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Autism Central for Parents and Carers | Autism Central

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Autism Central offers a wealth of resources for parents, carers and personal assistants of autistic people in England – from articles and learning materials to signposting you to services and support in your local area.

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CBeebies Bedtime Stories - New and Trending: Cat Burns - Cloud Boy

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Singer and Celebrity Traitor Cat Burns reads the story of a young boy whose head is always in the clouds.

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Advice and support for families of young autistic children to care for their teeth and gums.

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Easy read and communication support for healthcare and medical professionals

My Health | A&E and Hospital | Blood pressure | Diabetes | Eyes | Healthy living | Kidneys | Operations | Skin | Teeth | Tests

A collection of free PDF's for patients using Widgit Symbols.

Copyright notice
Widgit resources, whether bought or free of charge, are protected by copyright. The symbols are copyright Widgit Software and the content of the materials is copyright Widgit Software unless otherwise specified. You may not under any circumstances distribute these to any third party, they are for your own use. Distribution of materials is illegal.

For more information on our symbol software
and educational products, visit widgit.com

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Easy read and communication support for healthcare and medical professionals My Health | A&E and Hospital | Blood pressure | Diabetes | Eyes | Healthy living | Kidneys | Operations | Skin | Teeth | Tests Copyright notice Widgit resources, whether bought or free of charge, are protected by copyright.

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Support and self help guide - Children_Young People Mental Health

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Creating a safe space at home which is sensory friendly can reduce anxiety and make a big difference to a neurodivergent child. Learn more from Just One Norfolk about sensory activities and spaces for your home.

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All of us have our own unique response to sensory stimuli that can vary from time to time. This might affect our participation in daily activities. A sensory enriched and adapted environment and opportunities for engagement in a variety of sensory activities supports children and young people's sensory regulation, self-esteem and well-being.

These video sessions are suitable for both parent/carers, school staff or other professionals with no previous knowledge or understanding of Sensory Processing / Sensory Integration issues.

The video session below is part three of a three part video series introducing sensory processing and sensory circuits in the home.

This session will cover

Sensory-Motor Circuits for home

What is a sensory-motor circuit?

What do you want to achieve through using a sensory circuit?

Selecting the right activities

Finding the right space

Equipment and materials needed

An example of a sensory circuit at home.

Lynda Niles is an Independent Occupational Therapist providing highly specialist occupational therapy services for children, young people, and some adults.

Lynda qualified as an Occupational Therapist in 1987 and has worked in a variety of clinical and managerial roles within health, social care and community settings, moving to Norfolk in 1999 to work in a Child and Adult Mental Health service. From 2010 she set up an independent practice specialising in working with children and young people who have neurodevelopmental difficulties (such as ADHD, Dyspraxia, ASD and some learning difficulties etc.) and started her formal sensory Integration training in 2011.

Children's Occupational Therapists work with children from birth to 18 (or 19 if attending Complex Need schools). If your child or young person is under the Occupational Therapy teams, you can speak to them about any questions you may have.

If you think your child requires specialist support, please speak to their GP.

If you have any questions about your child or young person's general health or development, you can contact the Healthy Child Programme by calling Just One Number on 0300 300 0123 or texting Parentline on 07520 631590. Our opening hours are 8am-6pm Monday-Friday (excluding bank holidays) and 9am-1pm on Saturdays.

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Find support from occupational therapists covering sensory circuits at home, and how parents can support their children's sensory needs at Just One Norfolk.

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All of us have our own unique response to sensory stimuli that can vary from time to time. This might affect our participation in daily activities. A sensory enriched and adapted environment and opportunities for engagement in a variety of sensory activities supports children and young people's sensory regulation, self-esteem and well-being.

These video sessions are suitable for both parent/carers, school staff or other professionals with no previous knowledge or understanding of Sensory Processing / Sensory Integration issues.

The video session below is part three of a three part video series introducing sensory processing and sensory circuits in the home.

This session will cover

Sensory-Motor Circuits for home

What is a sensory-motor circuit?

What do you want to achieve through using a sensory circuit?

Selecting the right activities

Finding the right space

Equipment and materials needed

An example of a sensory circuit at home.

Lynda Niles is an Independent Occupational Therapist providing highly specialist occupational therapy services for children, young people, and some adults.

Lynda qualified as an Occupational Therapist in 1987 and has worked in a variety of clinical and managerial roles within health, social care and community settings, moving to Norfolk in 1999 to work in a Child and Adult Mental Health service. From 2010 she set up an independent practice specialising in working with children and young people who have neurodevelopmental difficulties (such as ADHD, Dyspraxia, ASD and some learning difficulties etc.) and started her formal sensory Integration training in 2011.

