# data[].attributes.headline
Social and play group for children with additional needs.

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Social and play group for children with additional needs.

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Come and join the fun.

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Reduced timetable and home educated children would benefit from this.

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Courses and information from the Family Hub.

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If you want to try something new, but unsure if your child will like it use the lending service.

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Fun day out for the family.

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See what's on in Dover.

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Dover Family Hubs Timetable - Feb - April 2026 

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Social story for returning to school.

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social story

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Social story for hair cuts.

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Helping your child understand hitting.

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Social story

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Winston Wish; lots of useful information on this site.

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Social story for going to the toilet.

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This is for children who are not able to access a suitable education setting, reduced timetable or homeschooled due to there disability.

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Helping to understand biting

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A unique package of support designed to help individuals who need guidance to overcome challenging circumstances.

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Advice, support, guidance.

# data[].attributes.body
If you feel that your child needs more support in their education, contact one of KCC's Specialist teachers.

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Request sensory impairment support from STLS - Kent County Council

# data[].attributes.attachment_link.description
Find out how to request a referral or obtain support from the Specialist Teaching and Learning Service (STLS).

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Includes Us 2 is a local parent-driven charity providing information and support to disabled children, young people and their families in the areas of Ashford, Folkestone and Hythe and Dover.

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Listening, supporting, empoweringdisabled children and their families Welcome to our website Find out more Includes Us 2 is a local parent-driven charity providing information and support to disabled children, young people and their families in the areas of Ashford, Folkestone and Hythe and Dover. Find out more

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Managing friendships, emotions and social skills.

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Information packs for parents and carers

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Managing friendships, emotions and social skills.

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Help boost confidence and self-esteem in your children

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A bookable session for parents or careers to chat to a practitioner.

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BDA Dyslexia Friendly Schools Abridged PDF Supportive Writing Technology Speech Recognition in Schools - Using Viavoice Speech Recognition in Schools - Using Naturally Speaking Using Ipads for Communcation Access Literacy and Learning NLP Spelling June 19 Alphabet Arc

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What is a learning disability?

The answer is that it's different for every person who has one. But there are some things that are true for everyone with a learning disability, and some common (and not so common) conditions that will mean you have a learning disability.

Our no-nonsense information and resources will help you get to grips with learning disability.

You might also like

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The answer is that it's different for every person who has one. But there are some things that are true for everyone with a learning disability, and some common (and not so common) conditions that will mean you have a learning disability. Our no-nonsense information and resources will help you get to grips with learning disability.

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debbie.chatfield@whitfield.kent.sch.uk

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karen.coates@whitfield.kent.sch.uk

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A source of information for parents and carers regarding the KCC local offer of support services for SEND children and young people and their families available in the their area.

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sen; send; special education needs; special educational needs; special needs; disabled children; children with disabilities; kent sen; kent send; special edicational needs in kent; local offer; kent local offer; kent's local offer; sen local offer; sen offer; send offer; send local offer; send information hub; send newsletter; sen information hub; kcc send; kcc sen

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Special educational needs and disabilities (SEND)

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SEND information hub (local offer) providing services and support for children and young people (0 to 25) with special educational needs and disabilities.

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DfE: Special educational needs and disability parent guide

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DfE: Special educational needs and disability parent guide

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Legislation is available in different versions:

Latest Available (revised): The latest available updated version of the legislation incorporating changes made by subsequent legislation and applied by our editorial team. Changes we have not yet applied to the text, can be found in the 'Changes to Legislation' area.

Original (As Enacted or Made): The original version of the legislation as it stood when it was enacted or made. No changes have been applied to the text.

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An Act to make provision to require Ministers of the Crown and others when making strategic decisions about the exercise of their functions to have regard to the desirability of reducing socio-economic inequalities; to reform and harmonise equality law and restate the greater part of the enactments relating to discrimination

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A guide for parents and carers explaining the purpose of the Mainstream Core Standards.

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KCC: Training opportunities for SEND parents and carers

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KCC: Training opportunities for SEND parents and carers

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If you have a child or young person with special educational needs and disabilities (SEND), you may need extra guidance and support.

You can learn more about your child's needs and the larger world of SEND by taking a training course.

Most training is free and provided through charities and support services. But there are some opportunities where you have to pay.

Specific special educational needs and disability training

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training opportunities for send parents and carers; bsl; neurodiversity; psychosis ; schizophrenia; sensory support; autism training; adhd training; disabled training; deaf

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Training opportunities for SEND parents and carers - Kent County Council

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Find training and workshops to help support you and your family to understand your child or young person with SEND.

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NHS: Understanding your child online parenting courses

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NHS: Understanding your child online parenting courses

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Kent Community Health NHS Foundation Trust

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Contact us

We really want to hear from you if you need our help or are feeling worried about anything.

Come along to a child health clinic for advice, information and support for you and your child's health and development from your local Health Visiting Team.

There are 12 Health Visiting Teams in Kent and you can ring your local team Monday to Friday, 9am to 5pm (excluding bank holidays) for support. When you call, we'll listen, answer any questions and signpost you on to other support if necessary. We are here to support on a range of issues including:

infant feeding

development or behaviour concerns

healthy eating

you and your baby/child's emotional well being

immunisations

toileting

sleep

accident prevention.

If you have medical concerns about your child or yourself please call 111, your GP or if urgent call 999.

You can email healthvisitingappointments@nhs.net to change or amend an appointment.

You can contact your local team for support using the details below.

Ashford − 0300 123 3092 / kentchft.ashfordHV@nhs.net

Canterbury and Coastal − 0300 7900 156 / kentchft.canterburyHV@nhs.net

Dartford − 0300 123 2075 / kentchft.dartfordHV@nhs.net

Dover − 0300 1233018 / kentchft.doverHV@nhs.net

Gravesend − 0300 123 2076 / kentchft.gravesendHV@nhs.net

Maidstone − 0300 555 0506 / kentchft.maidstoneHV@nhs.net

Sevenoaks, Swanley and Edenbridge − 0300 123 4497 / kentchft.sevenoaksHV@nhs.net

Shepway − 0300 123 1240 / kentchft.shepwayHV@nhs.net

Swale − 0300 123 4014 / kentchft.swaleHV@nhs.net

Thanet − 0300 013 4740 / kentchft.thanetHV@nhs.net

Tonbridge and Malling − 0300 1233017 / kentchft.tonbridgemallingHV@nhs.net

Tunbridge Wells − 0300 790 0243 / kentchft.tunbridgewellsHV@nhs.net

Some of our appointments are offered virtually via phone or video calls. You can find out more about these and how to access your appointment on our website.

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Understanding your child online parenting courses

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Published: 19/10/2021 Last edited: 20/12/2022 Code: 01175 Print this page Share on social media This content may not be reproduced, without the permission of Kent Community Health NHS Foundation Trust - contact us. Free online courses starting during pregnancy and continuing up until a child's 19th birthday Helping to build loving and close relationships between [...]

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Parent Course

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Parenting courses | Family courses | Kent Adult Education

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Join a Parenting course with Kent Adult Education and share experiences, ideas and concerns with other parents.

