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In this section we are sharing what we have learned from our planning and delivery of Parent Carer Engagement & Participation Groups across Cornwall over the last 6 months...

Our Group Facilitators researched and used these resources when facilitating group sessions, and Parent Carers told us that they have found these signposting resources to be helpful to them.

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In this section we are sharing what we have learned from our planning and delivery of Parent Carer Engagement & Participation Groups across Cornwall over the last 6 months...

Not every school has the facilities to host Parent Carer Engagement & Participation Groups on-site. Some Parent Carers also prefer an off-site venue, to protect their privacy and reduce the risk of their child seeing them in school during school hours. It is therefore important to find out what your school community needs are before selecting the right space or venue.

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Offering the Parent Engagement & Participation Group a venue within your school setting can help make it easier for your school community to attend.

In-school venue suggestions:

School Hall.

School Library.

Staff Room (if staff can cope with a temporary lack of access to their facilities).

Meeting Room.

Unused Classroom.

Playground/Field (weather dependent).

Pastoral Care facilities.

N.B. Remember not to offer a venue where staff/pupil's are likely to pass through, or Parent Carers are at risk of being seen or overheard by staff/pupil's.

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Offering your Parent Engagement & Participation Group a venue outside of your school setting can help make it more comfortable for your school community to attend, especially if you have identified that you need to build trust with your school community.

Out of school venue suggestions:

Community Hall

Local Church

Local Supermarket

Local Restaurant, Pub & Cafe

Local Play Park/Field (weather dependent)

N.B. Safety is important for group facilitators, so they shouldn't arrange to meet at someone's home. All out of school venues will need researching to ensure easy Parent Carer access to the proposed venue.

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In this section we are sharing what we have learned from our planning and delivery of Parent Carer Engagement & Participation Groups across Cornwall over the last 6 months...

Parent Carers told us that what matters most is your ability listen, validate their experiences, and help them to navigate the SEND System. Being a Parent Carer can feel very isolating and sometimes all they need is to be with other Parent Carers who 'get it'. Inviting special guests to visit your group can be a great way to connect Parent Carers with services, but also sometimes feel intrusive or overwhelming. You should ask your school community what their needs are before planning what to offer.

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In this section we are sharing what we have learned from our planning and delivery of Parent Carer Engagement & Participation Groups across Cornwall over the last 6 months...

A well resourced group will be more attractive and beneficial to potential group attendees. Parent Carers often lead busy lives, so the group should offer resources that supports their health & wellbeing as well as that of their children.

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In this section we are sharing what we have learned from our planning and delivery of Parent Carer Engagement & Participation Groups across Cornwall over the last 6 months...

A well advertised group makes it as easy as possible for Parent Carers to be able to attend, and keep attending. A good advert will inform Parent Carers of what the group is about, what support & activities are on offer, where & when it is, and what facilities are available at or near the venue. Visual aids, such as a map of the venue, can also be useful for new or anxious Parent Carers.

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In this section we are sharing what we have learnt from planning and delivering Parent Carer Engagement & Participation Groups across Cornwall over the last 6 months...

Your Parent Carer Engagement & Participation Group will need funding to be set up and run successfully. Groups that rely solely on unpaid volunteers and service user donations are unlikely to be sustainable in the long-term. This is also adds additional unnecessary pressure on your group's facilitator.

The costs associated with running an established group are not significant, but a well resourced group will help to attract regular attendee's and evidence the school's commitment to support it's Parent Carer community.

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In this section we are sharing what we have learnt from planning and delivering Parent Carer Engagement & Participation Groups across Cornwall over the last 6 months...

Your Parent Carer Engagement & Participation Group needs to be led by someone trusted, but they don't necessarily need to be from your own school community. However, it is essential for your group facilitator to have lived experience of Neurodivergence and/or supporting children with SEND.

Picking the right person for the role will depend on the needs of your school community, and the ongoing funding available for the group.

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In this section we are sharing what we have learnt from planning and delivering Parent Carer Engagement & Participation Groups across Cornwall over the last 6 months...

Your group facilitator needs appropriate training and supervision to feel confident and well supported in their role. Parent Carers of children with SEND are more likely to experience trauma; and the current SEND System is tricky to navigate, so supervision plays a critical role in ensuring that group facilitators deliver safe, ethical, and accurate support to Parent Carers.

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When selecting a venue or space to host your Parent Carer group in, it is important to think about your school community's needs...

Parent Carer's Essential Needs:

A kitchen, or Tea & Coffee-making facilities.

Tables & Chairs and/or a comfy seating area.

Access to toilet facilities.

Location of venue to school.

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The Attributes of a Good Group Facilitator

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The Attributes of a Good Group Facilitator

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Good group facilitators should have the following attributes:

Kind.

Authentic.

Fair & Impartial.

Lived experience of Neurodivergence and/or supporting children with SEND needs.

A good listener.

A good communicator.

A good host.

Resourceful.

Reliable.

Organised.

N.B. It may also be useful for your group facilitator to have basic IT skills, be social media savvy, and have creative skills.

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Your school may have members of staff who are well placed and have capacity within their role, to run a regular Parent Engagement & Participation Group. A good fit might be your school's SENCo, Autism Champion, Pastoral Lead, or a Teaching Assistant who is actively supporting children with SEND in school.

Before assigning a member of staff to be the group facilitator, you need to consider how well they communicate with Parent Carers, the level of trust they have within the school community, and their level of SEND knowledge & skills. They may require additional training before they take on this role.

The main disadvantage to using school staff to facilitate the group, is their lack of independence from the school. Some Parent Carers may be put off attending an Engagement & Participation Group led by an employee of the school, especially if the member of staff does not have a good existing relationship with Parent Carers.

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Your school may have a Parent Carer who has the capacity. to run a regular Parent Engagement & Participation Group. A good fit might be a Parent Carer of SEND children, a member of your PTFA, or a Parent Carer who already volunteers for the school.

Before assigning a Parent Carer to be the group facilitator, you need to consider how well they communicate with other Parent Carers, the level of trust they have within the school community, and their level of SEND knowledge & skills. They may require additional training before they take on this role.

