brave and control things.

Adolescents

Adolescents normally have a better understanding of death and can think about the long-term impact it will have on their lives.

They may worry more about changes to the routine, like who will take care of them or look after the house. They might worry about things like finances or the future.

Some common reactions include:

Finding it difficult to talk about their feelings or wanting to talk to friends rather than adults.

Feeling sadness, anger or guilt. Their emotions may be quite intense.

Feeling worse about themselves.

Wishing it had not happened, or wondering why it had to happen to them.

Changes in how well they do at school or work.

Worrying they might develop the illness which the person died of (especially if they were related).

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How grief may affect children: Find out more on grief and children

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Children can react differently to death than adults. Their reaction can depend on their age and their level of understanding.

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Supporting Bereaved Children through the Coronavirus Pandemic

Losing someone close to us is never easy. But what do we do when someone passes away due to a virus that we don't really understand? What do we do when we are not able to comfort each other as usual, or even attend funerals to say goodbye?

You are not alone. With the help of the supportive and knowledgeable ELSA Support community, we have gathered a whole selection of bereavement resources including, books, resources, websites and information to help those who have been through the unthinkable. To all of those who shared their experiences and suggestions, thank you. And to those who find themselves here, we hope you find something that will support you through this devastating time.

To support children, we also need to take care of ourselves. Whatever happens, there are always people to help and listen. As well as resources, books, activities and information, we have also included a list of helplines offering support for adults as well.

Books

Most of us are familiar with the 5 stages of grief - denial, anger, bargaining, depression and acceptance. But quite recently, a new stage of grief was introduced - 'meaning'. During this time where meaning might be especially difficult to find, David Kessler's 'Finding Meaning: The Sixth Stage of Grief' might be a useful book to begin with. For free sample chapters and further information on the stages of grief visit the website.

Books for Carers

Books and Workbooks for Children

ELSA Support Resources

We have a variety of resources available for download which you might find useful.

For School staff we recommend:

Activity Ideas
We have a brand new FREE pack for you to download.
You can download the pack from here. Please click the link to download. Please note this is a zipped file because there are lots of things in it so you need to open on a laptop or computer. You can use a phone or a tablet but would need an app to open zips installed first. - Bereavement Support Pack

Websites, Charities and Helplines

Jigsaw: Helpline and information.

NSPCC: Helpline, information and activities for children

The Compassionate Friends: Helpline, supporting adults after the death of a child.

Grief Encounter: Information and helpline.

Marie Curie: Helpline for terminal illness.

Cruse Bereavement Care: Resources, information and helpline, supporting people who have been affected by the pandemic especially.

Winston's Wish: Information, books and resources for helping children with bereavement, including information and support on how to deal with current difficult issues, such as not being able to attend funerals.

Barnardo's: Child bereavement service

British Heart Foundation: Practical guide on what needs to be done when someone dies.

Lullaby Trust: Bereavement support after the passing of a baby or child

Young Minds: Wealth of information including downloadable guides and links to further help.

The Good Grief Trust: Bereavement support and information, as well as virtual support through a 'virtual café' via zoom.

Mind: Mental health support during coronavirus and bereavement support.

Give us a Shout: Text helpline.

Samaritans: General listening support. 116 123

Websites for Children and Young People

Childline: 'Calm zone' with activities and online games.

Kooth: Online Counselling platform for children and young people

Hope Again: The youth website of Cruse Bereavement Care.

Websites with Downloadable Resources

Join the ELSA Support Community

We hope that you have found something on this document that has helped. If you have any suggestions for further information, or if you would like to share your own personal experiences with any of the books or resources you use then please do. Additionally, if you want to talk to someone, ask for advice, or have a question we have a number of Facebook groups specifically for parents and for teachers.
ELSA Support and Wellbeing Elsa Support Parent Group
Grief Cover image by John Hain from Pixabay

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Bereavement resources for parents and school staff - ELSA Support

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Supporting Bereaved Children through the Coronavirus Pandemic Losing someone close to us is never easy. But what do we do when someone passes away due to a virus that we don't really understand? What do we do when we are not able to comfort each other as usual, or even attend funerals to say goodbye?

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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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The following information could help if your child has lost or is about to lose someone, such as a family member or friend.

If your child is about to lose someone

If a child has a loved one, such as a friend or family member who's going to die, they can benefit from special support.

A child's stress level is often at its highest before bereavement because of fear and the unknown.

Pre-bereavement counselling gives a child a chance to think and talk about their feelings and share their worries.
The YoungMinds website has more information on counselling services for children and young people
Making a memory box

If you're a parent and you know you're going to die, you could make a memory box to give to your child, or make one together.

A memory box contains things that remind you both of your time together. It can provide an important link between you and your child once you've gone.
Macmillan Cancer Support has information about making a memory box

If a child has lost someone

Talk about the person who has died

During bereavement, it can help a child to talk about the person who's died, whether it was a grandparent, parent, brother, sister or friend.

Direct, honest and open communication is more helpful than trying to protect your child by hiding the truth. If you exclude them from family ceremonies and services after someone has died it could make them feel excluded.

This can also help your child be open about their own feelings and avoid confusion about what has happened. It may be helpful to talk as a family, perhaps with your child, about how to include them in any events that celebrate or say goodbye to the person who has died.

It's important for them to have someone with whom they can talk about that person and share their emotions. This could be through photos, games, memory boxes or stories.

Over time, children may start to talk more about their loss at different times and in different ways. Young children may start talking about death or including it in their play, but this is normal and is a way for them to make sense of what has happened.

Further support for your child

There are also bereavement charities that offer helplines, email support, and online communities and message boards for children.

