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All resource provided by Education Scotland in session 22-23.

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Resources to support staff dealing with children and young people who have experienced significant trauma.

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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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Information to Support Parents

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Information to support parents

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Assisting pupils in developing self-regulation

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Online Safety Leaflets & resources - Internet Matters

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Online Safety Leaflets & Resources | Download and share our free leaflets and resources to help parents support children as they navigate the online world.

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Guide to emotion coaching

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Information about EBSA.

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Set up devices e-safety checklist | Internet Matters

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Use this checklist to set up devices safely for children to help them stay safe online and have positive experiences.

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Read a PDF with Adobe Reader's Read Out Loud

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Advice about how to talk with young people with ASC about war and conflict.

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EBSA information for pupils

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Digital Passport supporting care experienced children | Internet Matters

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The Passport from UKCIS is a free resource to empower foster carers to talk to children and young people with care experience about their digital lives.

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Free text to speech technology.

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Advice about how to talk with young people about war and conflict.

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What is dyslexia?

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The Internet Matters Tech Guide provides parents with instruction for improving safety for current and emerging technologies.

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How to Use Microsoft Immersive Reader to make Office 365 Accessible

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Resources for talking about events in Ukraine.

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Due to the ongoing situation in Ukraine many children and young people may have a variety of questions or display some anxieties. The following resources may be helpful for parents, carers, teachers and school staff in support children and young people at this time.

Resources and links to support schools and parents/carers in light of recent events in Ukraine

Save the children: 5 ways to talk to children about conflict

Social Story about war in Ukraine
Child bereavement UK: Supporting children and young people after a frightening event
Helpful advice and sort 2 minute video clip outlining what might help

https://www.childbereavementuk.org/information-frightening-events#:~:text=Talking%20about%20the%20things%20that,sensitively%20choosing%20the%20right%20moment.

Supporting a child after a frightening event - YouTube
Childline
Lots of links to resources for children when they have worries about events going on in the world - click
Mental Health Foundation
10 tips for talking to your child about world news - click
Seasons for Growth: A guide to self care and wellbeing during times of uncertainty.
Click to view this short 2 page handout focuses on how we can support ourselves and children/young people during times of uncertainty and change
Newsround: Advice if you're upset by the news
Click here to watch a short one minute clip for children
Newsround: The history of Ukraine-Russian tensions Click here to watch a short two minute clip outlining the history of these two countries Barnardos Talking to children about war Coram Life Education
All Aberdeenshire schools have access to the SCARF through ALEC and as well as highlighting the relevant areas of SCARF, we have also signposted to several other organisations who have support materials.

Within SCARF there is also the Belonging toolkit , free for all schools. Aimed at P6 - S3, the resource was written with children from refugee and migrant backgrounds and explores some of the challenges faced by these pupils as well as developing a shared understanding of the importance of belonging. There are also additional activities that can help develop an understanding of how we can make our schools welcoming places for everyone.
NHS Grampian Resources
Resource pack for parents with children with Autism Spectrum Condition (ASC) to help with talking about war and conflict.

Resource pack for young people with a learning disability who are worried about the conflict in Ukraine.

Talking about War and Conflict Resources pack for parents
Talking about War Resources pack for teenagers Resource pack for children under 12 to help manage difficult feelings about war and conflict

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Resources to support discussions about events in Ukraine.

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Due to the ongoing situation in Ukraine many children and young people may have a variety of questions or display some anxieties. The following resources may be helpful for parents, carers, teachers and school staff in support children and young people at this time.

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Dyslexia Scotland website - advice and information

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Dangers of digital piracy advice hub | Internet Matters

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Learn more about the dangers of streaming from unauthorised sites or apps and get tips to protect children from the risks associated with digital piracy.

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Information about ADHD

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The Curly Hair Project is an organisation that helps people on the autistic spectrum and the people around them.

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Educational Psychology Phone Service

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Website giving advice and information about dyslexia

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Dangers of digital piracy advice hub | Internet Matters

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Learn more about the dangers of streaming from unauthorised sites or apps and get tips to protect children from the risks associated with digital piracy.

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Chromebook accessibility and learning tools guide.

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Explanation of the different types of ADHD

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Explaining Autistic Spectrum Condition

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Amazing Things Happen - by Alexander Amelines

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Advice for students with additional support needs

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Immersive Reader Guide

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Fight Flight Freeze - A Guide for Anxiety in Teens

Anxiety is our body's normal reaction to perceived danger or important events. It can be like an internal alarm system that alerts us to danger and helps our body prepare to deal with it. For example, anxiety allows you to jump out of the way of a speeding car. It also lets us know when something important is happening and helps us perform at our best. Anxiety can prompt you to bring home your textbook to study for a final exam or motivate you to practice for a class presentation. Anxiety is something that everyone experiences from time to time.

Anxiety triggers something called the "fight-flight-freeze" response (F3). This automatic response affects our thoughts, body, and behaviours. When faced with a potential threat, your thoughts focus on the danger, your body revs up to help protect you, and you take action (fight, flight, or freeze). Imagine that you're out walking your dog and a skunk pops out of the bushes. You have thoughts about the skunk such as "What if it sprays us?" which helps you identify the potential danger. Your body also reacts (heart beats faster, muscle tense up) to help you get prepared to protect yourself. Then, you take action, such as remaining very still and hoping the skunk doesn't notice you (freeze) or running away (flight). As you can see, anxiety protects you. In fact, without it, we'd be extinct!

The F3 system is critical to our survival from true threat or danger, but what happens when there is no real danger? Interestingly, anxiety can also trigger this system into action when we believe there is a threat or danger even if there isn't. For example, you may yell at your mum for bugging you about taking your driving test when you don't feel ready (fight). Or you may call your dad to pick you up early from a new activity because you don't feel comfortable around unfamiliar people (flight). Or, you may feel as though your mind goes blank when the teacher asks you a question (freeze). These are examples of anxiety triggering the F3 alarm even though these situations are not really dangerous. We call this a "false alarm". Although anxiety protects us in the face of real danger, it can become a problem when it goes off when there is no real or immediate danger (ie. like a smoke alarm that goes off when you're just making toast).

Anxiety may be a problem if you notice that it:

Happens a lot

Feels pretty intense

Is upsetting and causes you distress

Stops you from doing fun and important things like going to school dances or parties, making friends or dating, getting your homework done, getting a job or your driver's license.

You can start learning about your own anxiety by taking this quiz. Then, check out the MindShift CBT app for helpful tools that work! It's also important to reach out to others for help. Talk to a trusted adult (ie. parents, family members) or your family doctor. Or, get some support from a mental health professional (like your school counsellor, a psychologist or a psychiatrist).

Learn about the different types of anxiety with Caretoons, the animated series. Featuring two fun and endearing characters, Drexal the Alien and Chris Crust the pizza slice discover how to cope with anxiety in everyday life. Drexal the Alien lives on a moon base far away but deals with many of the same fears we do on earth. Then there's Chris Crust, the pizza slice who discovers he can time travel when his future self comes back in time to help him cope with anxiety. Follow their adventures on YouTube!

Help children and teens prepare for school-based vaccinations and other stressors using the CARD™ system ( Comfort, Ask, Relax, Distract). is a science-based, proven framework you can adapt to different situations, like school-based vaccinations, public presentation, and examinations. A free CARD™ Toolkit for parents, educators, and health professionals is available for download here.

How to Talk to Children and Adolescents About War

Download this resource to help facilitate a conversation and safe space to talk about war-related trauma and anxiety triggered by traumatic events.

How To Address Test Anxiety

Exam anxiety can cause students to "go blank," become frustrated, or doubt their intellectual abilities. This test anxiety booklet helps students and parents better understand exam anxiety and offers methods to help students cope with test anxiety and succeed in their courses. Students should read this booklet carefully, consider which aspects of test anxiety applies to them, then identify coping strategies that may help address the anxiety.

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Anxiety is our body's normal reaction to perceived danger or important events. It can be like an internal alarm system that alerts us to danger and helps our body prepare to deal with it. For example, anxiety allows you to jump out of the way of a speeding car.

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Equip children with good online money habits

As money increasingly becomes just numbers on a screen, it can be difficult for children to understand its value and importance. Working with online safety expert, Karl Hopwood, we've created this hub to help parents support young people about building good online money management habits. You'll also find guidance on how to help them have a better understanding of how to manage their money online and make more informed decisions.

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Online money management guide to support children | Internet Matters

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Equip children with good online money habits As money increasingly becomes just numbers on a screen, it can be difficult for children to understand its value and importance. Working with online safety expert, Karl Hopwood, we've created this hub to help parents support young people about building good online money management habits.

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Speech to text technology

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Tips for studying if you have ADHD

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Selective eating tips for ASC.