Children's Occupational Therapists work with children from birth to 18 (or 19 if attending Complex Need schools). If your child or young person is under the Occupational Therapy teams, you can speak to them about any questions you may have.

If you think your child requires specialist support, please speak to their GP.

If you have any questions about your child or young person's general health or development, you can contact the Healthy Child Programme by calling Just One Number on 0300 300 0123 or texting Parentline on 07520 631590. Our opening hours are 8am-6pm Monday-Friday (excluding bank holidays) and 9am-1pm on Saturdays.

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Find support from occupational therapists covering sensory circuits at home, and how parents can support their children's sensory needs at Just One Norfolk.

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We have a great selection of events and challenges on offer for all ages and abilities, right across the UK.

There are many similarities in the eating patterns of autistic people with ARFID and those who have ARFID but no additional autism. These include: Sensory sensitivities, high anxiety around foods/eating situations and lack of interest in food. However, in autistic individuals (both children and adults) these issues can be more severe and more resistant to treatment. This is simply due to the additional difficulties and differences having autism places on the person. For example, sensory issues can be heightened and more complex; routines and rituals around foods can be more inflexible and rigid due to additional anxiety about change and the autistic person often has more problems recognising and responding to internal body states such as hunger or being full (known as 'interoception').

Autistic people also have extra difficulties communicating and interacting with others (often called 'social-communication' difficulties). This means it can be harder for them to explain their difficulties with food, it can be harder for family and friends to understand and manage the issues and harder for the individual to participate in treatment, particularly if this is offered in a group or is a 'talking therapy'.

In addition to having an ARFID style pattern of eating it is increasingly recognised that autistic individuals are at risk of developing other eating problems or disorders such as Anorexia Nervosa (AN) or Bulimia Nervosa (BN). Typically these eating disorders often appear for the first time in adolescence or early adulthood (whereas ARFID is often more obvious in earlier childhood) and often lead to serious weight loss and other physical and mental health problems. For more information about these types of eating problems and where to find support see:

Given that these type of eating disorders are generally more common in females; autistic girls and women appear to be more at risk. In addition, for some autistic girls and women controlling eating is a way of managing overwhelming feelings of anxiety. This can be particularly true during adolescence where physical changes such as puberty and social and academic pressures can cause anxiety to spiral out of control. As a result, it is very important that such anxiety and associated eating problems are recognised early and given the right support. For more information about these types of eating problems and where to find support see:

In addition to having ARFID some autistic people display 'Pica' which is the medical term for eating non-foods. Commonly eaten items include: Paper, cloth, wood, plastic, stones, earth, metal and faeces. Pica carries serious health risks with only 1 episode having the potential to lead to significant harm. For more information about these types of eating problems and where to find support see:

We don't know what causes pica and there may even be different types of pica behaviour. For autistic people managing sensory needs and supporting anxiety appear to be important as is controlling access, wherever possible, to potentially dangerous pica items. Doing so can help keep the individual safe and possibly even reduce the individual engaging in pica. For more information about these types of eating problems and where to find support see:

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Feeding and eating problems are common autistic individuals. Difficulties such as only eating a very few foods, going a long time without eating and extreme anxiety about foods and mealtimes are frequently reported.

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Neurodivergence & Early Years Workshop - Online

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Just One Norfolk has been created by Norfolk & Waveney Children & Young People's Services which is provided by Cambridgeshire Community Services NHS Trust. This service is commissioned by Norfolk County Council.

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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Just One Norfolk has been created by Norfolk & Waveney Children & Young People's Services which is provided by Cambridgeshire Community Services NHS Trust. This service is commissioned by Norfolk County Council.

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Learn more from Just One Norfolk about the process of getting a diagnosis for your child, how to support them and where to get help.

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The Norfolk Area Special Educational Needs and Disability (SEND) and Alternative Provision Strategy 2024-2029 has a focus on 'my friends and activities'. It sets out our commitment to increasing the choice of things to do for children and young people with SEND. We will:

Publish things to do on our calendar of SEND events in Norfolk

Promote options through Norfolk SEND Facebook and the Norfolk SEND bulletin

Sign up for the Norfolk SEND bulletin.
We've added a list of related webpages and useful links for you to explore to this page.