These include:

Child Bereavement UK - call 0800 028 8840 Monday to Friday, 9am to 5pm, or email helpline@childbereavementuk.org

Cruse Bereavement Care - call 0808 808 1677 Monday and Friday, 9.30am to 5pm; Tuesday, Wednesday and Thursday 9.30am to 8pm; Saturday and Sunday 10am to 2pm

Grief Encounter - call 0808 802 0111 Monday to Friday, 9am to 9pm, or email contact@griefencounter.org.uk

Hope Again - call 0808 808 1677 Monday to Friday, 9.30am to 5pm, or email hopeagain@cruse.org.uk

Winston's Wish - call 0808 802 0021 Monday to Friday, 8am to 8pm, or email ask@winstonswish.org

You can also find out more about children and bereavement from the Childhood Bereavement Network
Make a memory box

If the person who's died did not leave a memory box, you could make one with your child.

It can include:

gifts

shells collected on the beach

memories written on a card

anything that makes the child feel connected to that person

Don't forget to look after yourself

It's important to make sure you're also getting the support you need after a loss. This can also help you to better support your child.
Read more about getting help with grief after bereavement or loss

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Find out what to do and where to find bereavement support if your child has lost a loved one or has a loved one who's dying.

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ADHD & Education

All children and young people, including those with ADHD, have the right to a school experience that provides a broad, balanced and relevant curriculum, including the National Curriculum, which is appropriately tailored according to their needs. 3

One study in the UK showed that two-thirds of parents of children with ADHD had been in contact with teachers about their concerns. 26 However several studies have shown that teachers' perceived competence in the management of children with ADHD in the classroom is variable and is correlated with their professional knowledge and experience. 27 In one report 43% of specialists felt that teachers were not aware of ADHD so they didn't realise children should be referred. 9 By increasing teachers' knowledge of ADHD, alongside the provision of clear advice on how to work with children who might have ADHD, identification and therefore outcomes in the long term may be improved.

In the US, clinical practice guidelines highlight the importance of involving teachers in the process of diagnosing ADHD by completing rating scales and providing information about possible symptoms and impairment in the school setting. 28

This highlights that teachers have the potential to play a crucial role in assisting with timely and accurate ADHD identification and that more could be done in the normal classroom setting to raise awareness, reduce stigma and improve teachers' knowledge of symptoms of ADHD and the resulting educational needs.
School Exclusion
Exclusion from school is the first event that can label a child 'a problem'. Guidance makes it clear that the removal of a pupil from the school environment should be used only as a last resort in response to 'serious breaches' of a school's behaviour policy, or to safeguard the welfare and education of other pupils. However, there is a definite case to investigate further whether students who are being excluded for persistent disruptive behaviour (PDB), who are not registered as having any form of special educational needs, may in fact be students who have unrecognised ADHD. 1

In the "ADHD: Paying Enough Attention report", 97% of those surveyed stated that children with undiagnosed ADHD are more likely to drop out of school several years earlier than their peers. 9

The former Government white paper, 'Back on Track', states that 66% of permanently excluded children and 75% of children in PRUs have special educational needs. 29

Children with ADHD have more than 100 times greater risk of being permanently excluded from school than other children: 1

39% of children with ADHD have had fixed term exclusions from school

11% of excluded children with ADHD have been excluded permanently.

The social impact of exclusion is well established, with evidence showing an increased likelihood of antisocial and criminal behaviour: 1

49% of male and 33% of female sentenced prisoners were excluded from school.

Though it would be incorrect to suggest that ADHD is synonymous with antisocial behaviour, the Youth Crime Action Plan identified ADHD as one of the main risk factors of criminal offending during childhood. 30

"...Too many young people with ADHD are moving from classroom to courtroom. This has to stop."
Professor Susan Young, Forensic and Clinical Psychologist

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ADHD & Education | The UK ADHD Partnership

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The UK ADHD Partnership supports clinicians and allied professionals to identify and meet the needs of children and young people affected by this disorder. ADHD is now recognised as a condition that may cross the lifespan and there are multi-modal interventions for ADHD that can be delivered at every age.

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

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Understanding ADHD Free Course Open University

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Understanding ADHD Free Course Open University

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This free course, Understanding Attention Deficit Hyperactivity Disorder (ADHD), explores the experience of ADHD from the perspective of those who are diagnosed with the condition, and those who ...

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ADHD, Anxiety, Depression, ODD, OCD: Free Downloads

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Does my child have ADHD? A learning disability? Something else? Download these free resources to better understand attention deficit and its related conditions in both children and adults.

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What Right to Choose services do we provide?

We provide autism assessments and ADHD assessments for children aged five and above, young people, and adults. All assessments are conducted online via a secure video link.

Please note that we are not currently accepting new referrals for ADHD assessments for children and young people, but we hope to resume the service soon.

At this time, we cannot provide prescriptions or titration following Right to Choose assessments. If your clinician recommends medication, you can proceed with the NHS by speaking with your GP or choosing an alternative suitable provider.

View all show less

Our waiting time for new referrals is 30 to 44 weeks (seven to ten months)

This is for new referrals and those received after 1st April 2024. If your GP submitted your referral before then, we will contact you soon. We kindly ask that you wait to be contacted by a member of our team.

Referral form for GPs

Our quick form simplifies the referral process and must be completed by a GP or an appropriate professional at an NHS surgery in England. All information will be handled securely and only used for clinical purposes.

Please ensure you have the patient's completed self-report questionnaire, NHS number, and contact details ready.

Make a referral

How does Right to Choose work?