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Advice for parents/carers of students with additional support needs

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Our lives have had to change quickly since the arrival of COVID-19. We are trying to work out what this means for ourselves, our loved ones and our communities. Many of us are dealing with shrinking support networks, health concerns, job uncertainty or trying to work from home for the first time. So when we think about how to support our children, let's try and be kind to ourselves and realise that we can take this in small steps.

Creating a sense of safety

Our children need reassurance and opportunities to explore their fears and worries. Many organisations have created ways to help these conversations. Your child may, however, be non-verbal but still sensitive to the changes around them. In this case, think about what normally reassures and calms your child.

It's helpful to know that many children and young people go back to behaviours from an earlier stage of development when they are going through loss and change so if this happens it is not unusual. Reassurance and acceptance helps your child's anxieties to reduce.

If your child has already gone through loss or bereavement they may be particularly frightened about the safety of those around them. This short film and download gives some advice.

Looking after ourselves

Remember taking care of yourself helps you to be that reassurance for your child. What can you build into your day that helps you to relax? Are there ways you can keep in contact with others who have children with similar needs to avoid feeling that you are the only one with these new challenges? The charity Mind offers helpful advice on how to look after your wellbeing during this period.

Learning links

It is important to remember that no one expects you to now take on the formal role of a teacher. However, in the same way that you have always helped your child to grow and develop, there are ideas for activities that might be helpful for you and your child.

Your child's school will be the main source of ideas. There are also lots of ideas for learning at home on this site and on the new COVID-19 pages in the Autism Toolbox and Addressing Dyslexia Toolkit. Both of these websites support inclusive education for all children and young people. The new pages include support for talking about COVID-19, ideas for structuring the day, sensory breaks and a wide range of free learning resources.

The REACH website is designed for young people who require additional support. It has new information about learning at home and support available to young people.

Legal information

Legal information is available from Enquire, the advice centre for parents and carers of children and young people with additional support needs.

You know your own child and your current circumstances and will be best placed to know what is the right fit during these days of change.

Related links

Connect - Additional Support for Learning: Useful information

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Supporting children with additional support needs

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Our lives have had to change quickly since the arrival of COVID-19. We are trying to work out what this means for ourselves, our loved ones and our communities. Many of us are dealing with shrinking support networks, health concerns, job uncertainty or trying to work from home for the first time.

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DCD/Dyspraxia and best teaching practice.

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Ideas for mind mapping.

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Our Caretoons series illustrates common anxiety challenges young people may face, using a fun format and entertaining characters. Our animated anxiety episodes can help youth and teens feel comfortable talking about anxiety. Children and teens can learn that there are options when it comes to taking care of their mental health. Our series, Galaxy Brain, introduces separation anxiety to kids in a simple, straightforward way.

In Galaxy Brain, Drexal the Alien gets very attached to his trusty computer sidekick-and he worries about spending a whole day apart as the computer makes important updates. He worries that something bad could happen to him or his computer sidekick while they are apart.

Watch the episode to learn more.

What is Separation Anxiety?

Separation anxiety can occur in children, youth, and adults. It can occur we fear being separated from the people we feel attached to. Separation anxiety disorder in children can create intense fear of being separated from parents or other loved ones. This can impact their lives significantly, sometimes leading them to be unable to attend school. Separation anxiety can also cause nightmares and physical symptoms.

For youth and children, separation anxiety can affect their school experience, as it can prevent them from committing to new friendships or experiences and lead to feelings of isolation. Low school attendance or classroom performance can be a signal that a child may be experiencing separation anxiety or another form of anxiety. Some students with separation anxiety disorder appear depressed, withdrawn, and apathetic.

Find out more about how separation anxiety can impact students.

Small Changes Help Tackle Separation Anxiety

Drexal tries to distract himself by doing solo activities he loves, like riding his hoverbike, and finds that time passes a lot quicker that way. He slowly learns that he's okay on his own.

Trying to work through thoughts and emotions caused by separation anxiety can be difficult, but talking feelings out in a safe environment can help. You can make small, gradual changes to improve your ability to be on your own. Small changes add up.

Another great tool for separation anxiety is our MAPs (My Anxiety Plans), which parents or educators and children can use to tackle anxiety together!

More Resources

Our animated Caretoons can help stimulate discussions with youth about anxiety, including separation anxiety, OCD, social anxiety, and more. Watch every episode and make sure to subscribe to our YouTube channel.

Want to keep learning how to support a child or teen with anxiety? Learn more about the signs and symptoms of separation anxiety, or see more Anxiety Canada resources on youth anxiety.

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Help a Child with Separation Anxiety using Caretoons

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Our Caretoons series illustrates common anxiety challenges young people may face, using a fun format and entertaining characters. Our animated anxiety episodes can help youth and teens feel comfortable talking about anxiety. Children and teens can learn that there are options when it comes to taking care of their mental health.

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Digital Resilience Toolkit - Internet Matters

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Internet Matters ambassador Dr Linda Papadopoulos shares age-specific advice to help children learn how to navigate the online world and be more resilient.

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Guide to using Microsoft Immersive Reader

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SQA Support Guidelines for Pupils

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ADHD and best teaching practice

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Details of 6 cognitive theories of ASC and best teaching practice.

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Counselling service for students aged 14 - 18 years old.

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Bereavement, Loss & Change - and best teaching practice

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Supporting care experienced students

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Exercises to improve fine motor skills

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Fonts

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It is normal for young children to sometimes feel worried or upset when faced with routine separations from their parents or other important caregivers causing children to cry, cling, or refuse to part.

Usually such separation anxiety fades as they grow up, begin school, and gain confidence. However, for some children their response to actual or anticipated separations is far more extreme than their peers, and/or continues well beyond the first 1-2 years of school. These children's difficulties may indicate the presence of separation anxiety disorder.

Separation anxiety disorder can really interfere with or limit a child or teen's normal activities. He or she can become isolated from peers, and have difficulty developing and maintaining friendships. Separation anxiety can also lead to missed opportunities to learn new things and engage in fun activities. School attendance and performance can drop. Many children and teens with separation anxiety disorder appear depressed, withdrawn, and apathetic.
Facts

Approximately 4% of youth will suffer from separation anxiety disorder during any given school year.

Separation anxiety disorder is the most common anxiety disorder in children under 12 years of age, with a gradual decrease in frequency as children mature into adolescence and adulthood. However, separation anxiety can continue well into adulthood, and even begin in adulthood.

Onset of separation anxiety peaks at several points of development including with entry into Kindergarten, between ages 7-9, and again with either entry into Middle or High School.

Boys and girls are equally affected by separation anxiety.

Signs & Symptoms

Thoughts (Note: very young children may be unable to identify specific fearful thoughts):

What if something bad happens to mom or dad?

What if I get lost?

What if grandma doesn't pick me up after school?

What if I get kidnapped?

What if I get sick and mom isn't there to help me?

Physical feelings:

Stomachaches

Dizziness

Racing heart

General aches and pains

Headaches

Shortness of breath

Emotions: Behaviors:

School refusal

Avoiding participating in new activities or going places without a parent

Refusal to sleep alone

Nightmares

Asking a parent to be present or available

Crying or having tantrums

Refusal to be alone in a room

Common Situations or Affected Areas

School absenteeism

Refusing to attend school field trips, playdates, sleepovers, or other events

Inability to make and maintain friendships due to fear of being away from parents

Lack of independence in a variety of domains (e.g., sleeping, playing, socializing, going away to college, etc.)

Increased dependence among family members

The following video provides valuable information about how separation anxiety affects children and youth, and four effective interventions that can offer relief not only for your child, but for the entire family.

How separation anxiety impacts the child at different ages

In the preschool and early childhood years, separation anxiety presents with more physical and observable signs such as complaints about stomachache or general ailments, as well as crying, clinging, refusal to part, and sometimes full-blown tantrums. Furthermore, these signs are often more common on Sunday nights and Monday mornings with the anticipation of a return to school, as well as following vacations and other extended periods of time off from school. Many parents are able to recognize that their child is struggling with separation anxiety within the first few weeks to months of witnessing a repeating pattern of these behaviours. In addition, teachers are often well equipped to notice and manage separation anxious kids as it is more expected in these early years.

However, as children mature into adolescence, most people expect that youth will move beyond childhood fears of separation from loved ones and will develop increased independence. Unfortunately, for some youth these fears either persist or emerge for the first time (sometimes occurring after a stressful event such as a divorce, loss of a loved one, or transition to a new school/community). Adolescents often manage their separation anxiety differently from younger children, making separation concerns harder to identify. They may not cry, cling or tantrum. Instead, they may: engage in reassurance or checking (e.g., text messages, GPS tracking); decline invitations to hang out with peers in order to stay home; refuse to go on overnight school trips of functions; have difficulty going to or staying at school all day; and demonstrate resistance to opportunities for independence, such as declining to attend their preferred university in order to attend a local community college. Similar to other disorders, a careful assessment from a trained mental health professional may be needed to identify the problem.