Add your SEND event to our calendar

If you have an activity or event for children and young people with SEND, we'd love to hear about it:

Please send us your event details using the 'Submit Event' button within the calendar below

When filling out the form, please remember to include information about accessibility, inclusion, age range and cost

Our calendar of SEND events in Norfolk

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Things to do for children and young people with SEND - Norfolk County Council

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Activities, things to do and a calendar of SEND events in Norfolk

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Children showing abusive behaviour - Norfolk County Council

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Advice for parents if your child is displaying abusive behaviour towards you or someone else

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Pathological Demand Avoidance - Norfolk Autism Partnership

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PDA Society The PDA Society is the only specialist PDA charity in the UK. They are a small team, and all of them have a personal connection with PDA. Their goal is to try and make life better for PDA people and their families – they believe that happy, autonomous lives are possible. They have …

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West Norfolk Autism Group | Supporting Autistic Children & Adults - Independent West Norfolk charity supporting autistic children, adults and their families

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The West Norfolk Autism Group provides support to individuals of all ages with autism, and their families and carers, and campaigns for better local services for those living with autism in West Norfolk.

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Norfolk and Waveney Autism/ADHD Support Service

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Improving outcomes for children and young people awaiting assessment for autism/ADHD or recently diagnosed.

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A GMC Website page that might be of interest to you.

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Like autism, gender identity and sexual orientation exist on a spectrum.

The unique experience of being young, autistic and LGBTQ+ has often been overlooked. We recognise there hasn't been enough LGBTQ+ specific resources in the autistic community.

Some research suggests that gender identity and sexuality are more varied in autistic people. Being LGBTQ+ and autistic are two identities that co-exist, and being autistic does not change any LGBTQ + identity.

To support autistic young people in understanding themselves and others, we have worked closely with LGBTQ+ autistic young people to produce articles and visual stories, based on their own experiences.

In this video, three of our Youth Network members open up about their experiences of being an LGBTQ+ autistic young person ; from finding events that are inclusive for the autistic community, to following LGBTQ+ content creators online.

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Ambitious about Autism is the national charity for children and young people with autism. We provide services, raise awareness and understanding, and campaign for change. Through TreeHouse School, The Rise School and Ambitious College we offer specialist education and support.

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It can be difficult to talk to your child about sex and sexuality, particularly if they are autistic. It may take your child a little longer to process or pick up on certain concepts. They may struggle with understanding 'appropriate' behaviour when it comes to sex and relationships.
To help you with this, we've put together some ideas for talking to your child about puberty, sex, sexuality and relationships, as well as links to some useful resources.

When to talk to your child about puberty, sex, sexuality and relationships

School classes address puberty, sex, sexuality and relationships at an age-appropriate level. Find out what your child's school will be teaching, and when. By working with the school, you will help to ensure consistency between school and home explanations.

You might decide that these lessons are paced inappropriately for your child. Perhaps they progress too fast and assume too much prior knowledge, or don't start at an early enough age. Autistic children often need a longer period of time to adjust to and understand any changes in their lives.

Your child may do things that will be considered inappropriate as an adolescent or adult, eg removing their clothes at unexpected moments. It may be easier to address these behaviours before puberty begins.

Talking about puberty

How to talk to your child about puberty

Answer honestly any questions your child has about puberty and their body. This will help your child to learn that puberty is not something to be embarrassed about and that they can trust you to give them the right information. If you are unsure of the right answer, it is better to say that you are unsure. Your child may be confused if your answer is not clear.

Your child might ask a question at an inappropriate moment. You could develop a standard response, which everyone in the family can use, such as 'That's a good question. Let's talk about it once we get home'. Remember to deal with the question when you get home or your child may be reluctant to ask you questions again.

Your GP or practice nurse may be able to help, especially if your child will only be satisfied with an accurate, full and scientific answer. Involving the GP or practice nurse may help your child to feel comfortable talking to them about their bodies in the future, eg about sexual health or contraception.

Language

Be careful how you use language. Saying that your son's voice is "breaking" may be very worrying for an autistic child, who may take it literally. Instead you could say that your voice is changing and likely to become deeper. You could then refer to their father's/uncle's/older brother's voices and explain that men's voices are usually deeper than women's.

You may want to explain that there are different names for private body parts, and that the words you are using might be different to words your child might hear in the playground. You could explain that they should not feel they need to join in with playground conversations about private body parts if they don't want to.

Private/public

While you are talking to your children about puberty and sex, you may also need to provide some guidelines about the difference between public and private.

These may include:

who they can talk to about any concerns they have, eg mum, dad, the GP and school nurse

which rooms are private and which are public

that they should only undress or masturbate in a private room (eg their bedroom)

that people should always knock on a bedroom door before entering (you will need to make sure that everyone who visits your home is aware of this rule).

Explaining physical development

You could use visual supports to explain the basics of development, such as:

photos - you could show your child photos of themselves as a baby and toddler, and of yourself or other family members at different ages, to help your child to understand about when puberty happens in a person's life

a body outline, labelling all of the body parts, and highlighting how each part will change, and talking about what fluids come from each part - sweat, tears, urine, semen, menstrual blood, vaginal discharge.