We're working hard to make things easier for patients and healthcare professionals to book ADHD and autism assessments via Right to Choose.

Why choose Clinical Partners?

With over 200 Autism and ADHD specialists, we are one of the UK's leading providers of ADHD and autism assessments.

Over 800 autism assessments delivered each month

All assessments follow NICE guidelines

All assessments are delivered by qualified, specialist clinicians

Over 300 ADHD assessments delivered each month

Waiting times are typically shorter than NHS waiting times

We are an NHS registered provider

What is Right to Choose?

The NHS Choice Framework gives all NHS patients in England the legal right to choose the service or hospital that provides their physical and mental health care. For example, if a GP refers someone for an ADHD or an autism assessment, in most cases, that person can choose the provider that best suits their needs.

For many people, a diagnosis as an adult is a sign of recognition, helping them understand their feelings, moods, and behaviours. Once diagnosed, we can introduce various techniques to manage challenges, which is why an assessment is so important.

Dr Ewa Downie

Consultant Psychiatrist

There are many complexities and questions surrounding Right to Choose. Don't hesitate to get in touch if you have any questions.

Our waiting time for new referrals is 30 weeks (seven months). This is for new referrals and those received after 1st January 2024. If your GP submitted your referral before then, we will contact you soon. We kindly ask that you wait to be contacted by a member of our team.

Yes, we hold NHS standard contracts across England to provide NHS Right to Choose autism assessments to adults, children, and young people, and ADHD assessments to adults.

Yes, as long as your GP agrees to change the referral to a Right to Choose ADHD assessment or Right to Choose autism assessment. If you would like to do this, please get in touch with us on 020 3761 7029, or email [email protected]

If your GP surgery is registered in England and your GP needs to refer you to a consultant or specialist in mental health, you have the legal right to choose your mental health service provider.

However, you do not have the right to choose if:

You require emergency treatment

You are currently serving a prison sentence, or if you're on temporary release

You are detained in prescribed accommodation

You serve in the armed forces

You have already received care and treatment for the condition

You are detained in a secure hospital environment

You are detained in a hospital under the Mental Health Act of 1983

We currently offer Right to Choose autism assessments for adults, children, and young people, and ADHD assessments to adults.

To check on the status of a Right to Choose referral, please email [email protected] with your name and the details of your GP. We will investigate and respond to you in due course.

Please use our referral form for all Right to Choose referrals. For anything else, please email [email protected]

Many GPs are not aware of Right to Choose yet. The NHS has published a helpful framework that explains everything they need to know. Try sharing this link with them so they are fully informed: https://www.gov.uk/government/publications/the-nhs-choice-framework

Right to Choose is a legal right. If you're not offered a choice at the point of referral, ask your doctor why and say you wish to go explore your options.

You will have a feedback appointment where your clinician will discuss the assessment outcome and their clinical decisions. You will then receive your clinical report, which can also be sent to your GP.

We cannot currently provide prescriptions or titration following a Right to Choose assessment. If your clinician recommends medication, you can proceed with the NHS by speaking with your GP or choosing an alternative suitable provider.

Titration is the process that ensures the medicine your clinician prescribes is right for you. You'll likely be prescribed a low dose at first, but this may be raised gradually until the effective target dose is reached.

While we cannot currently prescribe medication or provide titration for Right to Choose referrals, we hope to offer this in the future.

Safety and high-quality care remain our top priorities. Before providing these services, we must ensure we can deliver medication safely, effectively and at the required scale.

For more detailed information about your rights and choices within the NHS, please visit the NHS website: Your Choices in the NHS.

If you have further questions or need additional information about your Right to Choose, you can email the Your Choice Team at [email protected]. They are available to help you understand your options and guide you through the process.

Your local ICB can also provide further information and assistance. They oversee the planning and commissioning of healthcare services in your area and can help ensure you receive the care you need. Click here to find the contact details for your local ICB.

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Right to choose ADHD & autism assessments | Clinical Partners

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Registered NHS patients in England have the legal right to choose the service they're referred to if their GP suggests specialist treatment would be beneficial.

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Whether it's as a parent or guardian to a child or young person, or if someone you know is struggling, there are plenty of ways we can help others with their mental health.

You might worry that you do not know the best way to help or will say something wrong and make things worse. But the small things can make a big difference to someone.

We have loads of advice and things you can do to support those we care about, as well as plenty of places you can reach out to for further help.

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Whether it's as a parent or guardian to a child or young person, or if someone you know is struggling, there are plenty of ways we can help others with their mental health. You might worry that you do not know the best way to help or will say something wrong and make things worse.

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We're a pioneering mental health charity transforming care for children and young people through science, collaboration and clinical innovation.

We focus on discovery, delivering compassionate support, and sharing our knowledge widely.

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We work with professionals to improve the mental health and wellbeing of children and young people. Learn about our training, services, research and more.

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Young Minds support for children with ADHD

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Young Minds support for children with ADHD

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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 this term in no longer used officially.

ADHD is not a mental health condition or a learning disability. But 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 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 or carer to help your child manage the things they find difficult.

What are the most common signs of ADHD?

A child with ADHD may:

be easily distracted, finding it difficult to start or finish tasks

often feel unable to concentrate

often feel restless or fidgety

be very talkative, often interrupting or blurting things out

act impulsively, for example doing something before considering consequences or being prone to taking risks

be easily angry or frustrated, or struggle to deal with emotions

find making or maintaining friendships difficult

be disorganised, for instance often losing things or being late

lack awareness of time

Every child or young person with ADHD is an individual and they may not display all of these behaviours. Many of these behaviours are normal in younger children. They can also be caused by traumatic experiences. So if your child is showing some of these signs, it does not necessarily mean they have ADHD.