The main disadvantage to using Parent Carers to facilitate the group, is the potential for conflicts of interest. Some Parent Carers may be put off attending an Engagement & Participation Group led by another Parent Carer at the school, especially if the Parent Carer does not have a good relationship with the school community.

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Your school may choose to contract an independent facilitator to run a regular Parent Engagement & Participation Group. A good fit might be an independent lived experience educator, or a worker from a SEND or Parent Carer support organisation.

Before contracting an independent facilitator to be the group facilitator, you need to consider how well they can communicate with Parent Carers, the level of trust they have within the school community, and their level of SEND knowledge & skills. They may require additional training before they take on this role.

The main disadvantage to using an independent group facilitator to run the group, is their lack pre-existing relationship with the school community. Some Parent Carers may be put off attending an Engagement & Participation Group led by an external unknown person contracted by the school.

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Your School and Group Facilitator will need to agree a way of collecting & sharing key information with one another. A good start would be providing an assigned point of contact for your Group Facilitator to communicate directly with. Parent Carer feedback should be anonymised by the Group Facilitator before sharing with school, unless the Parent Carer is happy to be named in direct feedback for the school in relation to their child. Being able to collect & share key information between your Parent Engagement & Participation Group and School is essential for building Parent Carer trust and good home-school relationships.

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Whilst your chosen group facilitator may not be expected to work with children in school directly they are likely to be in proximity to them, especially if your Parent & Engagement Participation Group takes place in school or Parent Carers come accompanied with other child(ren).

There are lots of types of roles that need a DBS check. If your job involves regular work with children or vulnerable adults, you will need to have a standard or enhanced DBS check. This might need to include a children's and adults' barred list check.

School staff need to be mindful of their chosen group facilitator's access level within the school setting, in terms of their ability to independently access kitchen and toilet facilities. If they are expected supervise visiting Parent Carers at all times, they are likely to need support from a member of staff to accompany school visitors in certain areas of the school and assist them with the smooth running of the group.

For further information on DBS checks, please visit the Government's DBS Webpage and Cornwall Council's DBS Webpage.

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Welcome to this PINS Project in Cornwall Padlet series on how to set up and run a Parent Engagement & Participation Group...

This Padlet has been created by Local Support Officers Georgie Watson, Becca Hulbert, & Lauren Ladd, who have been working with participating schools across Cornwall for the last 6 months.

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Initially the school are responsible for providing funding in order to set-up and establish a Parent Carer Engagement & Participation Group.

In most cases, schools should be able to offer in-house facilities, training, and resources to the group. This can really help to reduce the costs associated with setting up and establishing a Parent Carer Engagement & Participation Group. However, some school's do not have the in-house facilities or resources to share, or the school community may prefer for the group to run externally from school.

Essential Funding Requirements:

Group facilitator training.

Group facilitator mileage.

Refreshments & snack supplies.

Group resources (additional seating, books, sensory tools, OT equipment, play area or toys for younger attendees, art & wellbeing activities for Parent Carers, office supplies, flyer design and printing costs etc)

Venue hire & up-keep.

Utilities costs- if the group is being run in a local community space, the group facilitator may need to be provided with a cash float to recharge the venue's gas/electricity key or coin meter.

N.B. To ensure the long-term facilitation of the group, it would be wise to provide enough funding so any group facilitator can be paid for their time & commitment.

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Being able to offer snacks & refreshments at your group, is essential in supporting Parent Carer's health & wellbeing.

Suggested Snacks & Refreshments:

Coffee (Caff & De-caf).

Tea (Caff & De-caf).

Herbal Tea selection.

Hot Chocolate

Dairy Milk

Milk Alternative (Oat, Almond, Soya, Coconut etc)

Squash (Orange, Lemon, Blackcurrent etc)

Tap Water

Sugar & Sweetener

Biscuits

Cake

Chips & Dips

Chopped fruit & veg

Breakfast (e.g. smoothie, porridge, cereal, bacon/sausage/egg Sandwich)

N.B. Do you need closed mugs to prevent spillages/risk of burns in the group setting? Are you a nut-free school? Any allergies or dietary requirements to consider? Is there a shortage of cutlery & crockery?!

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In addition to your community group's essential needs, it is important to think about their accessibility needs too...

Are there stairs, slopes, uneven surfaces, narrow corridors or doorways to navigate in order to access the venue?

Is there good wheel or pushchair access and space to accommodate them within the venue?

Is there an accessible toilet and/or changing facilities available?

Are you able to adjust the lighting or temperature within the venue?

How busy, noisy, or echo-y is the venue?

Is a hearing loop available?

Is there disabled parking at the venue?

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Essential Training Needs of a Group Facilitator:

Safeguarding

Mental Health First Aid

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Your School and Group Facilitator will need think about how to ensure your Parent Engagement & Participation Group accommodates the needs of specific individuals & communities present within your school community. Your group needs to be set up and run in a way that is inclusive as possible of your whole school community.

Parent Carers of children with SEND want School Staff to be aware that it's more common for them to also have SEND needs of their own. Parent Carers benefit from increased awareness, accommodations & reasonable adjustments too, but they might not always be aware of what they need or what they could ask for. Your School and Group Facilitator need to be confident in having vulnerable conversations with Parent Carers, and flexible in their support of Parent Carers.

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Your Group Facilitator will need to establish 'ground rules' with Parent Carers. A good way of doing this is by having guided discussions with Parent Carers in the early stages of establishing your Parent Engagement & Participation Group, to co-create a mutually agreed group contract which is written up by the Group Facilitator to be shared with all attending Parent Carers. This group contract can be updated and reviewed as neccessary.

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Additional Training Needs of a Group Facilitator:

First Aid (this is essential if the school do not have a trained First Aider readily during the running of the group).

Epilepsy.

Self-harm.

Risk Assessments.

Trauma-informed.

Making Every Contact Count.

Communication Access UK.

Makaton.

British Sign Language.

Peer Support.

Active Listening.

Challenging/Sensitive Conversations.

Equality, Diversity & Inclusion.

LGBTQI+ Competency.

Cultural Competency.

Anti-Racism.

The Neurodiversity Paradigm.

Cornwall's Neurodevelopmental Pathway.

Community Engagement & Facilitation.

Co-production.

Grant/Bid Writing.

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It is important to consider the parking arrangements at your venue....