Encourage your children to feel positive about these changes by talking about some of the advantages of being an adolescent and adult, eg you can make your own decisions about how to have your hair cut, you can vote - whatever will appeal to your child.

Menstruation (periods)

You daughter may need reassurance that menstruation is a normal biological process, and that she will not bleed to death. Tell your daughter who to go to at school if she gets her period while there. Your daughter could carry a small notebook around with her with information or reassurance for those moments when you will not be there. This will also encourage independence and could be used in various ways throughout her life.

Show your daughter how to use sanitary products, pointing out any particular features which might help her to remember how to use them correctly. Put sanitary products in a particular drawer in your daughter's bedroom, or in the bathroom, so she can be reassured that they will always be there when she needs them.

You could use a calendar to help your daughter to understand when her period is due. This may help her to feel less anxious. Alternatively, a period tracking app for her tablet or smartphone may be more subtle and could promote independence.

Masturbation

Be prepared to talk about masturbation with your child so that they do not develop any anxieties about what they are doing. Reassure them that masturbation is a normal activity.

It is important that your child knows know how to clean themselves, if necessary, after masturbation. You could perhaps supply tissues/wet wipes or an appropriate towel. You may want your child to tell you if bedclothes need changing. If your child would find this difficult, you could introduce a symbol or hand signal that they could use to let you know. You could also choose a specific day each week for bedclothes and sheets washing.

Body image

You may need to be careful that your child does not develop an unrealistic view of what their body or other people's bodies should look like. Some children and teenagers may look at the images in the media and social media and believe that their body will look like those, or they may think that their body will look just like the bodies in the visual materials you have used. Stress that all bodies are a bit different and that's ok.

Personal hygiene

Address personal hygiene issues as your child approaches puberty. Prepare your child for the need to wash more often, for shaving and for using deodorants. You will need to explain how to do these things, as well as the social rules determining why we do them. A social storyTM might be useful here.

If your child already has an established routine or tick list for their morning schedule, washing themselves, changing their clothes or their bed sheets, you could perhaps adjust it to include the use of deodorants, showering every day, shaving every other day and so on.

Relationships and sex

Relationships

Your child might need help to understand social interaction in order to sustain a relationship. You may need to discuss why some people get married or choose to live permanently with one person. You could explain these things by discussing your relationship with your partner or those of other family members.

This could be supported visually by drawing stick figures, or using photographs, of each significant person in this individual's life, including themselves, their family members, support workers, teachers and doctors, if appropriate. You may want to use a different piece of paper for each person. The pictures should be placed in the middle of the paper and connections should be made to a variety of drawings, words or photographs that surround this person. These other pictures or words should symbolise this person's role for the individual concerned and perhaps other members of the family.

You could change the person in the centre from the autistic person to mum, dad or a sibling, as this may help your child to understand how other people view the relationships in the family. You may want to discuss another family that is different from your own - perhaps one headed by a single parent or vice versa, a family with two same sex partners or vice versa etc.

Sensory differences

Because of your child's sensory differences, they may be worried about the idea of hugging or kissing in future relationships. Reinforce that when it comes to relationships, they should only do what they are comfortable with.

Sexual health

You will need to discuss smear tests, contraception, and sexually transmitted infections. You may want to use a social storyTM to explain visits to the doctor or nurse.

Staying safe and appropriate behaviour

Staying safe

You could use a social storyTM to describe a situation where another person may act inappropriately towards the autistic person, and where they can tell someone about it, eg a parent or teacher.

Your child needs to know how to stay safe online. The NSPCC provides advice and tools about this, which you can read in our 'More information' section below.

'Inappropriate' behaviour

It is often non-autistic individuals who have decided this behaviour is inappropriate. Autism may affect a person's ability to understand what is considered to be socially appropriate behaviour and to imagine what other people might feel or be about to do. A behaviour might have a very significant and specific meaning for them which isn't 'just being rude' or sexually motivated.

For example, if an autistic person touches or brushes against a particular woman's breasts every time they meet, this could be because:

this is a routine action they have developed to work out what mood that person is in today, finding it difficult to glean this from a person's facial expressions and body language

they like the reaction they get - the shock on the person's face, or the verbal response which follows

they got sensory stimulation the first time they brushed against the woman's body, and want to repeat this

they may be curious about what that part of a person's body feels like and are acting on an impulse.

If an autistic person kisses someone unexpectedly, this could be because:

they have seen two people kissing on the television and think the other person will react the way the person they saw being kissed did

they think the other person wants to kiss, because they themselves want to kiss.

It can be hard to break the cycle of inappropriate behaviour. Here are some strategies you could try.