It's important to understand that age and gender can also affect how someone with ADHD behaves. This can make it harder to spot signs of ADHD, particularly in girls. Girls are more likely to be undiagnosed or wrongly diagnosed with other conditions.

Typically, the signs of ADHD develop in early childhood and they may become particularly noticeable at times of significant change, such as when a child starts or changes school.

What to do if you think your child might have ADHD

If your child frequently experiences some of these things 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 and school in our guide.

ADHD diagnosis and support

ADHD assessment is usually done through the NHS mental health service for children and young people, known as CAMHS. Diagnosis is most commonly made in childhood. In the majority of cases, young people continue to experience ADHD behaviours and qualities into adulthood.

There is no single, definitive test for ADHD. Specialists will base a clinical diagnosis on their 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 behaviours have been present, how much they impact daily life and whether they might be due to another condition. The NHS states that around 60-80% of children with ADHD have at least one other condition (such as autism, dyslexia, dyspraxia, anxiety or behaviour issues). In some cases, this means a child may be given more than one diagnosis.

You and your child should be offered support and advice to help you manage some of the challenges that might be affecting day-to-day life. Medication and talking therapies may also be offered. These options should be discussed with you when your child is diagnosed.

The National Institute for Health and Care Excellence (NICE) provides guidelines for NHS treatments. The support they recommend for ADHD is outlined in the their guidelines.

Therapies such as cognitive behavioural therapy (CBT) can support children and young people with ADHD to understand themselves and find coping strategies when things are hard. For more information about therapy, see our parent guide to counselling and therapy.

Many children and young people with ADHD do not take medication. But medication may sometimes be offered to support someone in managing challenges that are affecting their day-to-day life. Medication should only ever be prescribed and overseen by a specialist.

You may also be offered ADHD-focused parent training. This does not mean your parenting is somehow wrong. It is designed to provide support and to empower you with specific strategies and skills that can help your family 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. This can 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. 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.

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.
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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Herefordshire NHS advice if you think your child has ADHD

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Herefordshire NHS advice if you think your child has ADHD

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Herefordshire and Worcestershire Health and Care NHS Trust

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Herefordshire and Worcestershire Health and Care NHS Trust

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Information on making a referral into the Worcestershire Community
Paedaitrics Service for support with ADHD

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

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

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

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

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

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

Getting help

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

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

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

What causes attention deficit hyperactivity disorder (ADHD)?

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

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

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

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

having a low birthweight

smoking or alcohol or drug abuse during pregnancy

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

How attention deficit hyperactivity disorder (ADHD) is treated

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

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

Living with attention deficit hyperactivity disorder (ADHD)

Parents of children with ADHD

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

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

getting your child to sleep at night

getting ready for school on time

listening to and carrying out instructions

being organised

social occasions

shopping

Adults with ADHD

Adults with ADHD may find they have problems with:

organisation and time management

following instructions

focusing and completing tasks

coping with stress

feeling restless or impatient

impulsiveness and risk taking

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

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

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Attention deficit hyperactivity disorder (ADHD)

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

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There are different treatments available for stammering, depending on a person's age and their circumstances.
A speech and language therapist (SLT) will work with you, your child, and educational staff to make a suitable treatment plan for your child.

An SLT can also work with adults who stammer, to find ways to improve the fluency of their speech and reduce the impact stammering has on their lives.

You may be able to access psychological therapy to help with any emotional problems linked to speech difficulties.

Speech and language therapy is widely available on the NHS for people who stammer, although the level of service and waiting times vary across the country. Some treatments, such as feedback devices, may not be funded.

If you're aged 18 or older and cannot get therapy in your area, Stamma (the British Stammering Association) lists options for therapy and courses for adults.

Indirect therapy

Indirect therapy is where parents make changes to the way they communicate and the home environment, rather than focusing directly on their child's talking.

If your child is under 5, this is probably the approach your therapist will suggest you try first.

However, if a young child has been stammering for several months and it seems to be getting worse, it may be best to start direct therapy straight away.

Indirect approaches are often based on the concept that children start to stammer when they cannot keep up with the demands made on their language skills.

These "demands" may come from other people around them or from a child's own enthusiasm and determination to communicate.

The aim of indirect therapy is to create an environment where a child feels less pressure when speaking.

This may involve:

speaking slowly and calmly to your child

encouraging taking turns and listening within the family

doing more of what seems to help your child's fluency - for example, chatting about what you and your child are doing together, such as playing, cooking, walking to pre-school, or looking at favourite books

not interrupting or criticising your child

making the family environment as relaxing and calm as possible

Direct therapy

Younger children

The Lidcombe Program is a widely used direct behavioural therapy for the treatment of stammering in young children.

It's designed to be done by the child's parents under the guidance of a speech and language therapist (SLT).

The Lidcombe Program is based on the principle of providing consistent feedback to your child about their speech in a friendly, non-judgemental and supportive way.

The Speech Disorder website has more information about the Lidcombe Program.

Older children

Stammering that persists until a child is old enough to go to school is significantly more challenging to treat.

As time passes, the effects of stammering can cause problems. These include anxiety about speaking, fear of stammering, and feelings of embarrassment.

Therapy with older children and adults will often take account of both the speaking behaviours and the social, emotional and psychological aspects of stammering.

With school-age children, direct therapy is often used to:

help improve fluency

help the child understand more about stammering

share experiences with others who stammer

work on feelings associated with stammering, such as fear and anxiety

improve communication skills

develop self-confidence and positive attitudes

Other treatment options

In addition to direct and indirect therapy, there are other options that can help people who stammer, particularly older children and adults with persistent stammering and those who develop stammering later in life (acquired or late-onset stammering).