My Anxiety Plan (MAPs)

MAP is designed to provide children/teens struggling with anxiety with practical strategies and tools to manage anxiety. To find out more, visit our My Anxiety Plan website.

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It is normal for young children to sometimes feel worried or upset when faced with routine separations from their parents or other important caregivers causing children to cry, cling, or refuse to part. Usually such separation anxiety fades as they grow up, begin school, and gain confidence.

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Getting to grips with apps children use

Although child-friendly apps can make using the internet a more accessible and enjoyable experience, the thousands of apps available for different types of people mean it's important to make sure children use appropriate ones.

This guide maps some of the most common apps available and highlights those that might create risky situations for children, such as unintentionally revealing personal information, stranger danger and generating large bills through in-app purchasing.

It also features advice on apps that can be used to improve children learning and wellbeing to help them get the best experience out of the online world.

Latest app review: Yolo app

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Apps guide for parents | Internet Matters

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Getting to grips with apps children use This guide maps some of the most common apps available and highlights those that might create risky situations for children, such as unintentionally revealing personal information, stranger danger and generating large bills through in-app purchasing.

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App for those who need (or want) a different screen colour - especially helpful for those with dyslexia or Irlen's syndrome.

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Communication, Access, Literacy and Learning (CALL) Scotland website

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We've been around since 1983 helping children and young people in Scotland to overcome disability and barriers to learning, and to fulfil their potential. Providing pupil assessment and support, expert advice, training and assistive technology Loans.

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Using Read&Write for Window/Equatio

in School Exams

(UK exams only)

Introduction

Texthelp provides a number of tools to help students with Access Arrangements so that they can access exams independently and with confidence. Importantly students need to be using these tools as their "normal way of work" to meet the guidelines from JCQ.

Both software contain features which are not allowed in exams. For this reason an Exam Mode is available. The Exam Mode enables the software to be 'locked down' to only provide the permitted sup port .

Meets the JCQ AA G uidelines to qualify as a computer reader and/or a replacement for a scribe in GCSE and A-Level exams.

Meets the JCQ AA Guidelines to qualify as a computer reader for exams with maths notation. Please Note - Equatio is not JCQ approved as a scribe .

Texthelp recommends that for students requiring a reader and undertaking maths/science exams that both products are used where it is their normal way of working.

While the process of using Read&Write/Equatio in exams is simple it does need some preparation and teamwork within the school.

PLEASE NOTE: This information is provided with our understanding of the

Access Arrangements and Reasonable Adjustments JCQ Regulations 2022/23. Please be aware that ultimately the schoo/ college is responsible for ensuring the integrity of exams.

Why use Read&Write/Equatio as a computer reader

There are various benefits to the school and the students using Read&Write/Equatio as a computer reader. When using Read&Write as a scribe as well this can multiply the benefits.

Benefits for the school:

Money saved from the recruitment and training of human readers/scribes. Costs associated with exams are rising due to the incre ase in the number of students needing the support of a human reader/scribe

Time saved from the redeployment of teaching assistants and other support staff

Easy to implement across all the students requiring its use. Read&Write can be used as both reader and scribe. Equatio can be used as the reader where maths and science notation is used

Using a computer reader levels the playing field for students, giving those who qualify equitable access to their exams.

Benefits for the student:

A computer reader is allowed in some exams where a human reader is not permitted. For example an exam that assessed reading

Independent control over the reading

A human reader may repeat phrases at different speeds which could cause confusion

Increased independence and confidence.

"The same students who would otherwise sit and struggle in an exam, not understanding the words on the page, are now having every word read to them and are con fi dently answering questions they may otherwise have left blank." Susie Timney, Exams Offi cer, The Academy, Selsey

What you need to know

Choose your role:

Senior Leadership Team

As part of the SLT you focus on leading, monitoring and developing the school and for this reason it is vital that you support the use of Read&Write/Equatio in exams. Only with your backing will this strategy of using a computer reader/scribe be successful. JCQ regulations state that "members of the senior leadership team must support the SENCO in identifying, determining and implementing appropriate access arrangements and reasonable adjustments." It is also a requirement that for Read&Write/Equatio to be used in exams it must be the students " normal way of work ing". Therefore, as part of the SLT you must empower all teaching staff to use the software. This can include:

enabling Read&Write/Equatio training for staff so they feel confident in using Read&Write/Equatio in class

ensuring access to adequate IT equipment

driving staff to incorporate Read&Write/Equatio in their day-to-day teaching

maintaining awareness of Read&Write/Equatio within the school

communicating with parents the availability of Read&Write/Equatio for free home use

acceptance of Read&Write/Equatio as the norm for exam reader and/or scribe use

monitoring use of Read&Write/Equatio in mocks and exams.

USEFUL RESOURCES

Communication to parents:

Using Read&Write at Home - A Parents - a guide for parents to use to install Read&Write at home and use with their child.

Communication to all teachers:

Communication to Maths and science teachers:

Classroom Teacher

For a student to use Read&Write/Equatio in exams it should be their "normal way of work". Therefore, they must use the software in their day to day classes for routine schoolwork, class tests, and end of year mocks and exams . As a class teacher you should be enabling this daily use of the software in your class where at all possible.

To be best placed to do this it is recommended that you understand what the software does and how the student can use it daily and in exams. The schools licence also allows the free use of Read&Write/Equatio at home, so where possible you should also facilitate the use of the software in homework.

USEFUL RESOURCES

Understanding the software:

Using Read&Write in class:

English Literature

Understanding the software:

Using Equatio in class:

As the SENCO you have one of the most important roles in ensuring the successful use of Read&Write/Equatio in exams. Being responsible for SEND support you, of course, lead on the access arrangements process which will include the request for a computer reader and/or scribe for those students assessed as requiring such arrangements. You also work with staff and exams office personnel to ensure that approved access arrangements are put in place for internal school tests, mocks and exams. Most likely you will also of course assess students, process access arrangements and hold the evidence for inspection purposes for GCSE and/or GCE qualifications.

As SENCO you should be part of the team that supports the use of Read&Write/Equatio in exams and as such you should know how to set up and use Read&Write - Exam Mode and . Equatio - Exam Mode Also see and to read some tips on best practice when using the software .

To use Read&Write/Equatio in exams it is essential that you request the exam as a non-interactive electronic (PDF) question paper. Please see the for the deadlines for these. JCQ Regulations

Who can use a Computer Reader?

A computer reader can be considered an "Access Arrangement", or a "reasonable adjustment" - allowing those candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment. Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working and include the use of Computer Readers, Technology, Human Readers or Scribes.

Where can it be used?

A computer reader can be used in paper based exams (including those where digital copies, for example, in PDF, are made available). This includes GCSE and A-Level, Functional Skills exams, BTEC, OCR, WBQ, C&G, CCEA and IB, amongst many others. It also includes exams where a human reader is not permitted - for example, GCSE English Language and MFL subjects. A computer reader may also be used in online exams where permitted by the awarding body and the examination integrity is maintained. For regional use, outside of JCQ scope, please check your exams awarding body.

What process do you have to follow?

For a computer reader to be used, you must be satisfied that there is a genuine need for the arrangement. It is no longer the case that you need to have the use of a computer reader formally approved, but you must detail and store evidence of the need. JCQ says "The SENCO must produce a short concise file note on centre headed paper, signed and dated, confirming the nature of the students impairment and that the use of a computer reader and/or a reader reflects his/her normal and current way of working within the centre. For candidates with learning difficulties, assessment evidence and Form 8 is not required."

Here is a useful template which must be used on your centre headed paper. Created by and used by kind permission of Communicate-ed .

Using Read&Write as a scribe

Who can use dictation as a scribe?

Computer based speech recognition (dictation) can be considered an "Access Arrangement", or a "reasonable adjustment" - allowing those candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment. Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working and include the use of Computer Readers, Technology, Human Readers or Scribes.

Where can it be used?

Dictation can be used in paper based exams (including those where digital copies, for example, PDF, are made available). This includes the majority of GCSE and A-Level exams except for MFL exams. It can be used in exams where written skills are part of assessment including GCSE English Language,

English Literature, Geography, History and RE. It may also be used in Functional Skills exams, BTEC, OCR, WBQ, C&G, CCEA and IB amongst many others. Dictation may also be used in online exams where permitted by the awarding body and the examination integrity is maintained. This will require the input of the school's IT support. For regional use, outside of JCQ scope, please check your exam's awarding body.

What process do I have to follow?

Use of dictation as a scribe must firstly be the student's normal way of working all year round. You'll need to have its use pre-approved for the candidate using Access Arrangements Online via JCQ. More information about Access Arrangements Online can be found here . During the exam, your IT team will need to ensure the computer used is secure and maintains exam integrity, and after the examination, a Scribe cover sheet must be submitted.