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The Cygnet Parenting programme really helped me deal with Q's behaviour and gave me coping strategies. I am now able to take Q out in public without being in fear of a major tantrum and having people judge me in how I deal with his behaviour

- (Parent attending Cygnet in Kent)

I know at the beginning of the course I wasn't very positive and thought its wasn't going to make a difference but it has, massively. I can now see a light at the end of the tunnel and feel so much more confident in dealing with 'my son'. You have helped our family so much!

- (Parent attending Cygnet in Hampshire)

Cygnet didn't change our autistic child, but it changed the way we understand and support our autistic child

- (Parents attending Cygnet in Grimsby)

As a trainer and parent of a child with Autism myself, I have really enjoyed seeing the progression the parents have made from the start of the course to the final session. Lots of emotions from parents including acceptance, relief, understanding and empathy.

- (Parent facilitator in Lancaster)

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Stay in touch

Sign up to our mailing list to keep in touch with our latest news, events and developments as well as regular sleep advice and how you can get involved with us on our awareness campaigns. We will never share your data with anyone else.

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We have a wide range of courses on offer for both families and professionals. Get in touch if you would like more information or to book.

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Level 1 training is the starting point for learning Makaton. It is recommended for:

parents, family members, carers and workers who need to use Makaton at home and in their work

participants who need a more detailed knowledge about using and applying Makaton to develop the communication skills of others

"Sceptical at first, but it has truly been a turning point in gaining language and confidence for my son. And now my other children use it to talk with my son too."

Content

Level 1 training provides a practical introduction to the Makaton Language Programme.

Sessions include discussing commonly asked questions, hints and tips for effective signing and symbol use and how to start using Makaton in everyday situations at home or work.

You will also learn the signs and symbols from Stages 1 and 2, and some of the Additional stage, of the Core Vocabulary.

Duration

Level 1 training is made up of two modules which can be delivered in a number of different ways.

Due to Covid-19 restrictions, the majority of our training is currently being done online over virtual meeting platforms such as Zoom, Webex or Teams.

Online training for Level 1 takes a minimum of seven hours and can be delivered in two to four sessions on one or more days, for example:

2 x 4-hour sessions (same day, one session in the morning, one in the afternoon)

2 x 4-hour sessions (different days)

3 x 2.5-hour sessions (different days)

4 x 2-hour sessions (different days)

Entry criteria

Participants must have an interest in early communication skills.

Workshops

For Level 1 training you need to attend one of the following workshops:

Level 1 workshop

Beginners' Workshop (Day 1)

Foundation Workshop (Day 1)

It does not matter which workshop you attend as they cover the same content.

Study materials

If you attend a Level 1 workshop or Day 1 of a Beginners' Workshop, you will receive a Participant's Manual, which includes the Makaton symbols and signs that you learn in the workshop.

If you attend a Foundation Workshop, you will receive four workshop manuals, Pocket Book of Signs 1 and Pocket Book of Symbols 1.

You will also be given a certificate of attendance. Please remember to keep your Level 1 training certificate in case you want to attend further Makaton training.

Next step

After completing Level 1 training you can attend Level 2 training .

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Level 1 training is the starting point for learning Makaton. It is recommended for parents, family members, carers and workers who need to use Makaton at home and in their work; and for participants who need a more detailed knowledge about Makaton

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Seek support from many voluntary organisations, support group and charities

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If your child has special educational needs, you can seek help from many voluntary organisations, support groups, and charities.

Local charities

You can also find support groups on our community directory for:

Our support services

For early years

For children and young people

Kent Resilience Hub resources - a wide range of resources to support your child growing up into adulthood and understanding their behaviour.

MASHs centres - attend appointments with different services in the same place on the same day, including members from health, social care, education and voluntary services.

Short breaks - a positive, fun activity for disabled children (0-18) to take part in. They can be anything from an after school activity or weekend club to an overnight stay.

Support for carers - help and support for those who regularly care for another person in Kent.

Independent impartial support

Kent Parent and Carer Together (PACT) - is the parent carer forum for parents of children and young people with disabilities. Join their forum to help get your voice heard and meet other parents.

Information, Advice and Support Kent (IASK) - a free, confidential and impartial service based in Kent to support you and your family. IASK also offer parent workshops and local events.

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Find local and national support for parents with children and young people who have special educational needs and/or disabilities (SEND).

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Empowering Disabled Children & Young people

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What we do

We are all about support and empowerment. That means parent workshops, training sessions, drop-in support groups, play events, family days out, direct information sharing, help with forms and applications, and when it comes down to it - a listening ear and loads of understanding. We will help you find the answers.

About Our Vision

How can we support you?

We offer training and support sessions as well as direct advice through our Family Support Officers. Lauren in Sittingbourne and Anna in Margate are here to help if you have questions about education, EHCPs (Education Health and Care Plans), access to therapies, access to disability social workers and social services, disability-specific charities and events, help with forms and more. We may not know everything, but we will help you as much as we can.

We help Theo

Theo is a little boy with Down's Syndrome. We helped him by putting his family in touch with other local families with disabled children, by loaning them books from our specialist resource library and by inviting them to our regular drop-in sessions and fun events. Theo loves to play in the ball pool, loves to go to new places and also loves slides! Linking up with For Us Too has given his family the confidence to get out and about and enjoy life.

Read more

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A charity run by parents & carers of disabled children & young people

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For Us Too (Formerly 4US2) aim to empower families across East Kent. We are all about support and empowerment.

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Face-to-face mental health support

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Safe Havens offer face-to-face mental health support.

Canterbury, Maidstone and Thanet Safe Havens, run by Mental Health Matters, are available 6pm to 11pm, 365 days a year, for people aged 16 plus. The Medway Safe Haven is open 12pm to midnight, 365 days a year, for people aged 16 plus.

No appointment or referral is needed. Anyone who lives in Kent or Medway can use the service, regardless of where you live.

The Folkestone and Hythe Safe Haven, run by Hestia, offers an open access walk-in service for residents of Folkestone and Hythe, aged 16 plus, and is open from 6pm to 11pm weekdays and 12noon to 11pm weekends and Bank Holidays, 365 days a year.

Contact details and the locations of each haven can be found below.

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Safe Havens offer face-to-face mental health support. Canterbury, Maidstone and Thanet Safe Havens, run by Mental Health Matters, are available 6pm to 11pm, 365 days a year, for people aged 16 plus. The Medway Safe Haven is open 12pm to midnight, 365 days a year, for people aged 16 plus.

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Support group for single parents and their children

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How to not need a holiday after the holidays

The holidays can be a stressful time for single parents, Natalie is a volunteer in our Wellbeing Digital Group and recently held an online workshop where she shared her 'go to' tools for managing the...

Read more

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We are Gingerbread, the charity for single parent families. We provide expert advice and practical support for single mums and dads in England and Wales.

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SEND information, Advice and Support Services to children, young people and parent/carers covering the local area.

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Information, advice and support to children, young people and parents/carers about special educational needs and disabilities (SEND). This includes health and social care where it is linked to education.
We are
A free, confidential and impartial service based in Kent. Staff and volunteers are independently trained in SEND.
We have
A Steering Group which includes parents, young people, representatives from local voluntary groups, children's services, parent/carer forum, education and social care. Together we plan the services we offer across Kent.