Psychological therapies

These include solution-focused brief therapy (SFBT), personal construct therapy, neurolinguistic programming (NLP) and cognitive behavioural therapy (CBT).

These therapies do not treat stammering directly, but can be helpful if you experience negative feelings as a result of your stammering.

Feedback devices

Feedback devices alter the way you hear your own voice. They include:

delayed auditory feedback (DAF) - these play your voice back to you a fraction of a second after speaking

frequency-shifted auditory feedback (FSAF) - these play your voice back to you at a lower or higher frequency

combined DAF/FSAF devices - these use a combination of both methods mentioned above

These devices are often fitted inside or around the ear, similar to a hearing aid, and can help improve the fluency of some people's speech. There are also apps for smartphones and computers that work in a similar way.

These techniques do not work for everyone and can be difficult to use in some speaking situations. The devices are not generally available on the NHS.

Find out more about electronic fluency devices and apps from Stamma.

Speaking to someone who stammers

When talking to someone who stammers, try to:

avoid finishing their sentences if they're struggling to get their words out

give them enough time to finish what they're saying without interrupting

avoid asking them to speak faster or more slowly

show interest in what they're saying, not how they're saying it, and maintain eye contact

Speak slowly and calmly when talking to a young child who stammers. Use short sentences and simple language to reduce the communication demands on the child.

Do not overwhelm your child by talking too quickly. Make sure you give them time to understand and process what you've said, and work out their response.

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Find out how stammering is treated. There are many different treatments available for stammering, depending on a person's age and their circumstances.

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Selective mutism is an anxiety disorder where a person is unable to speak in certain social situations, such as with classmates at school or to relatives they do not see very often.
It usually starts during childhood and, if left untreated, can persist into adulthood.

A child or adult with selective mutism does not refuse or choose not to speak at certain times, they're literally unable to speak.

The expectation to talk to certain people triggers a freeze response with feelings of anxiety and panic, and talking is impossible.

In time, the person may learn to anticipate the situations that provoke this distressing reaction and do all they can to avoid them.

However, people with selective mutism are able to speak freely to certain people, such as close family and friends, when nobody else is around to trigger the freeze response.

Selective mutism affects about 1 in 140 young children. It's more common in girls and children who have recently migrated from their country of birth.

Signs of selective mutism

Selective mutism can start at any age, but most often starts in early childhood, between age 2 and 4. It's often first noticed when the child starts to interact with people outside their family, such as when they begin nursery or school.

The main warning sign is the marked contrast in the child's ability to engage with different people, characterised by a sudden stillness and frozen facial expression when they're expected to talk to someone who's outside their comfort zone.

They may avoid eye contact and appear:

nervous, uneasy or socially awkward

rude, disinterested or sulky

clingy

shy and withdrawn

stiff, tense or poorly co-ordinated

stubborn or aggressive, having temper tantrums when they get home from school, or getting angry when questioned by parents

More confident children with selective mutism can use gestures to communicate - for example, they may nod for "yes" or shake their head for "no".

But more severely affected children tend to avoid any form of communication - spoken, written or gestured.

Some children may manage to respond with a few words, or they may speak in an altered voice, such as a whisper.

What causes selective mutism

Experts regard selective mutism as a fear ( phobia) of talking to certain people. The cause is not always clear, but it's known to be associated with anxiety.

The child will usually have a tendency to anxiety and have difficulty taking everyday events in their stride.

Find out more about anxiety in children.

Many children become too distressed to speak when separated from their parents and transfer this anxiety to the adults who try to settle them.

If they have a speech and language disorder or hearing problem, it can make speaking even more stressful.

Some children have trouble processing sensory information such as loud noise and jostling from crowds - a condition known as sensory integration dysfunction.

This can make them "shut down" and be unable to speak when overwhelmed in a busy environment. Again, their anxiety can transfer to other people in that environment.

When mutism occurs as a symptom of post-traumatic stress, it follows a very different pattern and the child suddenly stops talking in environments where they previously had no difficulty.

Another misconception is that a child with selective mutism is controlling or manipulative, or has autism. There's no relationship between selective mutism and autism, although a child may have both.

Diagnosing selective mutism

Left untreated, selective mutism can lead to isolation, low self-esteem and social anxiety disorder. It can continue into adolescence and adulthood if not managed.

Diagnosis in children

A child can successfully overcome selective mutism if it's diagnosed at an early age and appropriately managed.

It's important for selective mutism to be recognised early by families and schools so they can work together to reduce a child's anxiety. Staff in early years settings and schools may receive training so they're able to provide appropriate support.

If you suspect your child has selective mutism and help is not available, or there are additional concerns - for example, the child struggles to understand instructions or follow routines - speak to a GP and ask them to refer you to a local specialist service for a formal diagnosis.

You can also contact a speech and language therapy clinic directly. Do not accept the opinion that your child will grow out of it or they are "just shy".

Your GP or local integrated care board (ICB) should be able to give you the telephone number of your nearest NHS speech and language therapy service or another specialist service that can help in your area.

Your child may also need to see a mental health professional or school educational psychologist.

The clinician may initially want to talk to you without your child present, so you can speak freely about any anxieties you have about your child's development or behaviour.

They'll want to find out whether there's a history of anxiety disorders in the family, and whether anything is causing distress, such as a disrupted routine or difficulty learning a second language. They'll also look at behavioural characteristics and take a full medical history.

A person with selective mutism may not be able to speak during their assessment, but the clinician should be prepared for this and be willing to find another way to communicate.