Behaviour diaries

Completing a behaviour diary, which records what is occurring before, during and after the behaviour, could help you to understand the purpose of the behaviour. A diary may be completed over a couple of weeks or longer if needed. This may be difficult to do if the behaviour is particularly unpleasant for the individual or those around them but it is an important stage in understanding and trying to solve the behaviour. Please note that while it is understandable that the immediate reaction to a person's behaviours could be negative and comprise feelings of shock or alarm, a calm reaction and level tone should be maintained if at all possible.

Social storiesTM and comic strip conversations

Using a social storyTM or comic strip conversation could help you to discover how the person viewed the situation and to describe what they should have done in that situation, eg "we greet people by shaking their hand".

"It's alright"

Draw a table with a list of people and activities such as holding hands and kissing on the mouth. Ask whether the different activities are alright or not with different sets of people for example family members, strangers, teachers and pupils. A tick/cross or yes/no can be placed in each box depending on what the person thinks, or what you tell them.

More information

Your next steps

Find out more about what help and support is available.

Contact the NSPCC 24-hour helpline if you are concerned about a child's safety.
Phone: 0808 800 5000
Email: help@nspcc.org.uk

Visit the Respond  website, which provides advice on issues of sexual abuse, sexual offending and learning disabilities.

The words 'Social Story' and 'Social Stories' are trademarks originated and owned by  Carol Gray. All rights reserved.

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A guide for parents and carers on talking to their autistic child about sex and sexuality.

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Meet other autistic people from the LGBTQ+ community, and share your experiences.

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These resources have been produced as part of Thrive Online and are designed to empower young people with Special Educational Needs and Disabilities (SEND) to build happy and healthy online relationships.

These resources for parents and carers are designed to help spark conversations and help you support your child around the topics of online pornography, healthy relationships and digital wellbeing.

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Supporting young people with SEND | Childnet

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These resources have been produced as part of Thrive Online and are designed to empower young people with Special Educational Needs and Disabilities (SEND) to build happy and healthy online relationships. These resources for parents and carers are designed to help spark conversations and help you support your child around the topics of online pornography, healthy relationships and digital wellbeing.

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Spring Term Psychology in Schools Workshop Programme - Jan to Mar 2025

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SEN Karate Class - ESKA - Norfolk’s Premier Karate Club

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This is a dedicated Karate class designed to provide a safe, inclusive, and supportive environment where individuals with additional needs can experience the many benefits of Karate.

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Just One Norfolk has been created by Norfolk & Waveney Children & Young People's Services which is provided by Cambridgeshire Community Services NHS Trust. This service is commissioned by Norfolk County Council.

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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Santa has fallen asleep, the children won’t get any presents! Join in the sensory story and help to wake Santa up in time!

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Phoebe’s Festive Favourites - a digital, sensory Christmas show

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Register for this year’s FREE show! Our fun & friendly puppets come together again for another interactive, sensory, Christmas adventure!

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Hi, we're the Autistic Young Experts and on this channel you'll find out about our experiences of being autistic in our everyday lives, why we see autism as a difference and not a deficit, and why you should too! If you're new to our channel, please consider subscribing...

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Respect Young People's Programme: Supporting families experiencing CAPVA

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Accessing Neurodevelopmental Services and Support for Families. Nov 2024

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Pan-Disability Soccer Skill Centres - Adults

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Pan-Disability Soccer Skill Centres - Children

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The Peep Learning Together Programme helps parents, carers and practitioners make the most of the learning opportunities in everyday life, supporting their babies’ and young children’s learning through play. Watch our ‘What is Peep?’ video to find out more about Peep groups, and to hear from Peep practitioners and families: Research has found that the main influences on young children’s outcomes are the quality of the relationship with their parents and carers, and what they do with their family, from birth (known as the Home Learning Environment). Early intervention makes a real difference.

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Preparing to go on holiday when you’re autistic

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Ambitious about Autism is the national charity for autistic children and young people. We stand with autistic children, young people and their families to champion rights, campaign for change and create opportunities.

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TOOL 9 - Supporting Learners with Transitions

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Hi, we're the Autistic Young Experts and on this channel you'll find out about our experiences of being autistic in our everyday lives, why we see autism as a difference and not a deficit, and why you should too! If you're new to our channel, please consider subscribing...

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How to help your child use a planner at secondary school - Resource Library - Sheffield Children's NHS Foundation Trust (sheffieldchildrens.nhs.uk)

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Resource Library - Sheffield Children's NHS Foundation Trust

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What is a school planner?

Most secondary schools provide their pupils with a planner. This helps the pupils to be organised. It is like a diary but it goes from September until July.

The planner has different sections. The main part is the diary section.

This is where pupils record homework they have been set. They can also add reminders, for example to bring items such as baking ingredients or PE kit. They can write down any unusual events for example trips or visitors.