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Information, Advice and Support Kent (IASK)

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Information, advice and support to children, young people and parents/carers about special educational needs and disabilities (SEND). This includes health and social care where it is linked to education. We are A free, confidential and impartial service based in Kent. Staff and volunteers are independently trained in SEND.

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Walk in clinic for support with finance and counselling.

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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One-to-One advice and support for Autism

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One-to-One advice and support for Autism

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Open to people within families and support networks of autistic people who live in England. One-to-ones offer, personalised guidance and coaching from trained peer guides with lived experience. Receive practical guidance and signposting for navigating services and systems

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

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Read reviews

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

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

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

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

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

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Children's counselling (up to 18 years)

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On Thursday 30 November from 2:30am - 7:30am, you won't be able to contact Childline whilst we do some important maintenance to our systems. This means that 1-2-1 chats, calling and messages to Childline will be unavailable. You'll still be able to use the Childline website for advice and information.

If you're in danger or it's an emergency, you should always call 999

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Get help and advice about a wide range of issues, call us on 0800 1111, talk to a counsellor online, send Childline an email or post on the message boards.

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Suicidal support for children and young people

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Skip to content

Watch the full video

Thinking of suicide?

Are you, or is a young person you know, not coping with life? For confidential suicide prevention advice contact HOPELINE247.

My whole way of thinking has changed. I feel positive about my future and the people around me. I'm now looking forward to the future and helping others just like me!

Thank you so much for the incredible support PAPYRUS and HOPELINE247 has given me. You helped me in that moment and it kept me alive.

I intend to continue to fundraise for and promote PAPYRUS. I am so proud and humbled to be involved with a wonderful charity, and to have received the support that I have.

Having been personally bereaved by suicide I understand the importance and need for our charity. I am surrounded by others who are as passionate as I am about saving lives.

* All feedback is provided by people who contact PAPYRUS. All feedback has full consent of the user and the user remains fully anonymous. Some feedback may have been adapted to keep the users anonymity.

Our latest news

Stay up to date with PAPYRUS; our news section is regularly updated with helpful advice and guidance, as well as information about our upcoming events and campaigns. If you have any questions or queries please get in touch.

Our upcoming events

Please see below some of our upcoming and exciting events including fundraisers and charity events we will be attending. For more information please get in touch.

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Papyrus UK Suicide Prevention | Prevention of Young Suicide

# data[].attributes.attachment_link.description
PAPYRUS UK is a charity for the prevention of young suicide (under 35) in the UK | Call PAPYRUS HOPELINE247 on 0800 068 4141 Now

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Boost well-being

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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Crisis support

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24/7

You can text us any time, day or night.

Confidential

Your messages with us are confidential and anonymous.

Free

It is free to text Shout from all major mobile networks in the UK.

Get involved

Donations doubled in the Big Give Christmas Challenge

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

Can you help us hit our match funding target of £50,000 and support a further 5,000 people this winter?

Find out more

Get help

Ways to cope with upsetting events in the news

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

Find out more

I think Shout saved my life tonight... no one has ever made me feel so safe, listened to and understood

Shout texter

GET HELP

Online resources and support

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

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

Resources for you

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

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

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What is dyslexia? - British Dyslexia Association

# data[].attributes.attachment_link.description
Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is…

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Author: Kock et al (2019)

Title: Autistic women's experience of intimate relationships: the impact of an adult diagnosis

Source: Advances in Autism, 5(1):12.

Author: Kanfiszer et al (2017)

Title: 'I was just so different': The experiences of women diagnosed with an autism spectrum disorder in adulthood in relation to gender and social relationships

Source: Autism: The International Journal of Research and Practice, 21(6):9.

Author: Bargiela et al (2016)

Title: The experiences of late-diagnosed women with autism spectrum conditions: an investigation of the female autism phenotype

Source: Journal of Autism and Developmental Disorders, 46(10).

Author: Baldwin and Costley (2016)

Title: The experiences and needs of females adults with high-functioning autism spectrum disorder

Source: Autism: The International Journal of Research and Practice, 20(4):13.

Author: Wilson and Andrassy (2022)

Title: Breastfeeding experiences of autistic women

Source: MCN, American Journal of maternal Child Nursing, 47(1).

Author: Steward et al (2018)

Title: "Life is much more difficult to manage during periods": Autistic experiences of menstruation

Source: Journal of Autism and Developmental Disorders, 48(12).

Author: Simantov et al (2022)

Title: Medical symptoms and conditions in autistic women

Source: Autism: The International Journal of Research and Practice, 26(2):16.

Author: Seers and Hogg (2021)

Title: 'You don't look autistic': A qualitative exploration of women's experiences of being the 'autistic other'

Source: Autism, 25(6):12.

Author: Cumin et al (2021)

Title: Positive and differential diagnosis of autism in verbal women of typical intelligence: A Delphi study

Source: Autism, Volume Online First:1.

Author: Samuel et al (2022)

Title: Sensory challenges experienced by autistic women during pregnancy and childbirth: a systematic review

Source: Archives of Gynaecology and Obstetrics, 305.

Author: Corbett et al (2020)

Title: Pubertal timing during early adolescence: Advanced pubertal onset in females with autism spectrum disorder

Source: Autism Research, 13(12).

Author: Moseley et al (2020)

Title: 'When my autism broke': A qualitative study spotlighting autistic voices on menopause

Source: Autism, 24(6).

Author: Dugdale et al (2021)

Title: Intense connection and love: the experiences of autistic mothers

Source: Autism, 25(7).

Author: Seers and Hogg (2022)

Title: "Fake it 'till you make it": Authenticity and wellbeing in late diagnosed autistic women

Source: Feminism & Psychology: An International Journal, Volume Online First:1.

Author: Pohl et al (2020)

Title: A comparative study of autistic and non-autistic women's experience of motherhood

Source: Molecular Autism, 11(1).

Author: Cazalis et al (2022)

Title: Evidence that nine autistic women out of ten have been victims of sexual violence

Source: Frontiers in Behavioral Neuroscience, 16.

Author: Grant et al (2022)

Title: Autistic women's views and experiences of infant feeding: A systematic review of qualitative evidence

Source: Autism: The International Journal of Research and Practice, Volume Online First:1.

Author: Pecora et al (2019)

Title: Characterising the sexuality and sexual experiences of autistic females

Source: Journal of Autism and Developmental Disorders, 49(12).

Author: Milner et al (2019)

Title: A qualitative exploration of the female experience of autism spectrum disorder (ASD)

Source: Journal of Autism and Developmental Disorders, 49(6).

Author: Hampton et al (2021)

Title: A qualitative exploration of autistic mothers' experiences II: Childbirth and postnatal experiences

Source: Autism, Volume Online First:1.

Author: Sedgewick et al (2021)

Title: Gender differences in mental health prevalence in autism

Source: Advances in Autism, 7(3):17.

Author: Dubreucq and Dubreucq (2021)

Title: Toward a gender-sensitive approach of psychiatric rehabilitation in autism spectrum disorder (ASD): A systematic review of women needs in the domains of romantic relationships and reproductive health

Source: Frontiers in Psychiatry, 12.

Author: Moseley et al (2021)

Title: Autism research is 'all about the blokes and the kids': Autistic women breaking the silence on menopause

Source: British Journal of Health Psychology, 26(3).