For example, they may encourage a child with selective mutism to communicate through their parents, or suggest that older children or adults write down their responses or use a computer. They may watch the child playing or watch a video of them speaking in a comfortable environment.

Diagnosis in adults

It's possible for adults to overcome selective mutism, although they may continue to experience the psychological and practical effects of spending years without social interaction or not being able to reach their academic or occupational potential.

Adults will ideally be seen by a mental health professional with access to support from a speech and language therapist or another knowledgeable professional.

Diagnosis guidelines

Selective mutism is diagnosed according to specific guidelines. These include observations about the person concerned as outlined:

they do not speak in specific situations, such as during school lessons or when they can be overheard in public

they can speak normally in situations where they feel comfortable, such as when they're alone with parents at home, or in their empty classroom or bedroom

their inability to speak to certain people has lasted for at least 1 month (2 months in a new setting)

their inability to speak interferes with their ability to function in that setting

their inability to speak is not better explained by another behavioural, mental or communication disorder

Associated difficulties

A child with selective mutism will often have other fears and social anxieties, and they may also have additional speech and language difficulties.

They're often wary of doing anything that draws attention to them because they think that by doing so, people will expect them to talk.

For example, a child may not do their best in class after seeing other children being asked to read out good work, or they may be afraid to change their routine in case this provokes comments or questions. Many have a general fear of making mistakes.

Accidents and urinary infections may result from being unable to ask to use the toilet and holding on for hours at a time. School-aged children may avoid eating and drinking throughout the day so they do not need to excuse themselves.

Children may have difficulty with homework assignments or certain topics because they're unable to ask questions in class.

Teenagers may not develop independence because they're afraid to leave the house unaccompanied. And adults may lack qualifications because they're unable to participate in college life or subsequent interviews.

Treating selective mutism

With appropriate handling and treatment, most children are able to overcome selective mutism. But the older they are when the condition is diagnosed, the longer it will take.

The effectiveness of treatment will depend on:

how long the person has had selective mutism

whether or not they have additional communication or learning difficulties or anxieties

the co-operation of everyone involved with their education and family life

Treatment does not focus on the speaking itself, but reducing the anxiety associated with speaking.

This starts by removing pressure on the person to speak. They should then gradually progress from relaxing in their school, nursery or social setting, to saying single words and sentences to one person, before eventually being able to speak freely to all people in all settings.

The need for individual treatment can be avoided if family and staff in early years settings work together to reduce the child's anxiety by creating a positive environment for them.

This means:

not letting the child know you're anxious

reassuring them that they'll be able to speak when they're ready

concentrating on having fun

praising all efforts the child makes to join in and interact with others, such as passing and taking toys, nodding and pointing

not showing surprise when the child speaks, but responding warmly as you would to any other child

As well as these environmental changes, older children may need individual support to overcome their anxiety.

Cognitive behavioural therapy

Cognitive behavioural therapy (CBT) helps a person focus on how they think about themselves, the world and other people, and how their perception of these things affects their thoughts and feelings. CBT also challenges fears and preconceptions through graded exposure.

Behavioural therapy

Behavioural therapy concentrates on helping combat current difficulties using a gradual step-by-step approach to help conquer fears.

Techniques

There are several techniques based on CBT and behavioural therapy that are useful in treating selective mutism. These can be used at the same time by individuals, family members and school or college staff, possibly under the guidance of a speech and language therapist or psychologist.

Graded exposure

In graded exposure, situations causing the least anxiety are tackled first. With realistic targets and repeated exposure, the anxiety associated with these situations decreases to a manageable level.

Older children and adults are encouraged to work out how much anxiety different situations cause, such as answering the phone or asking a stranger the time.

Stimulus fading

In stimulus fading, the person with selective mutism communicates at ease with someone, such as their parent, when nobody else is present.

Another person is gradually introduced into the situation and, once they're included in talking, the parent withdraws. The new person can introduce more people in the same way.

Shaping

Shaping involves using any technique that enables the person to gradually produce a response that's closer to the desired behaviour.

For example, starting with non-verbal communication, gradually moving to making eye contact, saying short words and then longer sentences and, finally, 2-way conversation.

Positive and negative reinforcement

Positive and negative reinforcement involves responding favourably to all forms of communication and not inadvertently encouraging avoidance and silence.

If the child is under pressure to talk, they'll experience great relief when the moment passes, which will strengthen their belief that talking is a negative experience.

Desensitisation

Desensitisation is a technique that involves reducing the person's sensitivity to other people hearing their voice by sharing voice or video recordings.

For example, email or instant messaging could progress to an exchange of voice recordings or voicemail messages, then more direct communication, such as telephone or Skype conversations.

You could also record your child at home and encourage them to watch or listen to themselves speaking.

Medicine

Medicine is only really appropriate for older children, teenagers and adults whose anxiety has led to depression and other problems.

Medicine should never be prescribed as an alternative to environmental changes and behavioural approaches. Though some health professionals recommend using a combination of medicine and behavioural therapies in adults with selective mutism.

However, antidepressants may be used alongside a treatment programme to decrease anxiety levels, particularly if previous attempts to engage the individual in treatment have failed.

Advice for parents

Do not pressurise or bribe your child to encourage them to speak.

Let your child know you understand they're scared to speak and have difficulty speaking at times. Tell them they can take small steps when they feel ready and reassure them that talking will get easier.

Do not praise your child publicly for speaking because this can cause embarrassment. Wait until you're alone with them and consider a special treat for their achievement.

Reassure your child that non-verbal communication, such as smiling and waving, is fine until they feel better about talking.