Please note: The successful use of Talk&Type (Read&Write's dictation feature) in exams will require your IT to correctly set up the computers and microphones. Details of how this is done can be found .

USEFUL RESOURCES

Understanding the software:

Understanding Exam Mode in Read&Write:

Read&Write for Exams - this recorded webinar will explain how to use Read&Write in Exams.

Understanding the software:

Understanding Exam Mode in Equatio:

JCQ regulations:

Exams Officer

As the Exams Officer you play a critical role in the school in the administration, management and conducting of exams and therefore also have a crucial role in the use of Read&Write/Equatio as an exam reader.

With the introduction of Read&Write/Equatio as a reader/scribe your role can include:

liaising with a wide range of internal and external stakeholders on the use of the software as an exam reader/scribe, including students, parents, Heads of Departments, Heads of Years, teachers, reception staff, site staff, IT staff and awarding organisations.

setting up and leading an exams team that will be involved in making sure Read&Write/Equatio is used correctly and successfully in exams

updating examination-related policies to include the use of Read&Write/Equatio.

supporting the process for access arrangements to enable the use of Read&Write/Equatio in the exams (for example, supporting the SENCO in making applications, rooming, training invigilators, etc.)

setting up with the support of the exam team.

managing the exam preparation process to ensure that those students using Read&Write/Equatio have the correct equipment for the exam.

managing invigilators. This includes training new invigilators and updating existing invigilators on the use of Read&Write/Equatio as a reader/scribe

managing exam days in accordance with awarding body regulations regarding the use of Read&Write/Equatio as a computer reader/scribe to ensure the integrity of the exam and the approved access arrangements

contingency planning in case something should happen to prevent the use of the software.

As the Exams Officer you should lead the team that supports the use of Read&Write/Equatio in exams. See and .

USEFUL RESOURCES

Understanding the software:

Using Read&Write in Exams:

Understanding the software:

Using Equatio in Exams:

JCQ regulations:

IT support have 3 key roles in the use of Read&Write/Equatio in exams:

Installation Read&Write

When Read&Write is installed on the school network it should be installed using the recommended deployment process. This will make it easy for exam staff to set up Read&Write correctly for exams. This guide will walk you through the process step by step.

Read&Write for Windows -Installing for Exam Use

Installation Equatio

It is Equatio for Windows that is used for exams so please ensure this is installed on the necessary computers. If you require help with this please see this support articule - Deploying Equatio for Windows .

Note: for the exam only the Screenshot Reader is enabled. This requires the Exam Mode to be set up on each machine. To see how to do this please see this support articule - . Using Exam Mode in Equatio Desktop

As a computer reader the computer will need to have the sound enabled and have a headset.

Read&Write's Talk&Type uses Windows online speech recognition. There are a number of settings that need to be in place for this to be used correctly in exams. Details can be found . The computer will need to have access to the URL's required for Talk&Type to work but be prevented from accessing the web. Details of the required urls that need to be whitelisted can be found here: . URLs for Whitelisting Texthelp Products

If you need help with this please contact us support@texthelp.com .

IT Support should be part of the team that supports the use of Read&Write/Equatio in exams. See and .

Exam Invigilator

As an invigilator you support the Exams Officer with day to day operations during the exam season and play a critical role in ensuring that exam procedures and regulations are adhered to thoroughly. To assist with the use of Read&Write/Equatio as an exam reader/scribe it is important that you understand how a student accesses Read&Write/Equatio and what features they are permitted to use in an exam. This means that you can alert the Exams Officer to any irregularities . It is also recommended that you understand how Read&Write/Equatio works in order to assist with any questions or issues that might arise.

USEFUL RESOURCES

Understanding the software:

Using Read&Write in Exams:

Understanding the software:

Using Equatio in Exams:

Read&Write Exam Mode

Exam Mode is the method by which the features available on the Read&Write toolbar are limited to only those permitted for use in the exam according to the access arrangements.

Read&Write has two exam modes:

Simple - for individual machines. It allows an administrator or Exams Officer to switch exam mode on, limit the features and secure the tool easily for one user on one machine. This can be practical for a small number of computers but if exam mode is required on more we recommend the Advanced Mode.

Advanced - admins can access a dashboard to allow groups of student profiles to enter exam mode, select which permitted features are available, or even set a time limit to revert to normal use.

The Exam Mode is secured by a password which is set up by the relevant staff member responsible for controlling access to Read&Write/Equatio. In most cases this will be the Exams Officer in conjunction with the SENCO.

Approved Features

The approved features that may be used in exams are:

Text-to-Speech - enables the exam to be read aloud for the student.

Screenshot Reader - reads aloud text within pictures or diagrams.

Screen Masking - provides a tint over the screen that can be set to the student's preferred or prescribed colour.

PDF Reader - to open and display the exam which will be in PDF format.

Talk&Type - enables the student to dictate their answers instead of using a human scribe.

Highlighters - let's the student highlight text in the question paper.

How to set up Read&Write Exam mode

This support article from the Texthelp website will take you through step by step how to set up exam mode either using the Simple of the Advanced option:

Using Exam Mode in Read&Write for Windows

Equatio - Exam Mode

Exam Mode is the method by which the features available on the Equatio toolbar is limited to the Screenshot Reader for use in the exam according to the access arrangements.

Equatio has one simple exam mode. It allows an administrator or Exams Officer to switch exam mode on, limit the features and secure the tool easily for any user on one machine.

The Exam Mode is secured by a password which is set up by the relevant staff member responsible for controlling access to Equatio. In most cases this will be the Exams Officer in conjunction with the SENCO.

Approved Features

The approved feature that may be used in exams is:

Screenshot Reader - reads maths aloud from within the exam paper.

How to set up Equatio Exam mode

This support article from the Texthelp website will take you through step by step how to set up exam mode:
Using Exam Mode in Equatio Desktop

Mock exams will be the perfect opportunity to check that the use of Read&Write/Equatio as a reader/scribe has been properly prepared for. There are some very simple steps to run through before exam day and after:

BEFORE THE MOCK EXAM

Step 1 - Exam paper

Make sure that the mock exam is being made available in PDF format. (if a PDF version of the exam is not available, use Read&Write to scan the exam paper to PDF).

Step 2 - Exam Mode

Set up Exam Mode for the relevant students.

Tip - for Read&Write use Advanced Exam Mode and you can have this set up well before the day of the exam.

Step 3 - Equipment

MOCK EXAM DAY

Step 4 - Exam Paper

Although it is just a mock it is good to get into the habit of opening the exam paper 90 minutes before the start. This is permitted within the Access Arrangements and enables you to complete the following:

Use Read&Write to scan the PDF exam paper to PDF - this is best practice and an important step to ensure that the reading order of the exam paper is correct. Details on how to do this can be .

Securely distribute the exam paper to the computers being used by the students.

Check students have access to the exam paper and Read&Write/Equatio.

Check Read&Write/Equatio settings are correct for each student.

Step 5 - Student access

Step 6 - Monitor

AFTER THE MOCK EXAM

Step 7 - Review

Exams can be stressful for the students and the Exam team. The more practice that the team has had the better the use of Read&Write/Equatio as a reader/scribe will be. The process is nearly identical as that for mocks except that the exam paper will be sent from the exam board.

BEFORE THE EXAM

Make sure that the exam is requested in PDF format. This is really important and prevents you having to scan the physical exam paper on exam day.

Step 1 - Exam paper

Set up Exam Mode for the relevant students.

Step 2 - Exam Mode

Tip - for Read&Write use Advanced Exam Mode and you can have this set up well before the day of the exam.

Step 3 - Equipment

Open the PDF exam paper 90 minutes before the start. This is permitted within the Access Arrangements and enables you to complete the following:

Use Read&Write to scan the PDF exam paper to PDF - this is best practice and an important step to ensure that the reading order of the exam paper is correct.

Securely distribute the exam paper to the computers being used by the students.

Check students have access to the exam paper and Read&Write/Equatio.

Check Read&Write/Equatio settings are correct for each student.

Step 4 - Exam paper

Step 5 - Student access

Step 6 - Monitor

AFTER THE EXAM

Step 7 - Review

What is "Exam Mode"?

Exam Mode allows an administrator or Exams Officer to limit the Read&Write/Equatio features that a student will have access to in an exam.

Does the computer need to be online?

As a reader - no.

As a scribe - it is preferred.

To provide the most accurate results with Talk&Type dictation, it is recommended that the online option is used. This meets JCQ current Regulations as long as IT configures the computers to only access what is allowed. There is an offline option but this requires the student to train the Talk&Type feature and then for IT to move the student's profile to the exam computer.

What features are approved for exams?

Text-to-Speech, Screenshot Reader, Screen Masking, PDF Reader, Talk&Type, and Highlighters.

Screenshot Reader

Does the student need a word processor?

Yes, the student will require a word processor on the same computer which must have its spelling and grammar functions turned off.