Author: Sedgewick et al (2019a)

Title: the friendship questionnaire, autism, and gender differences: a study revisited

Source: Molecular Autism, 10(40).

Author: Cook et al (2017)

Title: Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings

Source: European Journal of Special Needs Education, 33(3).

Author: Schalbroeck, F. et al (2019)

Title: Risk of non-affective psychotic disorder or bipolar disorder in autism spectrum disorder: a longitudinal register-based study in the Netherlands

Source: Psychological Medicine, 49(15), pp. 2543-2550.

Author: Croen, L. et al (2015)

Title: The health status of adults on the autism spectrum

Source: Autism, 19 (7), 814-823

Author: Kirsch et al (2020)

Title: Association of comorbid mood and anxiety disorders with autism spectrum disorder

Source: JAMA Paediatrics, 174(1), pp. 63-70.

Author: Cumin et al (2021)

Title: Positive and differential diagnosis of autism in verbal women of typical intelligence: A Delphi study

Source: Autism, Online ahead of print.

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More women and girls than ever before are discovering that they are autistic. Many had been missed or misdiagnosed due to outdated stereotypes about autism. But that is slowly changing.

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What Is It?

The Picture Exchange Communication System (PECS) is a system to assist people in communication who are unable to do so through speech. The system uses picture cards for communication. It is one method that a child with a severe speech disorder can use to indicate his basic needs and wants. This reduces the child's frustration and his social isolation.

PECS is a stepping stone to effective communication. Your child will learn that when he hands over a picture with a glass of orange juice on it, he will receive the juice. This builds a foundation for communication. Gradually, the child can learn to use the cards to string words together and form sentences, which lends itself to the development of verbal communication.

Commercial vs. Homemade

While PECS refers to a system of communication, there are commercial PECS solutions available that provide a easy way of accessing pictures for communication; however they may not contain specific images of your child's favorite items. They may also be a bit pricey. As an alternative, you could make your own picture cards and tailor them to your child's individual needs.

Use a binder to store the picture cards. Draw an image on a piece of paper or cut an image out of a magazine and glue it to the paper. Label the picture. Laminate frequently used picture cards for the sake of longevity. Separate the cards into categories so that your child can easily access them. Create a category for food and beverages, one for toys, etc.

How to Use PECS

Step One

Work with a speech-language pathologist (SLP) to teach your child how to use PECS. Begin working with cards that correspond to your child's favorite items, such as a favorite toy truck. Place the truck on a shelf so that your child can see it, but not reach it. Take him over to the shelf and point out the truck. Hand him the picture card and tell him that if he wants the truck, he has to show you the card. After the child shows you the card, affirm his request by speaking it. Say, "Okay, Sam, you want the truck," at which point you should hand over the toy.

Step Two

Give your child several cards with other favorite items on it. Move away from him, but stay in the same room. Remind him that if he wants something, he has to show you the right card. As your child begins to master the system, provide him with additional cards, along with a binder to hold them.

Step Three

When your child appears completely comfortable with PECS, encourage him to begin to form sentences. Give him a card with the words "I want" written on it. Even if your child cannot yet read, he can learn to associate the words with the meaning. Demonstrate that when he wants something, he must first show you the "I want" card, followed by the card with the appropriate image. Always confirm your child's communication with your own words. Say, "Okay, Sam, you want a glass of milk. Good job!"

As your child continues to progress with PECS, gradually add more words to his vocabulary and continue to encourage him to form sentences. Gradually add cards that represent intangible things, such as the color red or the feeling of sleepiness.

Speech Therapy Techniques

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How to Use the Picture Exchange Communication System (PECS)

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The Picture Exchange Communication System (PECS) is a system to assist people in communication who are unable to do so through speech. The system uses picture cards for communication. It is one method that a child with a severe speech disorder can use to indicate his basic needs and wants.

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Visual supports can help to:

provide structure and routine

encourage independence

build confidence

improve understanding

avoid frustration and anxiety

provide opportunities to interact with others.

They can make communication physical and consistent, rather than fleeting and inconsistent like spoken words can be.

Types of visual support

A wide range of items can be used as visual supports. For example:

These can be real objects, printed images, or on a smartphone, tablet or computer.

Uses of visual supports

Visual supports can be used in a range of ways, for example:

as a single message, eg the person takes a yellow card from their pocket when they need to go to the toilet, or a puts purple card on the board when they're feeling stressed

in combination to create a daily timetable, schedule, sequence or reward chart

to make a choice, eg the person can put the trampolining symbol in the 'afternoon' area of the board

to illustrate a social story or comic strip conversation.

Examples of visual supports

Make visual supports  portable, durable, easy to find, personalised and consistent.

Portable

Make the visual supports portable by:

using a visual supports app on the person's tablet

storing photos and pictures on the person's smartphone

putting symbols, pictures and schedules in a folder for the person to carry with them.

Durable

Laminate printed visual supports

Back up any app, photos and pictures you use on a smartphone, tablet or computer.

Easy to find

Ensure that visual supports are easy to find, for example by:

placing them in prominent places at eye level

putting them on an actual object

putting a single symbol in the person's pocket

distributing them throughout particular environments, eg objects and areas in the classroom and at home could be labelled

putting a shortcut to them from a tablet home screen

attaching symbols to boards so that people know where to go to look at them - you could also use Velcro strips to attach symbols to a board, meaning schedules can be easily altered, eg activities removed once completed.

Personalised

Visual supports are very personal and what works for one person may not work for another. Use the person's special interest, eg make a visual timetable in the shape of a rocket.

Remember that some autistic people have difficulties generalising, eg they may not realise that a Hula Hoop packet symbolises all crisps.

It can sometimes be helpful to use more than one type of visual support, but always introduce visual supports gradually. Start with one symbol and then build up a collection.

Consistent

If using pictures, once you choose a type or style (for example, line drawings), use it consistently. Ask family members, friends, teachers or support workers to use the same visual supports consistently.

Useful resources

There are lots of pictures you can download or buy as printed images and apps that you can use. Some examples are listed below. Inclusion does not mean that the National Autistic Society has endorsed them. You can search our Autism Services Directory or ask the community for suggestions of others.

You should always check the terms and conditions relating to the use of images that you download and any costs involved.

More information

Gerhardt, P, Cohen, M. (2014) Visual supports for people with autism: a guide for parents and professionals. Woodbine House

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Visual supports are a communication tool that can be used with autistic people. They can be used in most situations, and are adaptable and portable.

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A definition of autism with an overview of communication, behaviours and interests, and sensory processing differences needed for an autism diagnosis.

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What if my child doesn't want to go to school?

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What if my child doesn't want to go to school?

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What can I do if my child wont go to school

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This section looks at reason why your child might struggle with going to school and how you and your childs school can help.

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Social Emotional and Mental Health | STLS

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If you are concerned about about your child's mental health and well-being, there are specific services available in Kent that can support you and your child.

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Good Mental Health Matters

Good Mental Health Matters is a free, NHS-initiated resource that empowers young people by encouraging them to take personal responsibility for their own wellbeing. It offers information for parents, including taking you through five positive steps for good mental health for your family.

Every Mind Matters

Every Mind Matters has a range of dedicated support and resources to help parents look after the mental wellbeing of their children and for young people to care for their own mental health.