Do not avoid parties or family visits, but consider what environmental changes are necessary to make the situation more comfortable for your child.

Ask friends and relatives to give your child time to warm up at his or her own pace and focus on fun activities rather than getting them to talk.

As well as verbal reassurance, give them love, support and patience.

Getting help and support

Teenagers and adults with selective mutism can find information and support at iSpeak and the Facebook group SM SpaceCafe.

The Selective Mutism Information and Research Association (SMiRA) is another good resource for people affected by selective mutism. There's also a SMiRA Facebook page.

The Royal College of Speech and Language Therapists and the Association of Speech and Language Therapists in Independent Practice can help you find professionals in your area with experience in treating selective mutism.

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Find out about selective mutism, an anxiety disorder that prevents people from speaking in certain social situations.

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Herefordshire Speech and Language Therapy

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Herefordshire Speech and Language Therapy

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Speech and language therapy

Speech and language therapy

We are an enthusiastic team of Speech and Language Therapists and assistants, who work with children and adults across the county of Herefordshire. Speech and Language Therapy provides life-improving treatment, tailored support and care for people of all ages who have difficulties with communication, eating, drinking or swallowing. The team work together with children, adults, families, carers and the wider workforce, to carry out assessments and plan personalised therapy programmes which meet each individual's needs.

What is a Speech and Language Therapist?

Speech and language therapists (SLTs) work with children and adults who have communication problems including;

Difficulties listening and concentrating

Difficulties interacting with others

Difficulties understanding what people say

Difficulties saying sounds and words

Difficulties putting words into sentences

Stammering

Voice difficulties

Speech and Language Therapists also help children and adults who have eating, drinking and swallowing problems.

Speech and Language Therapists are "Allied Health Professionals", and are governed by 2 organisations:

Each Speech and Language Therapist is checked through the Disclosure Barring Service (DBS) before they can be employed. All professionals who work with children must be CRB checked, as part of the Safeguarding Children and Every Child Matters Government Directive.

Places where Speech and Language Therapists work

Speech and Language Therapists work in various locations and settings across the county to support and develop individual's communication needs.

Speech and Language Therapists work with parents. carers, families and other key people to help individuals communicate as effectively as they can. Speech and Language Therapists may provide support to:

Schools and nurseries:

Children's centres

Hospitals

Nursing/residential home

Patient's own homes

Community sites

SEND (Special Educational Needs and Disability)
There is information, support, services and activities for children and young people with special educational needs and disabilities (SEND).
To find out about the local SEND (Special Educational Needs and Disability) offer visit the Trust's SEND page.

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Wye Valley NHS Trust - Improving health, promoting independence, supporting communities within Herefordshire

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NHS Information on Hearing Tests for Children

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NHS Information on Hearing Tests for Children

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Why hearing tests are important

Hearing tests carried out soon after birth can help identify most babies with significant hearing loss, and testing later in childhood can pick up any problems that have been missed or have been slowly getting worse.

Without routine hearing tests, there's a chance that a hearing problem could go undiagnosed for many months or even years.

It's important to identify hearing problems as early as possible because they can affect your child's speech and language development, social skills and education.

Treatment is more effective if any problems are detected and managed accordingly early on. An early diagnosis will also help ensure you and your child have access to any special support services you may need.

Hearing tests for older babies and children

A number of different hearing tests may be used to check for hearing problems in older babies and young children. These are usually undertaken at an audiology department.

Some of the main tests that may be carried out are described on this page.

Visual reinforcement audiometry

Visual reinforcement audiometry (VRA) is usually used to test hearing in children from approximately 6 months of age up to 2.5 years old.

During the test, your child will sit on your lap or a chair while sounds are presented. Your baby will be taught to link the sound to a visual reward such as a toy or computer screen lighting up.

Once your child is able to associate the sound and the visual reward the volume and pitch of the sound will be varied to determine the quietest sounds your child is able to hear.

Play audiometry

Young children between 1.5 and 5 years old may have a play audiometry test.

During the test, sounds will be played through headphones or speakers and your child will be asked to perform a simple task when they hear the sound. This may vary from putting a ball in a bucket to completing a puzzle.

As with VRA, the volume and pitch of the sound will be varied to determine the quietest sounds your child is able to hear.

Pure tone audiometry

Older children may have a test called pure tone audiometry. This is the test often used to screen a child's hearing before they start school, when it is sometimes referred to as the "sweep test". It's similar to a hearing test an adult might have.

During pure tone audiometry, a machine generates sounds at different volumes and frequencies. The sounds are played through headphones and your child is asked to respond when they hear them by pressing a button.

By changing the level of the sound, the tester can work out the quietest sounds your child can hear.

Bone conduction test

In addition to using speakers or headphones, most of the tests above can also be carried out using a small vibrating device placed behind the ear.

This device passes sound directly to the inner ear through the bones in the head, which can help identify which part of the ear is not working properly if your child is having hearing problems.

Tympanometry

Tympanometry is a test to assess how flexible the eardrum is.

For good hearing, your eardrum needs to be flexible to allow sound to pass through it. If the eardrum is too rigid - for example, because there is fluid behind it ( glue ear) - sounds will bounce back off the eardrum instead of passing through it.

During the test, a soft rubber tube will be placed at the entrance of your child's ear. Air is gently blown down the tube and a sound is played through a small speaker inside it. The tube then measures the sound that's bounced back from the ear.

Spotting signs of a hearing problem

Although your child will be offered routine hearing tests as they grow up, it's still important for you to look out for signs of any problems and seek advice if you have any concerns.