Does the venue have access to parking?

If its a carpark, does it have capacity for your visitors?

If it's on-road parking only, how easy is it to find a space, how busy is the road, and are there pedestrian crossings nearby?

How far is the parking to/from the venue?

Is there an additional cost for the parking?

Are there any special instructions to follow in order to access the parking (e.g. barrier code, registration plate log etc)

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Once the group has been set up and a committed group facilitator is in role, the group should continue to be supported financially by the school. However, providing the group is set-up to be able to fundraise and apply for additional funding from other sources, the school or group facilitators should be able to draw in additional funding through charitable activities and grant applications.

Ongoing Fundraising Ideas:

Fundraising (e.g. PTFA, special events etc).

Other local funding opportunities (e.g. Local Authority/Parish Council Community Chest, Parent Carer Forum, supermarket community fund etc).

Larger grant applications (e.g. focused community project grant funding from larger charitable organisations, such as the Big Lottery Fund).

Local business sponsorship.

Group visitor donation.

N.B. To independently access further funding opportunities the group facilitator or school may need to create a community constitution, open a community bank account, and formally register as a CIC or Charitable status.

For more information on the legal requirements to set up a community group, please visit the Resource Centre's webpage.

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Depending on your community's needs, you may need to consider the venue's proximity to public transport links...

Is there a bus stop, train station, or taxi rank near by?

What is the walking distance from the nearest bus stop or train station to the venue?

Is there a regular timetable?

Is there enough mobile reception at the venue, access to a landline or a phone box, to search for availability or make a booking?

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Parent Carers have told us that their privacy matters, as talking about their children with SEND or own SEND can feel vulnerable.

To help Parent Carers feel comfortable to talk and share their experiences, it is important to ensure that...

The meeting space isn't part of a thoroughfare for staff, pupils, or the general public.

The meeting space isn't at risk of being double-booked, people are aware of when a meeting space is in use, and there is clear signage on display to prevent people from accidentally walking in.

The venue has a quiet area or there is access to another room to have a private conversation in.

Parent Carers cannot be easily overheard from outside the meeting space.

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It is important for your Parent Engagement & Particpation Group to have access to accurate signposting for Parent Carers. Your group facilitator should regularly check if the information offered to Parent Carers is up to date, due to the ever changing landscape of SEND services.

Sigposting suggestions:

Local Offer

Parent Carer Forum

Parent Carers Cornwall

SENDIASS

Local CIC/Charities

National CIC/Charities

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Offering an activity during your Parent Engagement & Participation Event, can make it easier for Parent Carers to talk or listen along to the group conversation. Modelling activities that Parent Carers can do with their children, is also an easy way of teaching new skills and building confidence in their abilities.

Activity Suggestions:

A basic craft activity (e.g. mindful colouring, drawing, painting, cutting, bead threading, mandala making, dream catcher, baking etc).

A basic movement activity (e.g. stretching, yoga etc).

A basic mindfulness activity (e.g. breathwork, journaling etc).

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Having access to toys and play equipment can help to pre-occupy young attendees and allow Parent Carers to feel less distracted.

Equipment Suggestions:

Early years toys

Play Equipment (e.g. crash mat, sensory basket etc)

Supervised/unsupervised activity offer (e.g. colouring books & crayons, painting or crafting area etc)

Playpen/Travel Cot?

Space for Pushchairs

Changing mat (or space for one)

Nappy bin (or ask attendees to take home with them)

Breastfeeding friendly area

Bottle preparation facilities

High chair

N.B. look out for wires, sharp corners, heavy doors, door hinges & handles, hot surfaces around your chosen venue and include in risk assessment.

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Your school will need to support your Group Facilitator to contact and arrange visits to your Parent Engagement & Participation Group from special guests and professional speakers. These should be arranged as and when Parent Carers request them, but they don't need to be arranged for every group session.

Parent Carers told us that having Special Guests and Professional Speakers at every session can be overwhelming and reduced their opportunity to access peer support. Group Facilitators therefore be mindful about this when planning individual group sessions and make sure that any visitors to the group don't dominate the session agenda (e.g. Inviting a group visitor or speaker to join the group for part of the group session only, or alternating between exclusive peer support and informational sessions).

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SEND resources such as sensory equipment and learning resources can be expensive, so a lending library can be a great way to ensure that families can access the resources they need.

Suggested Resources:

SEND/Neurodivergent parenting books.

Podcast/online workshop list.

Current booklets/leaflets from local services.

Sensory Tools (e.g. fidget tools etc).

OT Equipment (e.g. weighted blanket, spinning chair, thera-bands, visual timer, body sock, hammock, visual timetable, bubble lamp etc).

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It is important for your group facilitator and any other group support (voluntary or paid) to be provided with regular supervision, due to the responsibilities of this role. Supervision should be provided by someone with the appropriate skills within the schools' Leadership, SEND, or Pastoral team.

Supervision allows group facilitators to “check in” to:

Maintain Ethical Boundaries: Supervision ensures that group facilitators stay within role and ethical limits, which helps to protect both service users and the group facilitators.

Gain Knowledge and Skills: Through regular supervision, group facilitators can deepen their theoretical understanding and improve their practical skills. Supervisors offer valuable insights from their own experiences.

Receive Emotional Support: Supporting Parent Carers of children with SEND can be emotionally demanding, and supervision provides a space where group facilitators can talk through their own feelings and experiences, preventing burnout and promoting self-care.

For more information on the purpose and benefits of supervision, please visit the Skills for Care webpage.

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Group facilitators should never be expected to self-generate funding or maintain a Parent Carer Engagement & Participation Group out of their own pocket.

Essential Expenses that should be provided:

Mileage.

Resources.

Training & Supervision.

Additional Expenses to consider:

Time & Commitment.

Physical & Emotional Labour.

N.B. Proper remuneration of group facilitator(s) supports the continuity and sustainability of the group long-term.

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Your School and Group Facilitator need to work together to create a method of formally responding key information and feedback collected from Parent Carers at group sessions. Parent Carers told us that School that is responsive to what they share, it really helps them to build trust and a health relationship between home & school. Being able to 'close the feedback loop' is an essential part of co-production with Parent Carers.

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NeuroBears is for autistic young people, and their families, who want to learn what it means to be Autistic in a really positive way.