Does it require lots of training?

No. However, under JCQ Regulations students should be familiar with the tool as their normal way of working in other assessments and in class.

We have a dedicated Customer Care team that are here to help you get your school using Read&Write/Equatio in exams successfully. If you have any questions please contact us:

Phone - 028 94428105

Understanding the software:

JCQ regulations:

Using Read&Write in exams:

Enabling Exam Success with Read&Write (YouTube 3:14 mins) - find out how other schools have been using Read&Write to help students during exam time.

Communication to parents:

Communication to teachers:

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Using Read&Write for Window/Equatio in School Exams (UK exams only) Texthelp provides a number of tools to help students with Access Arrangements so that they can access exams independently and with confidence. Importantly students need to be using these tools as their "normal way of work" to meet the guidelines from JCQ.

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ADHD strategies

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Support for students with a new ASC diagnosis

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This service aims to support newly diagnosed people across Scotland to understand and embrace their identity as an autistic person. The service will focus on ensuring that autistic children and adults, as well as their families, are empowered with the information and support that they need after a diagnosis, whilst also providing autistic-led peer support. Please find below details of the services and support available.

Support for Autistic Individuals

Post Diagnosis

The National Autistic Society Scotland's element of the new Post Diagnostic Support Service is aimed at young people aged 12 to 18 who have received a diagnosis in the last two years and is open to anyone living in Scotland.

The service aims to support individuals to understand and embrace their identity as an autistic person through exploring topics such as understanding autism, managing anxiety, social skills and more. Each individual will be supported for approximately six weeks through one of our social groups, after which they will be signposted to appropriate services.

Each group will meet weekly and discuss the topic of the day, as well as engage in a short team-building activity to improve confidence and reduce social isolation.

By joining this project, autistic young people, as well as their families, will be supported to become empowered. We aim to do this by providing information and support that they require after a diagnosis, whilst also receiving autistic-led peer support.

If you would like more information or to join, please contact us at ScotlandSocialGroups@nas.org.uk or visit: www.autism.org.uk/what-we-do/scotland/post-diagnosis-support-service

ARGH (Autism Rights Group Highland) is an Autistic People's Organisation, run by and for autistic adults.

ARGH will run an online group for autistic adults (18+) who have received a diagnosis within the last two years called 'Welcome to the Autistic community'. The course consists of six weekly sessions followed by four monthly sessions (10 sessions of two hours in total).

All material for the course is written by autistic adults and sessions are delivered and facilitated by autistic adults.

To find out more please visit www.arghighland.co.uk/post_diagnostic_support.html or email info@arghighland.co.uk

One Stop Shop Aberdeen (Triple A's project) offer one-to-one support for autistic people. They provide pre and post diagnostic support in the following areas: understanding autism, education, coping with crises, Covid-19, employment, diagnosis and much more. As well as offering one-to-one appointments they have resources, information and act as a signposting service.

To find out more please contact One Stop Shop Aberdeen at hello@oss-aberdeen.co.uk

The Scottish Women's Autism Network (SWAN) support women seeking or undergoing a diagnostic assessment.

To find out more please visit www.swanscotland.org

Late Diagnosis

Autism Initiatives is offering Late Diagnosis Programmes to any autistic adult living in Scotland. The programmes consist of eight remote online Late Diagnostic group (LDG) sessions and two one-to-one sessions. The groups will be delivered, from the charity's three One Stop Shops, by their late diagnosed autistic staff.

To find out more please complete the contact form on the Autism Initiatives website www.autisminitiatives.org/differentminds

The One Stop Shop Aberdeen Late Diagnosis Group: The group is an eight week programme, launching late January 2021. It is designed and delivered by autistic staff to help autistic adults who receive a diagnosis as an adult to make sense of their new diagnosis and meet other autistic people. While we are aware that there is currently no NHS pathway to assessment locally, the group is open to those with a private diagnosis, or who received a diagnosis elsewhere. As per the Aberdeen Health and Social Care Partnership Autism Strategy, we are continuing to work closely with NHS Grampian to establish an adult autism assessment pathway.

To find out more contact hello@oss-aberdeen.co.uk

Autistic - Led Peer Support

Triple A's is an autistic - led charity based in Aberdeen which runs Interest Led Peer Support Peer Groups where one-to-one support and mentoring for autistic people is delivered. These groups are aimed at autistic people with low support needs over the age of 13. The goal is to allow people to overcome isolation, practice being social, and learn strategies to deal with the energy costs that can come with being social for many autistic people.

ARGH (Autism Rights Group Highland) is an Autistic People's Organisation, run by and for autistic adults. We are a collective advocacy, peer support, lobbying and campaigning group, promoting self advocacy and access to quality Independent advocacy for all autistic people. ARGH works locally and nationally, and run a UK wide autism alert card scheme for adults and children. ARGH is an organisation which will:

-Inform service providers about what autistic people really experience.

-Campaign for better services for autistic people in the highlands and beyond.

-Challenge stigma and discrimination through education about autistic strengths

For more information on membership, alert cards or meeting and event details please see: www.arghighland.co.uk or email: info@arghighland.co.uk

AMASE (Autistic Mutual Aid Society Edinburgh) are an Autistic People's Organisation based in Edinburgh. All members are on the autistic spectrum, and their goal is to help autistic people make each other's lives better through peer support, advocacy and education. They provide peer support for adults via online social events - building capacity for organising a range of social opportunities, specifically tied to autistic culture and community in Edinburgh, the Lothian's and Fife.

To become a member and to access peer support please visit www.amase.org.uk/join/

The Scottish Women's Autism Network (SWAN) provides a range of peer-support and community education services and one-to-one counselling. They run local peer support groups (currently online) covering the areas of Glasgow, Edinburgh, Aberdeen, Highlands, Dumfries and Galloway.

SWAN also run an online 'private membership' peer-support forum for autistic women based in Scotland which currently has just under 400 members.

SWAN is currently running an Employment Project, supporting, mentoring and coaching autistic women. As part of this they also offer support and training to employers to create a more inclusive working environment.

To find out more please visit www.swanscotland.org

Online Resources

One Stop Shop Aberdeen 's Autism Information Hub is written by autistic autism professionals and offers an insight into what it is like to be autistic, strategies to support yourself as an autistic person, and information on how you can support autistic people around you to grow and develop.

You can visit the hub here: www.oss-aberdeen.co.uk/autism_information_hub

The Scottish Women's Autism Network (SWAN) run regular Mental Health and Wellbeing Webinars on a range of topics and with 'guest' specialists and experts in their fields.

To find out more please visit www.swanscotland.org

Support for Parents, Carers & Families

Scottish Autism' s Get Set 4 Autism project aims to provide post-diagnostic support to parents and carers of autistic children and young people up to the age of 18 years old across Scotland. The project will promote a greater understanding of autism, improve communication between parents and professionals and ultimately equip parents with the information and practical skills they need to enable them to better support their child. Support is also available to parents and carers who are supporting their children into their adult years within the family home.

To find out more please contact Scottish Autism's Advice Line on 01259 222022 or via their online contact form at www.scottishautism.org/adviceline

One Stop Shop Aberdeen delivers one-to-one support to families and carers with a focus on providing pre and post diagnostic support and resources. This support centres on what autism is and considers strategies to help support the growth and development of autistic individuals. Topics covered include: sensory issues, autistic communication, employment, coping with crisis points, coping with Covid-19, communication, education and general post diagnosis support.

To find out more please contact One Stop Shop Aberdeen at hello@oss-aberdeen.co.uk

One Stop Shop Aberdeen are delivering 'Understanding Autism' series of webinars monthly. These aim to share support strategies and provide good quality information to autistic people, families, professionals, and the general public.

Find out more about the webinars here: www.oss-aberdeen.co.uk/webinar/

ARGH (Autism Rights Group Highland) run an online group for parents of autistic children across the whole of Scotland called 'Autism - what does it mean for my child and family?' The group will work with an ARGH member who has vast experience of working in the third sector with disability charities.

All material for the course is written by autistic adults and sessions will be delivered and facilitated by autistic adults.

To find out more please visit ARGH Post-Diagnostic Support (arghighland.co.uk)

The Scottish Women's Autism Network (SWAN) advise and signpost families of autistic girls and women.

To find out more please visit www.swanscotland.org

Different Minds. One Scotland. website

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National Post Diagnostic Support Service - Details

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This service aims to support newly diagnosed people across Scotland to understand and embrace their identity as an autistic person. The service will focus on ensuring that autistic children and adults, as well as their families, are empowered with the information and support that they need after a diagnosis, whilst also providing autistic-led peer support.

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Advice for parents/carers of students with complex additional support needs

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This includes all adults and children aged over 5 with a learning disability in Scotland. For more information about COVID-19 vaccinations, please visit the NHS Inform website.