The planners also have sections which give the pupils handy summaries about things they may need to know in lessons. For example, this may include a periodic table and pH scale used in science.

Planners often contain a section about the rules and behaviour expected at school, as well as reminding the pupils about reward systems.

They will have a summary of the school day and holidays during the year. The pupils will be able to record their own timetable somewhere in the planner too.

How do I teach my child to use a school planner ?

It's a good idea to introduce a planner as early as possible to get your child confident with it. You could start as early as Year 5.

Buy a 'week to view' diary to use with your child. If you can get an academic diary that's even better.

Show your child how to use a diary. Explain that the top of the page shows you which month you're looking at. Model how to find a date in the diary. For example if you are looking at May and you need March, which direction do you need to go? When you have the right month, can you then find the date you need? Give each other challenges to find different dates in the diary.

Then talk about different family member's birthdays and put those in. Spend some time going through the diary and putting key dates in. Include those everyone celebrates such as Christmas, Eid, Pancake Day, Easter and so on.

You could put in any special events for your family such as a wedding or holiday. The more your child practises going through the diary to find dates, the quicker and more confident they will get. You can always have a list of the months written out so they can refer to it until they feel confident.

Your child can use the diary at home and at school to practise checking when things are happening and to practise putting their homework in. Talk to their teacher about using it in the classroom.

Find out from your child how they are set homework. Some schools will ask your child to write the homework in their planner. Other schools give homework online.

Help your child learn to write homework in their planners. You can do this at home first by giving them something to write on a specific date and see if they can find it. Once they understand this, they can try writing homework in it at school. They may need help from the teacher or assistant to do this. Even if the homework is online, encourage your child to write in their planner what lesson the homework is for and when it is due.

If your child finds it difficult to access the homework online, you could speak with the special educational needs coordinator (SENCO) or class teacher to ask that the homework is printed for them.

When your child comes home each night, look at the planner together and see if they have any homework they need to do. You can show them how to write a reminder on the due date too so they don't forget to hand it in. You may need to help your child for a few weeks when they start secondary to make sure they remember to write homework and reminders down and that they look to check what they need to do each night.

If your child has any problems writing homework down when they start secondary school, be sure to contact the school and explain the problem so they can find a solution.

Things to consider

In order to use a planner, your child will need some basic skills first. These are:

knowing the days of the week and months of the year in order

understanding concepts such as before, after, the weekend and a fortnight

knowing ordinal numbers (used in dates such as 1st, 2nd 29th and so on)

Your speech and language therapist may have already recommended these as targets for your child, but if not and your child isn't sure about them, please ask for some extra support for teaching these.

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How to help your child use a planner at secondary school - Resource Library - Sheffield Children's NHS Foundation Trust

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What is a school planner? Most secondary schools provide their pupils with a planner. This helps the pupils to be organised. It is like a diary but it goes from September until July. The planner has different sections. The main part is the diary section. This is where pupils record homework they have been set....

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Resource Library - Sheffield Children's NHS Foundation Trust

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Puberty and autism in girls

What is puberty?

Everybody experiences puberty as part of growing up, and it can be a difficult time for young people and their families whether they are autistic or not.

There is no fixed age for puberty to start, however it usually takes place between the age of 8 and 13 years old.

Puberty is caused by changes in hormone levels. This typically leads to the following changes:

The impact of puberty for young people with autism

Puberty is a difficult time for all children. Children with autism may find it especially difficult as they may struggle to understand the changes that are happening, regulate their emotions and communicate with others how they are feeling. They may also find it difficult to understand what is appropriate and inappropriate.

They may need extra support and patience from the people around them to understand the changes that they are going through and to help them to learn new skills. They also may need support to understand what is socially acceptable in different situations and support to stay safe.

Puberty is also often a challenging and emotional time for parents too. Some parents may find it embarrassing or difficult to know how to talk about the changes their child is going through, and may have a lot of questions about how they should support their child through puberty. There may also be difficulties that arise due to an increase in hormones which affect the child's ability to regulate their emotions and behaviour.

It may be tempting to avoid the topic and ignore the changes your child is going through, however this may lead to more problems later on. As difficult as it might be, it is best to acknowledge the changes your child will go through so that you can plan how you will support them.

Your child will go through puberty. Puberty is inevitable, so assume that your child will show changes relating to their gender and sexuality.

Start thinking about puberty and how you will manage the changes as early as you can.

We all have different beliefs and expectation about puberty. Think about what your family's beliefs and expectations are. Does this fit with your child's needs and abilities?

Take a matter of fact approach (be neutral). Your child may not pick up on social cues or learn from peers about appropriate behaviour. Therefore you and other adults will be their source of information.