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Neurobears - Autism Training for Families

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NeuroBears is for autistic young people, and their families, who want to learn what it means to be Autistic in a really positive way.

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NEURODIVERSITY HUB

Welcome to our Neurodiversity Hub which we hope you will find helpful. The Hub aligns to Cornwall & the Isles of Scilly Neurodevelopmental Profiling Tool, but it can be used by everyone. It forms a part of our early help offer of support for children, young people, and their families.  The contributors to the content of the profiling sections are varied and include those with lived experience and professionals working with neurodivergent children and young people.

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Welcome to our Neurodiversity Hub which we hope you will find helpful. The Hub aligns to Cornwall & the Isles of Scilly Neurodevelopmental Profiling Tool, but it can be used by everyone. It forms a part of our early help offer of support for children, young people, and their families. The contributors to the content of the profiling sections are varied and include those with lived experience and professionals working with neurodivergent children and young people.

For more information about the ND Profiling Tool please see the first red section.
The blue sections cover the 9 areas of the Profiling Tool.
The green sections are other areas of need that may come up in your Profiling Tool guided conversation.
The orange sections have been developed to provide further information:

Families can find information to support a child's and their own needs including "Preparing your child for adulthood", "Parent Space" and "Hiding in Plain Sight".
Schools can find more specific information in the Reasonable Adjustments zone. You may also like "Hiding in Plain Sight".
Teenagers have their own Teenage Zone under almost every section. You may also like the "Hiding in Plain Sight", "Friendships" and "Siblings" zones.
Young adults also have their own section called "My Independent Life".

To feedback or for enquiries please email cft.ndcornwall@nhs.net

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Welcome to our Neurodiversity Hub which we hope you will find helpful. The Hub aligns to Cornwall & the Isles of Scilly Neurodevelopmental Profiling Tool, but it can be used by everyone. It forms a part of our early help offer of support for children, young people, and their families.

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Cornwall’s Information, Advice and Support Service is a statutory service which is run at ‘arm’s length’ from the Local Authority and provides free, confidential, impartial advice, guidance and support to parents of children with special educational needs and children and young people with SEND from 0-25.

It aims to promote good working relationships between children, young people, parents, education settings and the LA, whilst seeking to empower them to play an active and informed role in their child’s education.

We can support parents, carers, children and young people in a number of ways. We provide a range of flexible services which include training, referral to other statutory and voluntary agencies, access to local and national support groups, telephone support and face to face meetings depending on need.

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Cornwall Special Educational Needs Disability Information and Advice Support Service

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We want Cornwall to be a brilliant place to be a child and grow up in. However, some children and young people need a little extra help or support to do this. Our SEND Local Offer is the place to find this support. You will find information, advice and guidance on a range of services.

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Parent Carers Cornwall is a parent carer led not for profit Community Interest Company providing advice and support to parent carers of children and young people with SEND.

Parent Carers Cornwall believes parents are key to improving the life chances of children with special educational needs and that all parents should be well informed and well supported with accurate and timely advice. We aim to work in a way that recognises the impact on the whole family and empower and enable parent carers to achieve the best possible outcomes.

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WHAT WE DO & WHY WE'RE HERE

🔊 Listen Here

Our aim is to gather information from Parent Carers and using these unique shared experiences, we take part in consultations and participation work which helps us to shape the development and delivery of services to our children. We also pass on information to families via a newsletter enabling parent carers to gain greater knowledge and understanding of the services available from health, education, local authority and the voluntary sector.
Parent Carers Cornwall (PCC) is the recognised Parent Carer Forum for Cornwall. Nationally funded to support families with children with SEND, endorsed locally by Health, Education and Social Care.

LATEST NEWS

You can find out about our latest news and events below. Please feel free to have a read of the blogs, written to help you!

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🔊 Listen Here Our aim is to gather information from Parent Carers and using these unique shared experiences, we take part in consultations and participation work which helps us to shape the development and delivery of services to our children.

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We are the leading charity in the field of SEND law in England, and we provide free and independent legal advice and support to families of children and young people with SEND. We also provide training on the SEND legal framework, and we influence policy at both a local and national level.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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Our website has advice and information about concerns you might have about raising a child with additional needs.

We run a free helpline and offer a Listening Ear support service. We produce a range of email newsletters and parent guides available to download or order.

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Contact - for families with disabled children | Contact

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We are Contact, the charity for families with disabled children. We support families, bring families together and help families take action for others.

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Are you a parent or carer of a child or young person with SEND (Special Educational Needs & Disabilities). Would you like to connect with other parent carers?

Cornwall Parent Carer Forum is here to listen to, and strengthen the voices of families like yours, and we need you to help us reach more parents and carers across Cornwall!

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Hello, my name is Tigger Pritchard, award winning, awesomely Neurodivergent (AuAHD and more!) and extremely passionate about enabling all to be more Neuroinclusive, more Neuroaffirming. To help all Neurotypes understand each other, to bridge the Neurodivide to create a more inclusive society for everyone.

I'm a hybrid keynote speaker, Conference presenter, I also offer training and consultancy to corporate organisations, educational settings, workplaces, care providers and social organisations. ​As well as offering consultancy and support to individuals who are Neurodivergent (Autistic/PDA/ADHD), and their families. ​I'm also a Regional Makaton Tutor with over thirty-three years experience

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Tigger Pritchard Neuroaffirming Advocate, Consultant and Trainer

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Tigger Pritchard, Awesomely Neurodivergent and an Autism and Pathological Demand Avoidance, Advocate, Consultant and Trainer. For anyone seeking knowledge, support, Consultancy and training around Neurodiversity, PDA, and more.

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The Sensory Projects run on the principle that with the right knowledge and a little creativity, inexpensive items can become effective sensory tools for inclusion.

The work that The Sensory Projects does is founded on insight gained from research, practice and people.

Connect with Founder Jo Grace on Facebook, Bluesky, X, Instagram and LinkedIn to learn more, or visit the Sensory Projects on YouTube for a range of free content.

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Online Sensory Story training available now

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From strategic service design to training and consultancy, Creative Neurodivergent offers a range of services for Statutory and public services, families and voluntary sector organisations around all things Neurodivergent.
As a creative arts facilitator I can provide 1:1 to large group work using art as a creative medium to engagement in home, school or youth organisations.