You can watch a video about how to book your vaccine booster appointment on the NHS Inform website.
Scottish Government advice
All covid rules and restrictions have been lifted in Scotland, but the virus has not gone away.

The Scottish Government recommends that everyone uses 'Covid sense' to help protect yourself and others:

get your vaccine when offered to ensure you are fully protected

open windows when socialising indoors

wear a face covering in indoor public places and on public transport

wash your hands to protect yourself

take a PCR test and isolate if you have symptoms

take an LFD test before visiting someone in a hospital or care home

Care for yourself and others to help slow down the spread of the virus and reduce pressure on our health services.

To find out more COVID-19 in Scotland, please visit the Scottish Government website.

UKRI 'Coronavirus and people with learning disabilities' study'

The UKRI 'Coronavirus and people with learning disabilities' study was a year long project involving researchers and organisations across the UK to find out and report on how coronavirus affected, and is still affecting the lives of people with a learning disability, as well as their parents and carers.

SCLD was pleased to be a partner organisation in Scotland along with PAMIS and the University of Glasgow. SCLD helped to recruit participants for the study and convened an advisory group of people with learning disabilities, who helped to shape the questions. This group named themselves, the 'COV Explorers'.

In September 2021, the findings from the last wave of the study were published.

The findings show that people with learning disabilities have done their bit through the pandemic to keep themselves and others safe: over 90% are double vaccinated; most are still wearing masks in public and getting regular COVID tests. However, more than half are worried about leaving the house, more than 1 in 5 are often or always anxious, or have had a new or worsening health problem.

Read more about the study and the impacts of the COVID-19 pandemic on people with learning disabilities.

COVID-19 Guided Self-help Booklet Series

The University of Glasgow , with assistance from colleagues at Lancaster University, the University of Oxford and the University of Warwick, have published a series of guided self-help booklets developed for people with mild to moderate l earning/intellectual disabilities.

The resources were updated in December 2020. You can access the resources online here.

Printed copies of the resources are available to people living and working in Scotland. You can order print versions of the series by filling out an order form and emailing admin@scld.co.uk.

The resources are due to be updated in the coming weeks - we will share via our social media pages as soon as the updated resources are available.

Other information and resources

Throughout the COVID-19 pandemic, SCLD worked with the Scottish Government and other organisations to produce and collate Easy Read information about and for people with learning disabilities on Coronavirus. Below we have provided a link to our Google Drive where you can access Easy Read information and resources.

If you have additional resources that you think we should include, please let us know via email.

To access the Google Drive information and resource bank, please follow the link in the heading 'COVID-19 resources' below.
Please note that much of the information in the resource bank may now be out of date. If you wish to access information and Easy Reads from during the pandemic, please click on the 'Archive' folder in the Google Drive.

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Access our information & resources on Coronavirus

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This includes all adults and children aged over 5 with a learning disability in Scotland. For more information about COVID-19 vaccinations, please visit the NHS Inform website. You can watch a video about how to book your vaccine booster appointment on the NHS Inform website.

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Aberdeenshire Young Carers hub.

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Welcome to the new Digital Education Hub for all staff in Scotland working with young carers in schools. These resources are for Aberdeenshire.

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Supporting care experienced (COVID)

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Global Developmental delay and best teaching practice.

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Dyscalculia and best teaching practice

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Recognising DCD/Dyspraxia

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Meares-Irlens Syndrome and best teaching practice

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When children are chronically anxious, even the most well-meaning parents, not wanting a child to suffer, can actually make the youngster's anxiety worse. It happens when parents try to protect kids from their fears. Here are pointers for helping children escape the cycle of anxiety.

None of us wants to see a child unhappy, but the best way to help kids overcome anxiety isn't to try to remove stressors that trigger it. It's to help them learn to tolerate their anxiety and function as well as they can, even when they're anxious. And as a byproduct of that, the anxiety will decrease over time.

Helping children avoid the things they are afraid of will make them feel better in the short term, but it reinforces the anxiety over the long run. Let's say a child in an uncomfortable situation gets upset and starts to cry - not to be manipulative, but just because that's how they feel. If their parents whisk them out of there, or remove the thing they're afraid of, the child has learned that coping mechanism. And that cycle has the potential to repeat itself.

You can't promise a child that their fears are unrealistic-that they won't fail a test, that they'll have fun ice skating, or that another child won't laugh at them during show & tell. But you can express confidence that they're going to be okay, that they will be able to manage it. And you can let them know that as they face those fears, the anxiety level will drop over time. This gives them confidence that your expectations are realistic, and that you're not going to ask them to do something they can't handle.

It's important to understand that validation doesn't always mean agreement. So if a child is terrified about going to the doctor because they're due for a shot, you don't want to belittle those fears, but you also don't want to amplify them. You want to listen and be empathetic, help them understand what they're anxious about, and encourage them to feel that they can face their fears. The message you want to send is, "I know you're scared, and that's okay, and I'm here, and I'm going to help you get through this."

Encourage your child to talk about their feelings, but try not to ask leading questions- "Are you anxious about the big test? Are you worried about the science fair?" To avoid feeding the cycle of anxiety, just ask open-ended questions: "How are you feeling about the science fair?"

What you don't want to do is be saying, with your tone of voice or body language: "Maybe this is something that you should be afraid of." Let's say a child has had a negative experience with a dog. Next time they're around a dog, you might be anxious about how they will respond, and you might unintentionally send a message that they should, indeed, be worried.

Let your child know that you appreciate the work it takes to tolerate anxiety in order to do what they want or need to do. It's really encouraging them to engage in life and to let the anxiety take its natural curve. We call it the "habituation curve." That means that it will drop over time as he continues to have contact with the stressor. It might not drop to zero, it might not drop as quickly as you would like, but that's how we get over our fears.

When we're afraid of something, the hardest time is really before we do it. So another rule of thumb for parents is to really try to eliminate or reduce the anticipatory period. If a child is nervous about going to a doctor's appointment, you don't want to launch into a discussion about it two hours before you go; that's likely to get your child more keyed up. So just try to shorten that period to a minimum.

Sometimes it helps to talk through what would happen if a child's fear came true-how would they handle it? A child who's anxious about separating from their parents might worry about what would happen if a parent didn't come to pick them up. So we talk about that. If your mom doesn't come at the end of soccer practice, what would you do? "Well I would tell the coach my mom's not here." And what do you think the coach would do? "Well he would call my mom. Or he would wait with me." A child who's afraid that a stranger might be sent to pick them up can have a code word from their parents that anyone they sent would know. For some kids, having a plan can reduce the uncertainty in a healthy, effective way.

There are multiple ways you can help kids handle anxiety by letting them see how you cope with anxiety yourself. Kids are perceptive, and they're going to take it in if you keep complaining on the phone to a friend that you can't handle the stress or the anxiety. I'm not saying to pretend that you don't have stress and anxiety, but let kids hear or see you managing it calmly, tolerating it, feeling good about getting through it.

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What to Do (and Not Do) When Children Are Anxious - Child Mind Institute

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How to help a child with anxiety? We bring expert parenting advice on assisting children to escape the cycle of anxiety. Learn what to do and not to do, anxiety treatments, and behavioral modification techniques.

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Social media advice hub | Internet Matters

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Get expert advice to help pre-teens and teens stay in control of their social media use and navigate the risks and the rewards it can offer safely.

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ClaroRead - Text to Speech Software | Claro Software

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ClaroRead is easy-to-use software that helps to increase student confidence in reading and writing. Get in touch for your free DSA assessor copy today.

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How to guide: accessing school work for parents and pupils.

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Tips for studying if you have ADHD

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Tips for eating well with ADHD

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Link to Aberdeenshire Council's Educational Psychology information site about nurture

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In order to view each leaflet click on the titles below. Each leaflet contains embedded hyperlinks to video clips , websites and a section with further information and resources.

How your behaviour shapes your family: learn about how powerful adult behaviour is in shaping children and the things you can do to be a positive influence.

find out what you can do to support and develop your child's learning including good questions to ask, information on mediated learning and the zone of proximal development.

understand why these approaches matter and realise how to feel calmer and approach life in a more relaxed manner.

Helping babies brain to grow : discover the five things which babies need in order to support their brain development and just how social babies are from birth.

Developing Self-regulation: the ability to monitor, control and manage our own behaviour is a strong predictor of academic success. Find out what you can do to help children with regulating their feelings and behaviours.

Understanding and responding to anger: we all get angry at times, learn more about what lies beneath anger and the strategies which are helpful.

U nderstanding and responding to anxiety : learn how anxiety affects our thinking and behaviours and what we can do to support children and young people as they deal with this challenging emotion.

Emotion Coaching: discover ways to help children understand their emotions and manage them more effectively.

Helping children develop a positive outlook: find out what leads to happiness, help develop positive mindset and an ability to bounce back (resilience).

Thinking Skills: learn about different thinking skills, discover helpful questions to ask children, and what you can do to encourage them to develop stronger cognition.