Action for Children

Action for Children offers advice and activities to support children and parents with their mental health and emotional wellbeing.

MindEd for Families

MindEd for Families is a website full of advice about young people's mental health, which was created by experts and parents together.

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Good Mental Health Matters Good Mental Health Matters is a free, NHS-initiated resource that empowers young people by encouraging them to take personal responsibility for their own wellbeing. It offers information for parents, including taking you through five positive steps for good mental health for your family.

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KCC: Referral to Children and Young People Mental Health Services 

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KCC: Referral to Children and Young People Mental Health Services 

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Since 1 September 2017 all Child and Adolescent Mental Health Services previously provided by Sussex Partnership NHS Foundation were transferred across to North East London NHS Foundation Trust (NELFT) as the new provider. The service is now known as Kent Children and Young People's Mental Health Services (CYPMHS) and you can find details of their services across Kent and Medway here

Eating disorder services previously provided by Kent and Medway NHS and Social Care Partnership Trust were also transferred across to NELFT as the new provider. The service is now known as the All Age Eating Disorder Service for Kent and Medway.

Single Point of Access

The commissioned model requires a Single Point of Access (SPA) for all referrals. The SPA team within Kent is run jointly with Kent Community Health NHS Trust (KCHFT). The SPA is an integral part of the service as a central point for screening, triage and signposting. Access to the service is streamlined and referral management is effective.

Referrals to Kent CYPMHS

The referral process is through a Single Point of Access (SPA). This is used for all referrals.
Contact details
You can contact the SPA by telephone or email:

Telephone: 0800 011 3474
Email: nem-tr.kentchildrenandyoungpeoplehealthservices@nhs.net
Operating Times:
Monday to Friday: 8am to 6pm
Saturday: 8am to 12noon

Our NELFT Mental Health Direct (MHD) team provides additional support out of hours and weekends via telephone advice and triage to Crisis teams. The telephone number is 0300 555 1000.

Referrals to All Age Eating Disorder Service

The referral process is through a single telephone number. This will be used for all referrals. The minimum age for referrals to this service is 8 years.
Eating Disorder Service Contact Details
You can contact the Eating Disorder Service for Kent and Medway by telephone or email.

Telephone: 0300 300 1980
Email: nem-tr.eds.kentandmedway.referrals@nhs.net

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children and young people’s mental health services

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Children and Young People's Mental Health Services

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Providing targeted support for young people and their families with complex and additional needs.

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Amazon.co.uk: Children's Books About Mental Health

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Amazon.co.uk: children's books about mental health

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Young minds: Supporting a child with ADHD

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Young minds: Supporting a child with ADHD

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What is ADHD?

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

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

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

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

What are the most common symptoms of ADHD?

A child with ADHD may be:

easily distracted, finding it difficult to start or finish tasks

often unable to concentrate

often restless or fidgety

very talkative, often interrupting or blurting things out

impulsive, acting before considering consequences, prone to taking risks

easily angry or frustrated, struggling to deal with emotions

finding making or maintaining friendships difficult

disorganised, for instance often losing things or being late

lacking awareness of time

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

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

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

What to do if you think your child might have ADHD

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

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

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

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

ADHD diagnosis, support and treatment

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

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

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

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

Support and treatment options

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

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

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

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

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

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

What you can do to support your child with ADHD

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

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

The impact of ADHD on your child's mental health

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

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

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

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

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

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

Working with school if your child has ADHD

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

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

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

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

ADHD in teenagers and beyond

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

Looking after your own wellbeing

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

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

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

Where to get further support

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

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

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

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

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ADHD Support For Your Child | Parents Advice Guide

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

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Supporting HNF Overview Resource Ideas Active Listening Fans Visual Timetable Cards All About Me - Symbol Book Behaviour Prompt Cards Classroom Tray Labels End of the Day Routine Lanyard Cards Morning Routine Nappy Schedule Now & Next Board Now, Next, Later Toilet Routine Clothes for Transition Visual Timetable Cards Visual EYs Activities Dressing Visuals Schools Verbs Washing Hands Pictures I feel -Word Version I Want -Word Version I Want PECS Board Lunchtime - Word Version Which Three - Word Version Which Five - Word Version Supporting Toileting SMc AOG Sensory ASD - MOUTHING SMc AOG

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What we offer

Each centre offers different services, including:

childcare

early education

training or finding a new job

antenatal classes

baby clinics

support with breastfeeding

support with parenting and speech and language

drop-in sessions for parents and children

services for children with special needs and disabilities

opportunities for families to get involved with volunteering and designing services

Please check with your local children's centre to find out what they offer.
Register to use children's centres

Find a children's centre

Find your nearest children's centre and discover what's on. Come along to meet other parents, have fun or get information, advice and support.
Find a children's centre

Start for Life

Start for Life aims to improve the health of babies and children under 2 by encouraging a healthy lifestyle - helping parents-to-be and mums and dads to give their children the best possible start.
Find out more about Start for Life

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childcare; child care; child-care; childcare in kent; child care in kent; pre school; preschool; pre-school; early years; children's centre; children's centres; childrens centre; childrens centres; parents; parent; drop in; antenatal; baby; baby massage; weigh in; baby clinic; baby massage; baby clinic; baby weighing; baby and toddler group; baby and you; baby bounce; baby check; baby clinics; baby group; baby register; baby rhyme; baby rhyme time; baby sensory; baby weigh in; baby weigh in clinic; baby weighing; baby weight clinic; mother and baby group; mother and baby groups; well baby clinic; well baby clinic; well baby clinics; toddler group; toddler groups; parent and toddler; parent and toddler group; parent and toddler groups; toddler; toddler activities; toddler development check; toddler group; toddler groups; toddler groups timetable; toddler time; toddlers

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Find information about children's centres in Kent.

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Helping  children to regulate their emotions 

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Helping  children to regulate their emotions 

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We all experience situations in life which elicit emotional responses, whether this is being unable to do something, someone speaking to us in a way we don't like, or other scenarios. In such situations, we need to be able to manage our emotions and respond in a way that doesn't make things worse.

Sometimes, children are not able to manage their 'big emotions', resulting in a meltdown or explosion either in the classroom or at home, which can then lead to further distress caused by sanctions or other negative consequences. Often, these sanctions do not teach the child coping strategies and just make the situation worse. One possible reason for this disruptive behaviour is poor self-regulation, so it can be helpful to look at what might be going on and what we can do to help.

What is self-regulation?

Self-regulation is the ability to understand and manage your emotions and behaviour in response to things happening around you. It helps you to control your impulses (to make better decisions), to not over-react when upset or excited, and to be able to calm down after an incident, should one occur.

Self-regulation is initially learned through co-regulation. Co-regulation occurs between a baby/child and a warm, responsive caregiver, where the caregiver meets the child's physical and emotional needs and soothes/calms the child when they are experiencing 'big emotions'. This, in turn, builds the neural architecture which is necessary for the child to learn to self-regulate; to feel secure and manage their own emotions.

Self-regulation can also be taught, but only once co-regulation has taken place. It is important that teachers and parents work together to find the most effective strategies, so children are able to manage the 'big emotions' and challenges they may face, as well as follow rules and understand limits.