Establish rules around hygiene as early as possible.

Introduce the concept of public and private (spaces, body parts, behaviour).

Strategies

Communication

Use the correct words and phrase. Don't use pet names or slang. Be consistent, brief and simple and repeat the information often. You should link with other environments, such as school, to ensure you are using the same words, phrases and boundaries.

Be clear and concrete with your communication. Don't expect your child to pick up on euphemisms or indirect language. You could also use visual communication (signs, symbols, photographs) where appropriate.

Private

This can be described as being alone in a place where no one else can see or interrupt your child (for example their bedroom, a toilet at home, the shower or bath). You need to help the young person understand parts of the body that are ok to touch in private, and actions that are ok to do in private (for example touch self, masturbate, toilet, wash).

Public

This is a place where anyone can go and where other people will be around (for example, a shop, a classroom). You need to help the young person understand parts of the body ok to touch in public, and actions that are ok to do in public (for example, eating, talking to friends and so on).

Set rules and boundaries

You should think about what rules you want to have in the home. For example, knocking on bedroom doors before entering, always wearing clothes in front of others, undressing in the bedroom, masturbation in the bedroom only, using the toilet with the door shut and so on. Be clear and consistent with these rules.

Think about your child's personal care routine and whether you can develop any daily routines and rules about hygiene and personal care.

It is helpful of you model the rules and boundaries (for example, go to the toilet with the door shut and so on).

Further resources

When young people with Intellectual Disabilities and Autism hit puberty. A parents Q&A guide to health, sexuality and relationships. By Freddy Jackson Brown and Sarah Brown.

Girls growing up on the Autism Spectrum: What parents and professionals should know about the pre-teen and teenage years. By Shana Nichols with Gina Marie Moravick and Samara Pulver Tetenbaum.

What's happening to Ellie? A book about puberty for girls and young women with Autism and related conditions. By Kate E. Reynolds.

Things Ellie likes: A book about sexuality and masturbation for girls and young people with Autism and related conditions. By Kate E. Reynolds.

The autism-friendly guide to periods by Robyn Steward.

Taking care of myself: a healthy hygiene, puberty and personal curriculum for young people with autism by Mary Wrobel.

Is something missing from this resource that you think should be included? Please let us know

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Disclaimer

Please note: this is a generic information sheet relating to care at Sheffield Children's NHS FT. These details may not reflect treatment at other hospitals. This information is not intended as a substitute for professional medical care. Always follow your healthcare professionals' instructions. If this resource relates to medicines, please read it alongside the medicine manufacturer's patient information leaflet. If this information has been translated into another language from English, efforts have been made to maintain accuracy, but there may still be some translation errors. If you are unsure about any of the guidance in this resource or have specific questions about how it relates to your child, always ask your healthcare professional for further advice.

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Puberty and autism in girls - Resource Library - Sheffield Children's NHS Foundation Trust

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What is puberty? Everybody experiences puberty as part of growing up, and it can be a difficult time for young people and their families whether they are autistic or not. There is no fixed age for puberty to start, however it usually takes place between the age of 8 and 13 years old.

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Some of our videos are based on shorter, simpler books, while others are more complex in language and topic.

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We try to follow a strengths-based approach, and have chosen not to tell our audience which videos they might prefer or understand - we leave that up to you!

​

We hope you enjoy them.

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Some of our videos are based on shorter, simpler books, while others are more complex in language and topic.

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Autism spectrum condition (ASC) is a neurodevelopmental condition which affects the way children process information. ASC is not an illness; it is a spectrum condition that affects every child differently.

To learn more about Autism in children, watch our films below or read our factsheet.

Watch our Films

Dan & Charlie: 5 years on, life on the Autism Spectrum

Dad and son, Dan and Charlie share how their experience of living with Autism has changed in the five years since we last spoke in this Real life experience film.

Rachel - Life as a SENCO

In this 13-minute interview Rachel, the SENCO explains that Parents are often the first to notice if their child might be struggling. This might come to light when they're watching their child in playgroups. A nursery teacher can pick things up too. She highlights the importance of the check that is done by a health visitor when the child is two years old.

Fathers on Caring

Are you a dad getting to grips with parenting a child with additional needs?

Here, we talk to three dads who have an active and engaged role in looking after their child with additional needs. In this film, Damien, Anil and Usman open up about the challenges they have faced, the reality of the day-to-day, things they have learned along the way and where they have turned to look for support.

Never lose Hope - Fathers of children with Autism

Damien - Autism, expectations and Adapting

Autism Spectrum Condition in Children Information Film

This film explains how to recognise and help a child who shows the symptoms of Autism Spectrum Condition. (ASC)

The film focuses on children who may be very able and whose condition may not be readily apparent, especially girls, as they are particularly good at 'masking' symptoms. The film also highlights how people with Autism Spectrum Condition can also develop mental health conditions.