Sleep: understand why sleep matters, what helps to develop healthy sleep habits and the things to avoid.

Child Brain Development: find out about the remarkable way the brain grows in childhood and discover ways to support child development during this time

Adolescent Brain Development: discover the changes which take place within the teenage brain, tips for supporting and communicating with teens and ways to help them take care of their developing brains.

Growth Mindset : how we view our own intelligence shapes our learning and success, see how to foster a growth mindset and help children to flourish.

Loss/Bereavement: resources and links available within COVID-19 section of website please click here .

Wellbeing - Children : mental health and wellbeing has such an impact on our ability to function in our daily lives and it is important that we take time to nurture it. Find out what you can do to support positive wellbeing in children with this leaflet.

Wellbeing - Teenagers: parents/carers have a key role in supporting teens to understand how to make changes to help them feel more positive, find out about the NHS 5 ways model, tips for talking to teens about mental health, developing confidence, managing social media and worries.
We have also developed a 5-10 minute presentation, which can be used to share with staff groups, parent councils and via your usual communication channels to raise awareness of the leaflets and the key themes underpinning these. Click here to view this presentation.

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In order to view each leaflet click on the titles below. Each leaflet contains embedded hyperlinks to video clips , websites and a section with further information and resources. How your behaviour shapes your family: learn about how powerful adult behaviour is in shaping children and the things you can do to be a positive influence.

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Website for Autistic Spectrum Condition advice and information

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NHS Grampian Resilience Hub

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Supporting children when someone dies

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Young Carers and best teaching practice

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Care experienced - definitions

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Factsheet about Global Development Delay

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Ideas for supporting maths at home

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Classroom Strategies for pupils with DCD/Dyspraxia

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Chromebook Apps

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EAL and best teaching practice

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Together with Supercell, one of the worlds leading mobile gaming developers, we've pulled together practical tips and tools to help parents support children as they navigate the world of online gaming.
Electronic Arts
As part of our joint campaign Play Together / Play Smart together with Electronic Arts we created advice to help families get to grips with responsible video gaming.

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Together with Supercell, one of the worlds leading mobile gaming developers, we've pulled together practical tips and tools to help parents support children as they navigate the world of online gaming. Electronic Arts As part of our joint campaign Play Together / Play Smart together with Electronic Arts we created advice to help families get to grips with responsible video gaming.

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How to access Read&Write through GLOW

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GLOW - how to access

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breadcrumb

Find past papers and marking instructions for your revision. You can search by topic and or refine by subject and level. To add the matching marking instructions simply tick the box.

We provide up to five years of past papers.

Some of the 2022 and 2023 past papers are labelled 'modified'. This means SQA made changes to the question paper in response to the disruption caused by the Covid-19 pandemic, as part of our modifications to assessment in National Courses. For example, a modified past paper may be shorter, have fewer marks or contain fewer topics than past papers from previous years.

Specimen question papers are available for National 5, Higher and Advanced Higher qualifications. These show what a question paper looks like - how it is structured and the types of questions it contains. They also include marking instructions. Find them under 'Past Papers and Marking Instructions' on our NQ subject pages.

Question Papers in Digital Format for candidates with disabilities and/or additional support needs.

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The information in a past paper may be reproduced in support of SQA qualifications only on a non-commercial basis. If it is reproduced, SQA must be clearly acknowledged as the source. If it is to be reproduced for any other purpose, written permission must be obtained from permissions@sqa.org.uk

Where a past paper includes material for which SQA does not own the copyright, this material can only be reproduced on a non-commercial basis for the purposes of instruction in an educational establishment. If it is to be reproduced for any other purpose, it is the user's responsibility to obtain the necessary copyright clearance from the copyright owner. The acknowledgements page in a past paper lists the owners of copyright items that are not owned by SQA.

Past Papers

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SQA - NQ - Past papers and marking instructions

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About the EPS.

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Educational Psychologists (EPs) aim to make a positive difference to the lives of all children and young people across Aberdeenshire from the early years to school leaving age. We work with children, young people, families, educational staff and local authority colleagues. We also work with a wide range of other professionals. These include the health professions, social work staff, early years partner providers and post school training and education providers.

Educational Psychologists have skills in problem analysis and solution-focused discussion and apply their knowledge of psychology and child development to improve experiences, outcomes and opportunities for children and young people. We do this through:

To find out more about the work of an Educational Psychologist, please click on the following leaflets

To find out more about the work of an Educational Psychologist, please click below:
Information for Children and Young People Information for Parents and Carers
Information for Educational Establishments and Other Agencies
Early Learning and Child Care Settings
Alternative languages

To access the Information for Children and Young People and Information for Parents and Carers leaflets in different languages please click below:

La tv ian
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Please click here for our contact information.
All links and information are correct at time of writing. No responsibility can be taken for the content of external links.

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Educational Psychologists (EPs) aim to make a positive difference to the lives of all children and young people across Aberdeenshire from the early years to school leaving age. We work with children, young people, families, educational staff and local authority colleagues. We also work with a wide range of other professionals.

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Website for ADHD advice and information

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What is ADHD?

Attention deficit hyperactivity disorder (ADHD) is a type of condition known as a neurodevelopmental condition.

Neurodevelopmental conditions like ADHD affect the way your brain develops and works, which can impact your behaviour and the way you experience the world around you.

Around one in 20 young people have ADHD. While it is not a mental health condition or a learning disability, some people with ADHD might experience mental health conditions as well.

If you have ADHD your brain might work differently to other people's. It means that the way your brain controls your concentration, activity levels and impulses is a bit different - this is a form of neurodiversity.

For example, you might act without thinking about the consequences or be very easily distracted. However, it's important to remember that people with ADHD can and do live happy and healthy lives.

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Artwork credit: @the_mini_adhd_coach. The artwork depicts a person with a pink bob hairstyle and a peaceful expression. Their head sits on a light blue background. Text placed around the person reads 'it's ok to feel overwhelmed'.

Symptoms tend to start very early in life, before the age of six. Lots of people will get an ADHD diagnosis at this age, but you can be diagnosed at any stage in your life and you might not realise you have ADHD until you're much older.

Symptoms for ADHD can be different for everyone and can depend on your age, sex, gender identity and whether you have any other neurodevelopmental conditions.

ADHD can run in families, but the cause is mostly unknown.

I have ADHD and other people will have it too, so don't think you're alone because you are not. I know it's hard but we can all get through it if we stay strong, be brave and overcome our worries and fears.

How can ADHD affect me?

If you experience any of these symptoms it doesn't mean you definitely have ADHD. But if any of them are affecting your everyday life, you should talk to your GP or a trusted adult for advice.

Symptoms can include:

feeling restless or fidgety (e.g. struggling to sit still in class)

talking a lot and interrupting others

becoming easily distracted or having difficulty concentrating, like finding it hard to watch a film at the cinema

having difficulty making or keeping friends

being forgetful or missing important appointments

feeling very sensitive or overly emotional

saying or doing things without thinking

For a long time, it was thought that women and girls were much less likely to have ADHD than boys and men. This is not true, however women and girls might experience ADHD differently to boys and men.

For example, female-identifying people might be more likely to experience symptoms such as:

struggling to relax or unwind

feeling overwhelmed when making decisions

your mind often drifting when other people are talking

feeling overwhelmed in social situations

For a long time I thought I couldn't have ADHD because I didn't relate to the hyperactivity.

What to do if you think you might have ADHD

If you think you might have ADHD, it's important to remember that you don't have to go through it alone and there is help available.

Tell your GP about your symptoms. We know it can be challenging to talk to your GP, but they may be able to support you, refer you to a specialist for an ADHD assessment, or refer you to Child and Adolescent Mental Health Services (CAMHS) if you need any mental health support before or after your assessment.

To find out if you have ADHD you'll need to talk to an expert, like a specialist child or adult psychiatrist.

They'll ask you some questions and you will fill in some questionnaires about how you're feeling and the symptoms you've experienced - this is called an assessment. They will also ask your permission to speak to your parents and teachers as part of the assessment.

Your family might not be supportive of you being assessed but it's important for you to get the right support for you.

There might be other reasons for your ADHD symptoms such as anxiety or depression. The ADHD specialist will be able to tell you more following your assessment.

Advice on how to manage your ADHD

There are many things you can do to help manage your ADHD. Below are some ideas based on what young people have told us helps them.

It is very comforting and validating to see other people have similar struggles. We talk a lot about the way things are going and give each other tips or help around things.

ADHD and your mental health

ADHD can leave you feeling out of control and overwhelmed.

People might not understand what you're going through and could think you are acting out or being difficult, or criticise and punish you unnecessarily. This can make you feel isolated and depressed, or it can lead to feelings of low self-esteem, especially if you're comparing yourself to your friends who might behave differently to you.