See our blog: 'Recognising Toxic Stress and Nurturing the Child Within', to learn more about how trauma in childhood can result in toxic stress, which can affect emotional regulation.

Why is self-regulation important?

Managing our feelings and emotions is vital, as our ability to do so can affect our lives in so many ways. Not only can it affect our physical, emotional and social wellbeing but also our academic achievement; research shows that young children with poor self-regulation skills tend to make less academic progress (McClelland et al., 2007).

Self-regulation can affect physical wellbeing by boosting healthy brain development, as well as overall better health outcomes, such as reduced incidents of heart disease, obesity and drug dependency.

Emotionally, self-regulation helps nurture a more positive sense of self, as well as the ability to cope better with stress, which is particularly important given the increasing levels of mental health issues in children.

Socially, it is beneficial for social skills that affect friendships and getting along with others, and can affect the teacher-pupil relationship.

All this can lead to more success at school and throughout life.

Why do some children struggle to self-regulate?

There are many reasons why some children find it harder to self-regulate than others, including:

Adverse childhood experiences (ACEs) in early life, such as being adopted or looked after. ACEs may include prolonged stressful events, poverty, or other traumatic experiences. Co-regulation is particularly important for these children.

Children who have additional needs, e.g. social communication difficulties, ADHD or sensory processing difficulties.

Temperament - some children are more reactive than others.

Physical needs not being met, e.g. hungry or tired.

It is important to note that poor self-regulation can be displayed through externalising (shouting and screaming) or internalising behaviours (being withdrawn). Be mindful of the fact that internal behaviours are not always obvious, as they are directed inward.

What can we do to help?

Fortunately, self-regulation is something that can be learned with help and support from caregivers, so whether you are a teacher or a parent, you can play a very important role in helping children learn to self-regulate. Children do not learn to self-regulate on their own, and at first their behaviour is driven by impulses, as we see in toddler tantrums! We need to find teachable moments to help children learn to self-regulate by using co-regulation and skills instruction, as well as practice (and plenty of praise when they try to manage their feelings).

Early childhood is when our brains experience huge growth, especially in the frontal cortex (the area most closely associated with self-regulation), so this is an important time to start learning self-regulation. Research shows us that teaching self-regulation skills to preschool children improved their school readiness (Duncan et al., 2017). However, because our brains also experience major change during adolescence, children of any age will benefit from self-regulation interventions.

As you might expect, studies have shown that younger children are taught self-regulation mainly through co-regulation, but this is less so for older children, who tend to be taught by direct skills instruction. However, neuroscience tells us that even older children respond to co-regulation and may even need it in order to learn to self-regulate.

Strategies

Modelling

It is important for adults to regulate their own emotions, before addressing their child's. If we are stressed as we go to help a child, we will not be as effective. Even if emotions are rising inside, it is important to present a calm front to the child. Children are perceptive observers of adults and will be learning from how we manage our own emotions. So, start off with modelling self-control.

Co-regulate

Co-regulate by providing a warm, responsive relationship with the child/young person, which will in turn, teach them skills to self-regulate. To co-regulate effectively, you need to get alongside the child/young person in their time of distress, reassure them and acknowledge their feelings, using a soothing voice and calm manner. It's important to focus on the emotion and not on the behaviour (i.e. the anger rather than the swearing).

Use empathy

Use empathy to acknowledge a child's feelings. Don't dismiss feelings - they are so important!

Talk about emotions

Find opportunities to talk about the range of emotions we all experience - how we all experience different feelings, it's normal and it's how we manage them that's important. Use story books, songs or games to make it fun.

Games

There are a number of games to help children learn self-regulation skills which involve waiting and turn-taking and provide a fun way of teaching impulse-control:

Red Light - Green Light. The children run around freely - when 'Red light' is called out, they freeze - when 'Green light' is called out, they run. Swap it round so they have to go against their impulses.

Musical Statues - when the music stops, they must freeze. Also in reverse.

Follow my Clap - clap a rhythm and get the children to copy it.

Body Part Mix-up - get children to touch a series of body parts i.e. head, toes, knees. Then replace one of the body parts, so when you say 'toes' they must touch their ears. This gets them not to just act instinctively.

You may want to use a timer and extend the time you play slowly.

Take a Break

Regular breaks in the learning - for those children who find it difficult to focus for long periods of time - to stretch or play a quick game such as 'Shake Your Sillies Out'. 2-3 minutes spent doing this can help refocus and relax.

Mindfulness or Meditation

If you sense your child getting stressed, then try to engage them in a quiet activity. Mindfulness and meditation are a good way for children to learn to pause and focus on breathing and calming down highly-charged emotions. There are some fabulous apps where you can find a range of meditations for children

Sensory specific adjustments

Consider any sensory issues specific to the child e.g. dimming the lights may help a child with visual sensitivity.

We hope this blog gives more insight into the importance of helping children develop self-regulation and provides you with some ideas to use in the classroom or at home.

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Emotions Matter - Helping Children to Self-Regulate

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We all experience situations in life which elicit emotional responses, whether this is being unable to do something, someone speaking to us in a way we don't like, or other scenarios. In such situations, we need to be able to manage our emotions and respond in a way that doesn't make things worse.

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Now includes extra COVID-19 module

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Happier kids, rules followed, less stress, stronger relationships & a calmer family life... Do Triple P Online & you'll be surprised how quickly it happens!

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Teaching emotional intelligence to children is easy with these social-emotional learning ideas and lesson plans.

How to teach teens emotional literacy

Emotional intelligence learning is key to a strong and healthy development. In the world's current climate, learning about emotional identification and healthy regulation is paramount.

So how can we teach about empathy, resilience, growth mindset, stress management and kindness?

We must start by creating a culture around emotional wellbeing.

Whether you'll be using these in your home schooling or your classroom teaching, be aware that these are not "do and tick" tasks.

These go beyond a check list and are meant to be integrated within the culture of your child's environment.

Everything you need to know about teaching emotions to kids
How can I teach my kids about emotions?
Children typically develop emotional intelligence through their daily interactions. From the school yard, to the changing rooms, to the classroom and the fields, to the homes, to the parks and the shops.

This highlights the old adage 'they are always watching'.

What needs to be highlighted is that this does not mean we, the adults, must be perfect before we can share. In fact, being imperfect and demonstrating your own 'learning on the job' experience is key in teaching a growth mindset, and compassion.

Does Emotional Intelligence impact student grades?

At Bettering Youth, we believe teaching emotional intelligence to children is just as important as teaching them about Maths or English. Our academic tuition always embeds emotional wellbeing coaching. Our philosophy is grounded in both scientific evidence and personal classroom experience. But don't just take our word for it:

We can define emotional intelligence as the understanding of interpersonal and intrapersonal relationships that affect relationships, adaptability, moods, and stress management skills.

Emotional wellbeing coaching done by certified Bettering Youth tutors supports students in developing a stronger sense of emotional intelligence so they can better approach difficult and challenging problems (above and beyond the classroom.

In 2011, a study looking at the impact of teaching emotional intelligence to children and its correlation with academic success suggests a strong relationship between Emotional Intelligence and academic achievement (Fallahzadeh, 2011).