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From strategic service design to training and consultancy, Creative Neurodivergent offers a range of services for Statutory and public services, families and voluntary sector organisations around all things Neurodivergent.
As a creative arts facilitator I can provide 1:1 to large group work using art as a creative medium to engagement in home, school or youth organisations.

About Creative Neurodivergent

Consulting with a social conscience

Welcome to Creative Neurodivergent!
I am a passionate, Neurodivergent education consultant, trainer, and arts facilitator.
With a deep understanding and passion for Neurodivergence, I aim to create inclusive and empowering learning environments for individuals of all abilities.
Through my expertise, both professional and lived, I provide specialised educational support and training to schools, organisations, and individuals seeking to embrace difference and unlock the full potential of every learner.
As an arts facilitator, I harness the power of creativity to foster personal growth and self-expression in a variety of ways.
With many years of experience in the health, education, voluntary and social care sectors, specialising in Neurodivergent needs, I am perfectly placed to advise, support and educate.
Currently I am studying my Masters in Autism and was awarded the National Honours of a British Citizen Award in Education in 2023 by the Palace of Westminster for my tireless work in changing the narrative for Autistic and disabled people in the UK. My not for profit organisation, the Autistic Community of Cornwall CIC, has been nominated as a finalist in the 2024 Diversity Awards and I have presented webinars, podcasts and various media presentations around a variety of Neurodivergent subjects and Anti-Ablism

Consulting Services

Professional expertise in a range of services

I work with clients to provide exceptional results in a variety of ways. From statutory service implementation and research, to preparation of legal challenges , or Advocacy and support for Neurodivergent people, I am an efficient and empathetic worker.

Testimonials

At Creative Neurodivergent, I do everything I can to make sure my customers are satisfied with my work. Since 2000, I've provided bespoke services to clients from all over the UK, guiding them through the most crucial decisions and supporting them throughout the entire process. Check out what my satisfied clients have to say and get in touch today.

⭐⭐⭐⭐⭐Creative Neurodivergent has always gone above and beyond in helping me with regards to my neurodivergent child. My daughter loves her and she has given us both the confidence to be able tackle everything life throws at us with more understanding and ease. Her work with young people at Youth Art Connect brought my daughter out of her shell when she was in the brink of a a breakdown and gave her faith in her artistic abilities and confidence to be herself. She has given me a depth of understanding which I wouldn't have found without her. I can advocate for my daughter and not only has this gifted us a better relationship with each other but family and friends too. She helped me find my way through a maze of unhelpful bureaucracy and when I felt lost, confused and alone she was the one who lit the way with practical advice, hope and humour. Life-changing and empowering are two words that apply to working with Creative Neurodivergent.

We're extremely lucky to have Creative Neurodivergent right here in Cornwall.
Marie is a director of Youth Art Connect CIC and The Autistic Community of Cornwall, and has a wealth of experience in art, advocacy, training and consultancy.
If you're looking for support in any of these areas then Marie is offering a free hour-long consultation so you can find out how she can help.

Such an amazing, creative, knowledgable person who goes above and beyond for anyone and refuses to give up regardless of how long and hard a battle maybe. Marie will be with you every single step of the way!

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From strategic service design to training and consultancy, Creative Neurodivergent offers a range of services for Statutory and public services, families and voluntary sector organisations around all things Neurodivergent. As a creative arts facilitator I can provide 1:1 to large group work using art as a creative medium to engagement in home, school or youth organisations.

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The PDA Space- Supportive courses for families on Pathological Demand Avoidance, individual coaching for families, and the Wellbeing Hub (alongside a main annual event).

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Are you one of the MANY parents feeling overwhelmed by the constant demands of raising a family?

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Autistic-led mentoring and training programs for parents & professionals.

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AUsome Autism Training | Challenging your thinking on autism

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AUsome Autism Training puts Autistic people at the very centre of our training. It provides up to date autism training from Autistic,,,

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Spectrum Gaming is an autistic-led UK based charity that supports autistic young people. We aim to create a world where every autistic young person knows that who they are is ok and they can be themselves, whilst still developing meaningful relationships and achieving their personal goals.

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

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GROVE aspires to be a safe community for Autistic young people to connect through shared interests & experiences.

We support young people’s personal growth by fostering a positive & authentic identity through neuro-affirming mentoring, social & interest-based groups & ‘Autistic Identity’ programmes.

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GROVE | Neurodivergent Mentoring & Education

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Yellow Ladybugs is a non-government organisation, dedicated to the happiness, success and celebration of autistic girls, women and gender diverse individuals.

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Yellow Ladybugs is an autistic-led, non-government organisation with strong bridges to the community. We are dedicated to the happiness, success and celebration of autistic girls and women ¹. We believe autistic individuals of all genders deserve to be recognised, valued, accepted and supported in order to realise their full potential.

Yellow Ladybugs runs regular informal social events that offer peer-to-peer connections for autistic girls and gender diverse young people, generally between the ages of five and sixteen. Our events bring our members together in an inclusive, fun and sensory-friendly setting. Underpinning every Yellow Ladybugs event, our mission is to foster a sense of belonging, to help our autistic members connect with their peers, and to instil a sense of autistic pride within our community.

We are also committed to being part of the growing conversation around the specific challenges and support needs of autistic girls, women and gender diverse individuals. We actively seek to address the many challenges the autistic community face, including barriers to diagnosis, lack of inclusion in school and employment, and access to support services.

Yellow Ladybugs is an inclusive organisation, and while we have a particular focus on autistic girls and women, we recognise all genders, and welcome trans and gender diverse autistic individuals into our community. We consider that the different presentations of autism exist across all genders, and as an organisation, we seek to dismantle all stereotypes which are harmful to the autistic community. We know that autistic girls and women, and particularly those with hidden needs, and a more internalised presentation, continue to be significantly disadvantaged, however, and we remain committed to our mission to reduce these disadvantages.

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Not Fine in School was created as a resource for the growing numbers of families with children experiencing school attendance barriers.

These barriers often relate to unmet Special Educational Needs & Disabilities (diagnosed or suspected), physical or mental illness, bullying & assault, trauma, excessive academic pressure, overly strict behaviour policies, a missing sense of belonging, and an irrelevant curriculum.