You might also find it hard to sleep, meaning you feel tired, run down and struggle to concentrate. It can help to cut down on caffeine or other stimulants after 4pm as this can also impact your sleeping patterns.

However, having ADHD can also mean that you're really passionate about lots of things. Our brains all work differently and there is no "right way" to be - recognising that is what neurodiversity is all about. If you're struggling with your mental health, these can be positive things to focus on.

It can be really helpful to talk to your friends, family and teachers about how you feel and how they can support you. Let them know what you do and don't find helpful so that they can do their best to help.

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Artwork credit: @authenticallyadhd. The artwork features drawings of stars, moons and planets on a light blue background. One larger planet with arms is giving itself a hug and the text reads: 'don't forget to give yourself the same love you give everyone else'.

Some tips from our Activists that can help with your ADHD symptoms include:

taking time out and finding ways to relax, or taking regular breaks

letting teachers/lecturers know about your ADHD so you can come up with helpful strategies together

registering with the disabilities services at university so you can get the right support in lectures and exams as well as with assignments

regular exercise and eating healthily

making notes or keeping lists to stay on top of things

Tips for managing your mental health if you have ADHD include:

creating a routine for the day

setting clear boundaries in your personal, school or professional life

reflecting on the day and what you achieved - this can be as small as getting to school/work or getting through a lesson

removing yourself from any stressful situations

finding the best ways for you to cope in social situations

looking at local support groups

recognising potential triggers that might make your symptoms worse; these will be unique to each person but could include being over-stimulated

Other common questions people ask about ADHD

ADHD is something that you're born with so you won't 'grow out of it'. However, lots of people do say that their symptoms get a bit better as they get older.

What medicines are used to treat ADHD symptoms?

The below medicines are most frequently prescribed to people with ADHD. These are not a cure, but can help many people to manage some of the symptoms. The medication must be prescribed and checked by a doctor. Click each medication to find out more about what it does and potential side effects.

What support groups are there for people with ADHD?

There are lots of support groups across the UK for children, young people and their families to get help and advice around coping with ADHD. Visit ADHDUK for more information on the groups in your area.

More help and advice

We have information and advice on a range of subjects

Get help now

If you're worried, stressed or struggling to cope you are not alone. Here are some services that can help you.

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ADHD and Mental Health | Signs and Symptoms of ADHD

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What is ADHD? Attention deficit hyperactivity disorder (ADHD) is a type of condition known as a neurodevelopmental condition. Neurodevelopmental conditions like ADHD affect the way your brain develops and works, which can impact your behaviour and the way you experience the world around you. Around one in 20 young people have ADHD.

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Everybody experiences the world around them in different ways. Sometimes how your brain understands information from your senses can make it difficult to join in with every day activities.

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Our eyes take in information from the world which then goes to the brain. This is not the same as how well we see. If you have concerns about your child's ability to see things properly please take them to an optician for an eye test. Some people might become overwhelmed by visual information. They might find lights too bright or a room too distracting to work. They might have to close or cover their eyes. Other people might not notice things in the environment. They might seek out visual input like shiny, spinning toys or stare at things intensely.

If you think your child or young person processes visual information differently you can:

Our auditory system is our sense of hearing. We take information in from our ears. Some children might become overwhelmed or upset by lots of noise. This is common and part of normal development, but some people can remain sensitive to noise. This can stop them taking part in activities. Some people might seek out noise. They might listen to music or watch the TV with the volume turned up. Listening to the world around us helps us make sense of where we are.

If you think your child or young person processes sound differently you can:

Our touch system picks up information about our environment from sensors in our skin. These give us information about differences in things we touch. Some people can be very sensitive to touch. They might dislike certain textures or labels and seams inside clothing. Other people might not notice touch. They don't notice when their shoes are two sizes too small or may feel pain differently.

If you think your child or young person feels touch differently you can:

Our senses of smell and taste are closely linked, as they follow the same pathway through the brain. Some people might become upset by smells that no one else can smell. Other people might seek out smells and smell objects or people. Processing smell differently can make us refuse to eat different food. We all have definite sensory preferences about tastes we like or dislike. Some people might only eat bland food and find it difficult to eat different foods so have a limited diet. Other people might choose to eat intense flavours like spicy or sour foods. They might lick objects which are not food.

If you feel your child or young person processes taste or smell differently you can:

Proprioception is the awareness of body position and movement or knowing where your body is in space. Proprioceptive receptors are in the muscles and joints. They send messages to the brain to tell it where your body parts are in space. They tell you how much force or pressure your muscles are using. This helps us to know which position our body is in. Some people might bump or crash into things or hold their pencil too tightly. They might be too rough when playing with friends or chew on objects like clothing or ends of pencils.

If you feel your child or young person processes proprioceptive information differently you can:

The vestibular system gives us information about balance and movement. When your head and body move, fluid in your inner ear moves too. This gives your brain information about how you are moving. Some people process vestibular information differently. They might spin or move more than other people. Other people might avoid lots of movement. They might not like it when their feet leave the ground.

If you think your child or young person processes balance and movement information differently you can:

Sense of how the body is feeling

Interoception is the sensory system which gives us information about the internal sensations in the body and how they link with emotions. It helps us work out how the body is feeling.

The receptors for this system are throughout the body in organs like the heart, lungs, stomach, bladder and skin. They pick up information and send it to the brain where it is translated into feelings relating to body comfort like hunger, needing the toilet, sleep, being too hot/too cold. It also helps us feel our emotions.

If you process this information differently you might:

Not know when you are full or when you are hungry/thirsty

Not know when you need to go to the toilet

Not know when you are too hot

Not recognise when we are anxious

Not know when we are embarrassed

Not know when we are frustrated

If you have difficulty understanding these signals it could be because of how you process interoceptive input. There are however lots of different reasons why you might have difficulty understanding these signals. If you have any concerns about other possible causes please speak to your GP or Health Visitor.

What you can do:

There are still lots of discussion about what helps improve interoception. There is no good evidence that any particular strategy is effective. There is some evidence that mindfulness can help. It is important to rule out any possible underlying medical causes for the issues first if you are concerned.

Things which may help:

Mindfulness techniques likebody scanning

Commenting on different feelings e.g. noticing the difference between hot and cold hands or slow/fast heart rate at different times of the day

Don't assume because they have noticed a body signal they know what it means or what to do about it. Always check. Ask them how it feels and what they think it means and what they can do about it. It is important to help your child or young person to notice the body signal first. Where do they feel it and what does it feel like? Then talk about what it might mean. You can then help them to work out what they can do about the signal. Once they have acted upon it encourage them to notice the difference in how they feel. This will help them to recognise this signal when it happens in the future, make the connection to a feeling and remember what they did to feel more comfortable. Remember this will take lots of practice and support from an adult.

For example:

Noticethe body signal e.g. 'pain' or pressure in tummy

Connectthe signal with a feeling - might need to go to the toilet

Regulatetake action-e.g. go to the toilet

Outcome- feels more comfortable

Help them make the connection so that the next time they have that feeling they are more confident in knowing what it means.

Draw an outline of a body and identify words that might go with that body part. Help your child work out what words they associate with sensations- remember they might not be the same ones you would use!

How my body feels when it is hungry
Notice: my brain feels fuzzy, my muscles feel shaky and my tummy is rumbling.

Connect: I usually notice these feelings together when I'm hungry.

Regulate: I'll eat something.
How my body feels when it is angry
Outcome: I notice the fuzzy head, shaky muscles and rumbling tummy have gone. I was right! I must have been hungry.

Notice: my brain feels swirly, my muscles feel tense, my heart is beating fast and my breathing is fast. My skin is hot and sweaty.

Connect: I usually notice these feelings together when I'm angry.

Regulate: I know this feeling will pass. I won't feel like this forever. I will try deep breathing and finding a quiet space. This usually helps me.

Outcome: I notice the feelings are gone.

Social stories can be used to support interoception differences.

Use visuals and add toilet breaks to your visual timetable at regular times if your child has difficulty knowing when they need to go to the toilet.

Use visuals to remind your child to drink if they often do not read their body's signal that it is thirsty.

For older children and young people setting a phone or watch alarm to vibrate as a reminder e.g. to go to the toilet, take a drink, eat could also be useful.

Listening to my Body by Gabi Garcia
For younger children:

Sometimes children and young people can find it difficult to take part in eating. This can be for lots of reasons. There are some things you can try at home which might help.

Have a look at our resources to find out how you can help your child to take part in eating at home.

If you think your child or young person has difficulty with eating because they process sensory information differently then you can

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Everybody's sensory systems develop at different rates, and some people are more sensitive to certain sensory information than others.

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Parents Guide to Teenagers and Sleep.

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Adolescents are notoriously sleep-deprived, because of a combination of biology, technology and the demands of school and extra-curricular activities. This guide outlines how lack of sleep can affect teenagers, and how parents can help them build more sleep into their lives.