Autism and Co-existing Conditions in Children

Autism Spectrum Condition (ASC) is not a mental health disorder. It's a developmental condition and neurodiversity which affects how people see the world and how they communicate and interact. Autistic people will often, but certainly not always, experience some mental health challenges.

It is estimated that around 70% of people with autism have one mental health condition (such as anxiety, ADHD, depression or OCD) and around 40% of the 70% will have more than one. Some of these mental health conditions begin in childhood and are sometimes referred to as co-occurring or co-existing conditions.

Early intervention can be extremely effective at limiting the effects of these co-existing mental health conditions. Watch our film which features an interview with Professor Emily Simonoff, Professor of Child and Adolescent Psychiatry at King's College London, to find out more about autism and co-existing mental health conditions.

Raising a child with autism: Carrie and David

Carrie and David describe how their happy child began to feel excluded and different when she started school. The outside world is so structured towards the neurotypical that it was causing a lot of damage to Tylan who is not neurotypical because of their autism.

It is a misnomer that autistic children are not sociable. They want to be able to have all kinds of friends. But if they are excluded and don't fit in anywhere, this leads to feelings of isolation, sadness and depression.

Tylan finally came into her own when they became an actor playing an autistic character for Hollyoaks. The company and other cast members were determined to understand Tylan. They constantly change the environment around them and make adjustments to suit Tylan's needs. As a result, Tylan has flourished.

Growing up with Autism: Tylan

Tylan felt alienated at school, thinking everything they did was wrong. Having a diagnosis of autism helped them but they developed anxiety, felt overwhelmed, had sensory overload and preferred to be alone rather than with people who didn't understand them. Tylan then developed clinical depression which didn't allow them to see how things could get better or how they could succeed in life.

Tylan's job at Hollyoaks, where many adjustments were made to suit their needs, allowed them to flourish.

Further information:

ASC affects the way a child or young person communicates, behaves, and interacts with others. The earliest signs of autism are reflected in the way your child starts to communicate and develop language skills. There may be a delay in the development of speech, or the child may never learn to speak.

On the other end, a child may be far ahead of their peers in terms of language development but may not be aware of the volume they speak at and may mimic phrases and accents they hear on tv. Your child may struggle to read other people's body language and it may be hard for them to express their emotions to you or others.

Although you as a parent may have taken the necessary steps to understand your child and their behaviours and triggers, this doesn't always translate to other people who interact with your child. It is important your child is in a school environment which can help them grow and make them feel safe - be aware of how your child is treated by their teachers and the school as a whole and determine whether that is the right environment for them. As a parent, you are the anchor for your child in a world that is mostly catered to neurotypical individuals.

It is a common misconception that mostly boys are on the autism spectrum - many girls experience it too but are much better at masking their autism. Due to the difficulty in obtaining a diagnosis for girls, they struggle in school and at home and are unaware of their triggers and sensitivities. A diagnosis provides a way for children to recognise what helps them, what doesn't, and what they struggle with - which will help them thrive in the future.

Seek out a diagnosis if your child is delayed in meeting developmental milestones, seems socially withdrawn, resists different tastes and textures, or engages in challenging behaviour. The first step to getting a diagnosis would be to talk to your GP who will be able to refer you to the relevant health care professional.

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Autism Videos for Parents and Carers | Nip in the Bud

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Autism spectrum condition (ASC) is a neurodevelopmental condition which affects the way children process information. ASC is not an illness; it is a spectrum condition that affects every child differently. To learn more about Autism in children, watch our films below or read our factsheet.

# data[].attributes.attachment_link.readable_text
Carrie and David describe how their happy child began to feel excluded and different when they started school. The outside world is so structured towards the neurotypical that it was causing a lot of damage to Tylan, who is autistic.

It is a misnomer that autistic children are not sociable. They want to be able to have all kinds of friends. But if they are excluded and don't fit in anywhere, this leads to feelings of isolation, sadness and depression.

Tylan finally came into her own when they became an actor playing an autistic character for Hollyoaks. The company and other cast members were determined to understand Tylan. They constantly change the environment around them and make adjustments to suit Tylan's needs. As a result, Tylan has flourished.

# data[].attributes.attachment_link.title
Raising a child with autism: Carrie and David | Nip in the Bud

# data[].attributes.attachment_link.description
Carrie and David describe how their happy child began to feel excluded and different when they started school. The outside world is so structured towards the neurotypical that it was causing a lot of damage to Tylan, who is autistic. It is a misnomer that autistic children are not sociable.