School attendance barriers are poorly understood, incorrectly managed, & are compounded by current challenges within education, health & local government systems. This problematic response often has severe consequences for both child and family.

At the heart of Not Fine in School there is a Facebook support group with a membership of 72,000+ parents, carers & other family members. This offers a space for shared lived experience and peer empowerment.

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Not Fine in School is a parent-led organisation empowering families & raising awareness of school attendance barriers (school refusal/ anxiety/ SEND/ bullying)

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Neurodiversity-Affirming Support To Help Autistic People Thrive And Grow

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Neurodiversity-Affirming Support To Help Autistic People Thrive And Grow

Helen Edgar
Autistic Advocate, Author & Consultant

I'm an Autistic parent and teacher advocating for a better understanding of neurodivergence and
mental health in both education and the wider community.

About Me

I am late identified Autistic and a parent to two neurodivergent children.

Qualified Early Years/Primary teacher:
20 years working in SEND Early Years / Primary settings near Birmingham in the UK
(specialism: profound and multiple learning disabilities ).

About My Work

Published writer focusing on; Autism, disability rights, neurodiversity paradigm, and barriers in education

Special interests include:

Theory of Monotropism and Burnout

Currently working with Thriving Autistic, GROVE Education and Mentoring, The PDA Space and Stimpunks

References on request.

Supporting Young Autistic People in Education and at Home

Discover neurodiversity-affirming resources to help you develop a better understanding of Autism to support the well-being of young Autistic people in educational settings and the family home.

Neurodiversity-Affirming

Webinars, Workshops and Training

Providing neurodiversity-affirming training, workshops, and educational resources for families and professionals to support young neurodivergent people.

CPD-Accredited Professional Training

Tracy Jones and I are working together to provide training for schools and organisations. We explore neurodiversity-affirming ways of supporting Autistic and otherwise neurodivergent children and young people in education.

These training sessions are designed for settings in the UK and can be tailored to meet your individual needs.

Lectures, seminars, and workshops are also available for organisations, teacher-training, education, health, and social care course providers.

Delivered by our sister brand Neuro-Affirming Training.

Workshops

Neuro-affirming Autistic identity

Low-demand parenting and teaching strategies

Methods to support young people who may be experiencing barriers to education

Understanding burnout and exploring ways forward

Embracing the theory of Monotropism

I offer bespoke workshops and webinars tailored to individual organisations to meet the needs of neurodivergent families.

Free Resources & Shop

Downloadable resources including e-books, infographics, and more!

My Values

Being

Neurodiversity-affirming support for young Autistic people. I recognise differences as unique attributes rather than deficits.

My work is trauma-informed and strengths-based to help focus on an individual's capabilities and potential whilst also recognising the difficulties being neurodivergent can bring in a world not set up for us. I take a low-demand approach, which creates a supportive environment that allows for the development of meaningful connections so individuals can express their authentic selves and advocate for their needs.

Belonging

A sense of belonging is important for well-being. To enable young Autistic people to flourish they first need to feel accepted, to feel understood and to have a sense of belonging.

Developing meaningful relationships and being in an environment that meets sensory, social, and communication needs is really important for fostering a sense of belonging and supporting good mental and physical health. My writing, resources and signposting all promote a neuro-affirming practice so people can make sense of their lives and feel that they belong.

Becoming

Young Autistic people deserve to be able to embrace their authentic Autistic identity. I believe it is important to gain an understanding of Autism through a neurodiversity-affirming lens and to reject the pathologising paradigms that have caused so much harm to neurodivergent people.
Understanding and embracing the neurodiversity paradigm will help parents, carers, and professionals support young Autistic people in becoming the people they want to be. We want everyone to achieve their potential and to be able to thrive in the best ways that work for them.

Writing

I write about my personal journey and the understanding I have gained so far about being Autistic and through working with Autistic young people and their families.

My writing focuses on understanding the neurodiversity paradigm, embracing neuro-affirming theory and practice, and working towards a humanistic approach to care. I believe in the benefits of developing an understanding of Autistic identity so that people feel empowered to advocate for themselves or support their loved ones or those they work with. It is by developing a deeper understanding of Autistic experience that we can build connections and form communities and a sense of belonging.

I have been nominated for the
National Diversity Awards 2025
Feel free to vote for me and others here.

Read some testimonials and feedback here.

Partnerships and Collaborations

I'm active in the neurodivergent community and regularly collaborate with like-minded people, organisations and charities. Together, we explore various aspects of neurodiversity and create resources, training and workshops to support families, professionals and the wider community.

All images are created on Canva unless otherwise stated.
Creative Commons Attribution-NonCommercial-
NoDerivatives 4.0 International.

This license requires that reusers give credit to Helen Edgar (Autistic Realms) as creator. It allows reusers to copy and distribute the material in any medium or format in unadapted form and for noncommercial purposes only.

© BY: Credit must be given to Helen Edgar (Autistic Realms)

© NC: Only noncommercial use of Helen Edgar's (Autistic Realms) work is permitted. Noncommercial means not primarily intended for or directed towards commercial advantage or monetary compensation.

ND: No derivatives or adaptations of my work are permitted.

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Neurodiversity-Affirming Support To Help Autistic People Thrive And Grow Helen EdgarAutistic Advocate, Author & Consultant I'm an Autistic parent a ...

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It is important for your Parent Engagement & Participation Group's advert to be attractive and inclusive of your whole school community. Some Parent Carers can easily be put off attending, if you don't offer enough information in your advert.

Advertising checklist:

Inclusive Photo/Imagery.

"For all Parent Carers".

Named point of Contact.

RSVP info.

Food & Drink on offer.

Toilet availability.

+1 support welcomed.

Info on volunteers & staff present.

Info on guest speakers/visitors attending.

Info on offered activities/resources.

Time, date & duration (+ breaks).

How to access the meeting/event space.

Public transport/Parking access.

Maps/Directions to venue.

QR Code to further info/easy booking.

N.B. Think about what might put someone off attending your Parent Engagement & Participation Event- do they need more information? Is your advert inclusive of everyone in your school community?