For babies, the checklist in your baby's personal child health record (red book) can be used to help you check your child's hearing as they grow up.

In older children, signs of a possible hearing problem can include:

inattentiveness or poor concentration

not responding when their name is called

talking loudly and listening to the television at a high volume

difficulty pinpointing where a sound is coming from

mispronouncing words

a change in their progress at school

Speak to a GP or health visitor if you're concerned about your child's hearing. Your child can have a hearing test at any age.

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Read about when hearing tests are routinely offered to children, what they involve and why they're important.

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Information audiology department at Wye Valley NHS Trust

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Developmental co-ordination disorder (DCD), also known as dyspraxia, is a condition affecting physical co-ordination. It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily.
This topic is about DCD in children, although the condition often causes continued problems into adulthood.

Find out more about DCD in adults.

Symptoms of DCD

Early developmental milestones of crawling, walking, self-feeding and dressing may be delayed in young children with DCD. Drawing, writing and performance in sports are also usually behind what is expected for their age.

Although signs of the condition are present from an early age, children vary widely in their rate of development. This means a definite diagnosis of DCD does not usually happen until a child with the condition is 5 years old or more.

Find out more about symptoms of DCD in children.

When to seek medical advice

If you're concerned about your child's health or development, talk to a GP or health visitor, or speak to a nurse, doctor or special educational needs co-ordinator (SENCO) at your child's school.

They may refer your child to an occupational therapist, paediatrician, or another health professional who can assess them and try to identify any developmental problems.

Find out more about diagnosing DCD in children.

Causes of DCD

Doing co-ordinated movements is a complex process that involves many different nerves and parts of the brain.

Any problem in this process could potentially lead to difficulties with movement and co-ordination.

It's not usually clear why co-ordination doesn't develop as well as other abilities in children with DCD.

However, a number of risk factors that can increase a child's likelihood of developing DCD have been identified.

These include:

being born prematurely, before the 37th week of pregnancy

being born with a low birth weight

having a family history of DCD, although it is not clear exactly which genes may be involved in the condition

the mother drinking alcohol or taking illegal drugs while pregnant

Treating DCD

There's no cure for DCD, but a number of therapies can help children to manage their problems.

These include:

being taught ways of do activities they find difficult, such as breaking down difficult movements into smaller parts and practicing them regularly

adapting tasks to make them easier, such as using special grips on pens and pencils so they are easier to hold

Although DCD does not affect how intelligent a child is, it can make it more difficult for them to learn and they may need extra help to keep up at school.

Treatment for DCD will be tailored to your child and usually involves a number of different healthcare professionals working together.

Although the physical co-ordination of a child with DCD will remain below average, this may be less of a problem as they get older and develop coping strategies. Some children may continue to have problems.

However, difficulties in school - particularly producing written work - can become much more prominent and require extra help from parents and teachers.

Find out more about treating DCD in children.

Dyspraxia or DCD?

While many people in the UK use the term dyspraxia to refer to the difficulties with movement and co-ordination that first develop in young children, this term is used less often by healthcare professionals.

Instead, most healthcare professionals use the term developmental co-ordination disorder (DCD) to describe the condition.

This term is generally preferred by healthcare professionals because dyspraxia can have several meanings.

For example, dyspraxia can be used to describe movement difficulties that happen later in life because of damage to the brain, such as from a stroke or head injury.

Some healthcare professionals may also use the term specific developmental disorder of motor function (SDDMF) to refer to DCD.

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Developmental co-ordination disorder (dyspraxia) in children

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Read about developmental co-ordination disorder (DCD), also known as dyspraxia, a condition that affects physical co-ordination.

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Cosmic Kids Mindfulness and Meditation Videos

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Cosmic Kids Mindfulness and Meditation Videos

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We have started a new series of mindfulness meditations for kids on our channel.

Jaime has been trying out some brilliant mindfulness games in her kids yoga classes and we've now made many of them into videos.

We've made 15 episodes so far. We think they are probably best for kids aged 5+ but we would love to hear how anyone gets on with them. We are hoping that they might be helpful in schools as a 'brain break' too.

The first 3 episodes we made are here:

Whirly Burly Snow Storm

This meditation is all about what happens in our minds when we are a little stressed or busy. In this video, Jaime uses the metaphor of a snow storm, and shows how we can use our breathing to calm the snow storm down.

Candle of Concentration

Kids hear a lot about concentration at school, but it's quite a complicated thing for them to understand. In this video, Jaime shows us a candle and encourages us to focus on it, then we close our eyes and still see it in our mind's eye. Candle gazing is an ancient form of meditation which encourages calmness. Here we use it to introduce the idea of visualisation (we see the candle still when we close our eyes) and to explain what focus or concentration is.

Movies In My Mind

This one goes a little bit more into helpful visualisation. Creating positive images in our minds is a really useful thing to do - we build a picture of what we want and move towards it. This video shows the kids that they can make a movie in their mind of anything, then offers them the opportunity to go through a door to a lovely place where they feel safe in the movie in their mind.

Please do let us know how you get on - we think there may be something very positive in these meditations, and we are aiming to make them work really well.

The rest are here in the Zen Den Playlist

Here's some really great resources we have found useful:

Paws-b - part of the mindfulness in schools project in the UK.

Eline Snel's book Sitting Still Like A Frog.

Susan Kaiser Greenland's book - The Mindful Child

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Mindfulness and meditation videos for kids - Cosmic Kids

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We have started a new series of mindfulness meditations for kids on our channel. Jaime has been trying out some brilliant mindfulness games in her kids yoga classes and we've now made many of them into videos. We've made 15 episodes so far.

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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