In another study, this one on Education students in University, the knowledge of Self-Emotion Appraisal and Understanding of Emotion were revealed to have a positive, significant correlation with their academic performance on assessments (Mohzan et al., 2013).

Later studies support this finding, with Sanchez-Ruiz and colleagues (2014) finding that EI (emotional intelligence) predicted academic performance better than established personality traits and cognitive ability for Cyprus university students.

And there are more studies being published that support the correlation between emotional intelligence and academic success!

If that's not enough, a recent Harvard Business Study states that "Organizations that emphasize emotional intelligence have higher employee engagement and customer loyalty. This leads to greater productivity and profitability." (Harvard, 2019) All this to say that by teaching our children emotional intelligence from a young age, we're not only supporting their academic progress, but also increasing their employability,

1. Helping kids to identify different emotions

"Miss my belly hurts" is a common phrase in any elementary classroom.

When we dig a little deeper, it becomes clear that the sore belly is an indication of a strong emotion. And while we tend to link a sore belly to negative feelings, it's important to note that excitement and apprehension and even love can sometimes feel like an upset stomach.

This is why understanding how to identify the emotions we feel is so important! Many emotions can present themselves in the same way and have polar opposite meanings. Alas, our first lesson in teaching emotional intelligence to children:

Facial expressions and body language may be one of the best clues into how someone is feeling. And yet, recognising these signs may not come naturally. Spending some time to teach these visual cues can go a long way in helping children relate to themselves and others better.

Life size Annotations: Trace one another on big paper and assign each pair of students a different emotion. Their job is to annotate where and how they would feel this emotion on their life-size drawing. These are then presented to the class. Note the similar ways feelings can be presented within the body. How can you differentiate? What questions can you ask yourself to help you identify the feeling properly?

Play feelings charades

Play feelings Pictionary

Use a clip chart to self identify

Write in a feelings journal as a reflection for poor behaviour

Use Inside Out characters to talk about emotion characteristics

The hand of emotions arts and craft

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2. Teaching kids healthy expression of emotions

Children tend to model the behaviours they see. This is why one of the best ways to teach emotional literacy is through working on it for yourself. We can all benefit from social-emotional intelligence! Some of the best ways to model emotional literacy are:

"I feel..." statements. This is a favourite when speaking to children, but also to partners. Using I feel statements helps to keep the conversation neutral, open and caring (Robbins). There tends to be less yelling, blame and hurt feelings.

Feelings come and go: teaching children that feelings move through us and we can always return to calm is powerful. One of my favourite ways to do this is through a Mindfulness Glitter Jar.

Learning about Dragon Brain: A dragon brain is smaller than a walnut! This makes sense as to why all it can do is blow smoke when it's angry. We want to avoid dragon brain by refraining from using our walnut size brain and instead using our full brain.

Journaling: Either using daily journal prompts to teach the reflective nature of journaling so when children need to write about a current situation they understand how to use journaling effectively.

Using a screaming box: releasing big emotions is healthy if done in an appropriate manner. While it is not okay to yell and scream at others, the act of yelling can be quite therapeutic. Providing children with a safe space to yell, followed by a healthy way of moving forward can be powerful.

Breathing activities: our breath is a powerful force that can bring us back to a state of calm and stability. Using a variety of images can help students visualise their breath moving. Some of our favourites are the infinity sign, a leaf, a box and a candle.

Feel less stress preparing for exams

3. Learning to self soothe

Children tend to turn to adults for comfort and care. While this is an important part of developing a sense of security, safety and love, it is important that children are taught how to self soothe.

One of the ways we can encourage this is to lead them through 1 or 2 of the above activities.

Once they are capable of using these strategies independently, you can now lessen your role by prompting their action: "I feel like you might be experiencing some frustration. Would you prefer to tell me how you feel, use your glitter jar or yell it out in the box?"

This allows the child to take ownership of their emotional regular.

4. Teaching Emotional Rights

Active listening:

Everyone has a right to express their ideas, thoughts and feelings. This is important for children as well. One skill we can teach our children is active listening. This is when we participate with our full body. It can also mean we ask questions to gain clarification.

Example:

"I don't want to have tuition tonight"

"WHY don't you want tuition tonight?"

"Because I'm tired"

"Why do you think being tired is a reason to not do your sessions?"

"Because I'll make silly mistakes"

"Oh... I see, so because you feel tired, you're a bit worried that you'll make silly mistakes in your session. Is that right?"

"Yes"

"Is it possible that doing tuition even though you don't want to make silly mistakes is a good idea as it will help you to practise staying focused and attentive? You might be tired on an exam day, but you'll still be expected to pay full attention"

Going through this process allows the child to feel heard, to understand their emotions better as you have restated it back to them, and allows them to come to a reasonable conclusion.

Personal space:

This is an important lesson we often overlook. When children are young there tends to be a herd of adults who want to smooch their chubby cheeks. While this is often very harmless, by telling our children to go give 'so and so' a hug or a kiss goodbye, we are telling them that they do not get to decide who gets a hug or a kiss. Instead, teaching your child that they can choose to give hugs or kisses is an important part of building their understanding of their personal space.

Start building their awareness of this personal space by asking them the question "may I have a hug goodbye?" Or asserting that your child prefers not to give hugs or kisses when adults go in for that hug. This shows your child you're there to back up their wishes and they can trust you. You can also offer alternatives to hugs and kisses: high fives, foot bumps, fist bumps and a simple hello or goodbye are also great.

Asserting themselves:

Knowing how to stand up for themselves is also a key skill that will serve them well. Signe Whitson does a great job at sharing 10 assertive phrases children can use to assert themselves positively:

5. Dealing with worry

1 in 6 young people (aged 16-24) has symptoms of a common mental disorder such as depression or an anxiety disorder. ²

Teaching children emotional intelligence boosts their ability to handle difficult situations (in and beyond the classroom). These 8 exercises are not an exhaustive list; they are a great starting point in supporting anxious children.

What I can control vs what I can't control circle: Have the child create two circles, one inside and one outside. In the outside ring, children can place the worries they have no control over. In the inside ring, children can write the worries they can control. This gives perspective and allows a plan to be made.

Making a courage jar: write little notes together on popsicle sticks. Keep it accessible so when the child feels they need a little boost, they can go to the jar and pull the encouragement.

A worry stone: Children can decorate a rock they keep with them to absorb their worries and give them strength

Movement: movement is a powerful way to allow the body to release the energy from worry - run around, play a sport, do a work out, go for a walk, dance

Encourage letting things go with balloons: blow them up, write the worry, and pop them. Then make a plan

Work with the rationale brain: use cognitive behaviour therapy techniques by identifying the thought as helpful or unhelpful. "Thank you brain for trying to protect me from this, but I am okay, I don't need to be protected"

5 senses to calm

Creating a self care ritual

Self Care Bingo created by Bettering Youth

6. Teaching children about the brain

With knowledge comes power. Knowing about how our brain works allows children to have a better understanding of their internal world being normal and how they can impact it.

listen to the mindful toolbox webinar

7. Encouraging a positive mindset

A big pillar to a strong sense of emotional wellbeing is a positive headspace. Don't get this confused with a naive and tunnel visioned headspace. This positive mindset will allow children to build resilience, think critically and boost their self esteem.