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The PINS Project in Cornwall- Phase One Impact Video

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The PINS Project in Cornwall- Phase One Impact Video

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Some Parent Carers may not be able to access a face-to-face Parent Engagement & Participation Group. There are various reasons why this might be the case, so your School and Group Facilitator will need to find out from your school community whether online group sessions would be more suitable for them. Maximising Parent Carer accessibility helps to make sure your school community are able to access the group sessions you offer.

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It's important to find out from your school community, what would work best for them before launching your Parent Engagement & Participation Group. Parent Carers may need to make special arrangements to attend, and school's can help minimise this by arranging for the group to run close to key points in the school day.

Event timing suggestions:

Drop off?

Lunch?

Pick-up?

Out of school hours

A mix of the above (to maximise accessibility throughout the academic year)

N.B. if out of school hours, you will need to consider how Parent Carers can fully participate in your Parent Engagement & Participation Group whilst occupying/supervising their children. Ideally school staff need to support Parent Carers to attend, by providing additional supervision of an activity for their children. Could you offer an after school club that could run at the same time close by?

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PINS Project in Cornwall- How to run a Parent Group PDF

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PINS Project in Cornwall- How to run a Parent Group PDF

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Your school's Parent Engagement & Participation Group is a fantastic opportunity for school staff to establish and build on their relationships with individual Parent Carers and the whole school community. Assigning a member of school staff to 'pop-in' or be 'available if required' during group sessions helps to be responsive to Parent Carer's needs.

Parent Carers told us that having a member of school staff present throughout group sessions could make it difficult for them to be open & honest about their feelings, especially if discussing arising issues which were causing them upset or frustration. School staff need to mindful for this and work with their Group Facilitator to ensure that Parent Carers have protected time without the presence of school staff to fully participate in group discussions.

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Studio 3 is an independent organisation which provides a range of clinical and coaching services for individuals and organisations. Founded in the 1990s, Studio 3 promotes the ideals, philosophies and benefits of positive psychology and Low Arousal Approaches.

​

We are the originators of the Low Arousal Approach, a non-aversive approach to managing distress, which encourages stress reduction and de-escalation, with a focus on the behaviour of supporters. Whilst we specialise in supporting professionals and families to best support individuals with autism, intellectual disabilities and a range of other conditions, we also provide training and coaching in a number of areas including for teachers in educational environments and for residential and foster carers, as well as clinical services such as diagnostic assessments and one-to-one therapy for individuals.

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Studio 3 is an independent organisation which provides a range of clinical and coaching services for individuals and organisations. Founded in the 1990s, Studio 3 promotes the ideals, philosophies and benefits of positive psychology and Low Arousal Approaches.

​

We are the originators of the Low Arousal Approach, a non-aversive approach to managing distress, which encourages stress reduction and de-escalation, with a focus on the behaviour of supporters. Whilst we specialise in supporting professionals and families to best support individuals with autism, intellectual disabilities and a range of other conditions, we also provide training and coaching in a number of areas including for teachers in educational environments and for residential and foster carers, as well as clinical services such as diagnostic assessments and one-to-one therapy for individuals.

What is the Low Arousal Approach?

The Low Arousal Approach enables professionals, carers and family members to accept and manage distressed and challenging behaviours when they arise, and equips them with the tools to create systems of support around individuals to manage stress and trauma. The approach empowers the individual or team to focus on the 'person' in the situation, identify causes for distressed behaviour, and use proven Low Arousal skills to reduce distress and improve overall well-being.

​

At Studio 3, we are strongly anti-restraint and never advocate the use of restrictive practices in care environments. Whilst we sometimes teach gentle physical skills on a case-by-case basis, we will never teach prone or supine restraint holds and do not sanction seclusion of any kind.

​

Our aim is to give carers the skills they need to manage challenging behaviours without situations escalating to crisis levels, subsequently improving environments and developing more positive relationships between supporters and individuals. After receiving training or clinical inputs from our team, staff report feeling more confident in the workplace, less stressed, and more positive about their relationships with the individuals they support.

Studio 3 Training Systems

​

Studio 3 trainers specialise in crisis management training for individuals working with adults and children who struggle with a range of issues across the life span, from autism spectrum disorders (ASDs) to intellectual disabilities. Our courses are founded upon applied academic research and carried out by specialists within residential homes, day centres, schools and educational settings, respite care homes and hospital settings.

​

We have a number of training options dependent on the needs of the individual or organisation, including Low Arousal Training, Managing Signs of Distress, The Atlass Programme, The LASER (Low Arousal Supports Educational Resilience) Programme, Trauma-Informed Care Training Using the SSRR Approach for foster carers and residential children's services, and our Train the Trainer scheme.

Studio 3 Clinical Services ​

​

At Studio 3, our highly experienced clinicians provide clinical inputs such as integrated psychology, specialist behavioural support, psychological health and psychotherapy services to a wide range of sectors (e.g. intellectual disabilities, autism, children's services, ABI, mental health and the elderly) throughout the UK and several European countries. Our clinical team provide a positive focus on psychological well-being and positive interventions. To achieve this, we adopt a holistic approach to supporting individuals, ranging from 'one-on-one' therapies to providing specialist psychological supervision and coaching support. We also carry out a variety of assessments, including autism diagnostic assessments and specialist assessments.

More...

Low Arousal Online Training

Foundation and Advanced Level

Low Arousal training sessions are now being delivered online by our team of experienced crisis management trainers. These 3.5 hour sessions cover the principles of Low Arousal Approaches and their application in practice, and are applicable for families, teachers, staff and more. The foundation course also includes a free e-copy of 'The Reflective Journey' by Professor Andrew McDonnell.

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Managing Behaviour | Studio 3 Crisis Management Training

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Studio 3 are the leading consultants in crisis management training, physical interventions and de-escalation. Studio 3 provides training, clinical intervention and advice, with a focus on reducing the use of restraint and physical intervention.

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School's can support their Parent Carer Engagement & Participation Group by minimising the group facilitator's responsibilities and workload outside of the group setting.

School's can support their Parent Carer Engagement & Participation Group by:

Communicating directly with the whole school community on the group's behalf (e.g. email, letter, phone call, newsletter, parent communication app).

Admin, office supplies, printing & photocopying.

Helping to creating & put up flyers to advertise the group.

Collecting & disposing of rubbish and recycling from the group.

Being responsible for the collection, processing & storage of personal information related to Parent Carers who visit the group.

N.B. Group facilitator's still need to be aware of GDPR- GDPR, or the General Data Protection Regulation, is a European Union law that sets guidelines on how organisations handle personal data. It aims to give people more control over their personal information and ensure it's handled securely and fairly.

For further information on GDPR, please visit the Government's GDPR webpage and the ICO's webpage.

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If you do not provide risk assessment training to your school's group facilitator, the school will need provide regular risk assessments of the group space/venue and activities on behalf of the Parent Carer Engagement & Participation Group.

For further information on Risk Assessments, please visit the Government's Health & Safety webpage and the Health & Safety Executive's webpage.

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Equality Vs Equity Comparison Infographic

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Equality Vs Equity Comparison Infographic

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Cornwall Council- Educational Welfare Service

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Cornwall Council- Educational Welfare Service

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The Education Welfare Service offers a service to schools and families. We aim to ensure that every child in Cornwall has the opportunity to access education. Working within Government guidance and  legislation we can provide the following services:

Attendance Advice and Guidance
We provide advice and guidance on issues that may present barriers to a child accessing or sustaining an acceptable level of attendance in education. This may include welfare issues, behaviour and special educational needs.

Monitoring School Attendance
We monitor School Attendance against Government targets and help schools develop strategic policies and procedures to improve performance and reduce persistent absence in Cornwall. We work with pupils and their families, schools and other support agencies to address barriers leading to individual poor attendance. By using a solution focused approach we can successfully work towards better outcomes for children in Cornwall both educationally and socially.

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The Education Welfare Service offers a service to schools and families. We aim to ensure that every child in Cornwall has the opportunity to access education. Working within Government guidance and

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Most children and young people’ special educational needs can be met within educational settings with universal and specialist support (SEN support). A few children and young people with complex needs will require the support of an education, health, and care plan (EHCP).

The Statutory Special Educational Needs and Disabilities (SEND) Team is responsible for:

Education, Health and Care (EHC) Needs Assessment Processes

maintenance and review of EHC Plans

management and administration of statutory processes associated with EHC plans

For example: Change of school placement

The team work with:

children and young people with SEND

education settings

families

a range of services and other local authorities

We make statutory arrangements for children and young people with the most complex SEND.

We also deal with school admissions for children with an Education, Health and Care (EHC) Plan.

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You can find information on the support we provide and how to access it below. We also signpost to national and local resources.

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Services that support children and young people with SEND - Cornwall Council

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Information on the support services provided by Cornwall Council to support children and young people with special educational needs and disabilities.

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Cornwall Council- Special Educational Needs & Disabilities

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Cornwall Council- Special Educational Needs & Disabilities

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This section provides information for parents / carers and young people, to help meet the needs of children and young people with Special Educational Needs and Disabilities (SEND).

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Special Educational Needs and Disabilities

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Information, advice and guidance for parents / carers and young people about special educational needs and / or disabilities

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Cornwall Council- Early Support, SCIP and Team Around the Child (TAC)

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Cornwall Council- Early Support, SCIP and Team Around the Child (TAC)

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We bring together families and professionals to plan support for young people. We work to improve the way that services work with disabled children and young people. We ensure that children, young people and their families are at the centre of the services. We offer Lead Professional training.

Early Support is a service which helps disabled children and young people. It is part of the Disabled Children and Therapy Service.

We work with children and young people aged 0 to 18 years who have an additional need or disability.

A Team Around the Child (TAC) meeting brings together professionals and families.

At the meeting a lead professional will write an Early Support Plan.

The plan will look at the priorities of the child and their parents or carers.

The TAC meeting is chaired by a Lead Professional who is chosen by the child and their family.

The Lead Professional acts as a ‘Key Worker’ for the family.

Supporting Change In Partnership (SCIP) is a sixteen week intervention.

It is for families who need practical support with their disabled child.

SCIP aims to prevent the need for a Social Work Assessment.

SCIP works on the things that families say are difficult for them.

SCIP aims to respond quickly to children, young people and their family’s needs.

SCIP workers and trained Parent Volunteers deliver the service.

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Early Support, SCIP and Team Around the Child (TAC)

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Portage workers are Early Years practitioners who have a good knowledge of child development and have special needs experience. We are part of the Disabled Children and Therapy Service. We provide support and guidance to enable parents to achieve the best outcomes for their child.

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Information on the Portage team that supports children and young people with disabilities aged up to 28 months

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We set up a Parent Carer Trauma Working Group to explore what trauma looks like for parents of disabled children and how to best support parents. Thank you to everyone who has volunteered their valuable time on this project.

Our discussion document is available here: PARENT CARER TRAUMA Discussion Paper

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We set up a Parent Carer Trauma Working Group to explore what trauma looks like for parents of disabled children and how to best support parents. Thank you to everyone who has volunteered their valuable time on this project. Our discussion document is available here: PARENT CARER TRAUMA Discussion Paper If you…

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Schools and Group Facilitators need to well versed in inclusive and Neuro-affirming language.

Things to be mindful of:

Families come in all different shapes and sizes, so Group Facilitators need to be able to adjust their language so that Parent Carers feel seen and understood (e.g. LGBTQI+, Foster & Adoptive Parents etc).

Parent Carers of children with SEND often pick up the language to communicate their child's differences from professionals involved in their care. The medical model of identifying SEND needs is 'deficit based' (i.e. focused on things the child lacks). School staff and Group Facilitators are well placed to model the use of more positive language to communicate a child's SEND needs, and help Parent Carers learn how to use more affirming language with and about their child.

The demographic of Cornwall is broadening all the time, so School Staff and Group Facilitators need to have increased awareness of cultural and religious differences within your school community and how best to support them.

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Dr Joanne Riordan for Twinkle- A Neurodivergent Educational Psychologist's thoughts on the school transition process for Neurodivergent Children

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Dr Joanne Riordan for Twinkle- A Neurodivergent Educational Psychologist's thoughts on the school transition process for Neurodivergent Children

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Stay up-to-date with changes and events in primary education using our handy news feed. Includes articles from trusted sources about the web.