Create a vision board: a great first step to talk about self care is to set the stage for growth, vision and worthiness of big goals. A fun way to jumpstart this conversation is with a vision board. They can be used in the classroom too!

My Heart Map is a fun and creative way to have children reflect upon what makes them happy. This is also a simple and powerful tool to allow students to connect on a deeper level.

Pin It!

Bettering Youth is a tutoring service based in Windsor, UK. Our tuition services support children academically and emotionally. We work with students year 1 - GCSEs in Maths, English and Science. Our tutors specialise in boosting confidence, reducing overwhelm and preparing students for exams. If you'd like to discuss your child's current situation or you'd like support in-home learning, please feel free to connect with us here: Say Hi!

A parent's guide to emotional literacy

Other resources to support emotional wellbeing:

Check out our blog on the power of movement: 8 Ways Working Out Boosts Confidence for Your Teen

Lacking confidence in school? Learn about Revealed: How to Build a Growth Mindset and Succeed More

If your child struggles with anxiety, lacks a method or the words to express how they are feeling, or resorts to anger, tantrums or hitting get in touch. Bettering Youth provides 1-1 resilience and confidence coaching so your home can be happier.

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Teach Emotional Intelligence to Children with these 30 Powerful Activities

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Teaching emotional intelligence to children is easy with these social-emotional learning ideas and lesson plans. Emotional intelligence learning is key to a strong and healthy development. In the world's current climate, learning about emotional identification and healthy regulation is paramount. So how can we teach about empathy, resilience, growth mindset, stress management and kindness?

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Therapy and health services - Kent County Council

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Support for those with a permanent and substantial disability which impacts the ability to do daily activities. Including podiatry and continence issues.

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Check symptoms to help determine if a school absence is needed

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Children and young people settings: tools and resources

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This guidance refers to public health exclusions to indicate the time period an individual should not attend a setting to reduce the risk of transmission during the infectious stage. This is different to ‘exclusion’ as used in an educational sense.

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Managing medical conditions

Many people manage long term medical conditions and still live a fulfilling life. Chronic illness can be difficult, especially when balancing symptoms with a job, but there is help available.

Due to high levels of obesity in the UK, the number of people living with diabetes is expected to rise to over five million within the next five years. In 2020, there were around 112,000 people in Kent and Medway with diabetes, making it a huge challenge for the NHS.

Although diabetes can lead to serious complications, there is a lot of help available to help manage it.

NATIONAL SUPPORT

The NHS offers information and medical advice about diabetes, including pre-diabetes, when to see a doctor, causes of diabetes, living with diabetes, diabetic eye screening, and links to Type 1 and Type 2 specific information.

NHS England provides information on various national programmes including tailored, personalised help to reduce the risk of Type 2 diabetes.

You can find out if you are at risk of developing type 2 diabetes with the 'Diabetes UK is the leading charity for people living with diabetes in the UK, providing information and support. Know your risk' tool.

Juvenile Diabetes Research Foundation funds and promotes the use of research, gives support and a voice to people with type 1 and their families.

As obesity is a cause of diabetes, you should also consider weight management advice to help prevent and manage the disease.

Local support

NHS Kent and Medway provides information about the services commissioned to support people living with diabetes.

Diabetes Education Kent and Medway can help you to improve your knowledge and help you take control of your condition to self-manage it effectively.

The Paula Carr Diabetes Trust is an independent charitable trust supporting people in Kent and Medway living with diabetes.

Medway Community Healthcare provides a specialist community-based resource that provides education, support and treatment to empower people living with diabetes to live independent, healthy lives.

Kent Community Health NHS Foundation Trust's Adult Diabetes Nursing Service is a specialist nursing service for patients in East Kent.

Diabetes UK allows you to search for local support groups near you.

Maidstone and Area Parents Support Group helps support children with Type 1 diabetes and their families.

Fix Type 2 Community Group in Gravesend is a programme of nutritional and lifestyle advice that has been proven to help participants reduce weight, blood sugar levels and diabetic medication requirements.

Most people with coronavirus (COVID-19) feel better within a few days or weeks of their first symptoms and make a full recovery within 12 weeks. For some people, symptoms can last longer and this is known as long COVID or post COVID-19 syndrome.

Symptoms can include fatigue, breathlessness, anxiety and depression, joint or muscle pain, chest pains, and not being able to focus or think straight.

Although long COVID is a new condition which is still being studied, there is lots of national and local support available.

National support

Your COVID Recovery is an online rehabilitation service providing support for patients and their friends and families.

The Royal College of Occupational Therapists has published guides to support people to manage post-viral fatigue and conserve their energy as they recover from COVID-19.

The COVID Aid Support Community is a space for those affected by COVID-19 issues including Long Covid, loss, grief and trauma.

Although an NHS guide, the guidelines for supporting our NHS people affected by Long COVID could be used by social care staff. The guidelines help line managers and leaders understand what Long COVID is, and how they can support colleagues who are experiencing symptoms.

NHS Employers provides detailed guidance on how to support colleagues affected by Long COVID.

LOCAL SUPPORT

NHS Kent and Medway provides a summary of support available within Kent and Medway, including the Post-Covid Assessment Service.

You may be able to access support through your employer. If your employer provides Occupational Health support, you may be able to be referred to them. Many employers also have an Employee Assistance Programmes that you can access directly.

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Managing medical conditions :: Kent & Medway ICS

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Skip to main content Skip to accessibility tools Managing medical conditions Many people manage long term medical conditions and still live a fulfilling life. Chronic illness can be difficult, especially when balancing symptoms with a job, but there is help available.

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Kent Community Health NHS Foundation Trust

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We are a team of school nurses who work with children, young people and families.

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Referrals for Children's services

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Kent Community Health NHS Foundation Trust

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If you are the parent of a child who isn't known to our therapy service, or a health or education profession working with a child not known to the service, and would like to speak to a therapist about how best to support them, give our advice line a call.

To access the line, call the team on the usual numbers:

North Kent (Dartford, Gravesham and Swanley)
0300 790 6235

East Kent (Thanet and Canterbury)
0300 123 8112

West Kent (Maidstone, Tunbridge Wells and Sevenoaks)
0300 123 7004

...and ask to speak to someone on the advice line.

For queries about how a child's speech, language or communication is developing (for example, how clear their speech is, how many words they are using or the words they understand) ask to speak to a speech and language therapist.

If you have concerns about a child's physical development or coordination (for example meeting their milestones such as crawling or walking, or their ability to participate in everyday activities) ask to speak to a physiotherapist or occupational therapist.

As a result of the information you share on the call the therapist might:

share resources with you to help support the child

suggest that you contact another service for more support

suggest that you seek further advice from another profession on the advice line

advise you or someone working with the child to make a referral to Children's Therapies.

The advice line is open Monday, Wednesday and Thursday - if the line is busy you will be able to leave a message and someone will call you back.

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Children's TherapiesThe Pod Children's therapies Welcome to The Pod! Here you will find films, resources and links that can help your child achieve their therapy goals. We support children and young people to develop their skills to their full potential, so they can participate in everyday activities.

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Family Fund deliver grants for families raising a disabled or seriously ill child or young people on a low income across the UK

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Caudwell Children's Autism Sensory Pack 

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Caudwell Children's Autism Sensory Pack 

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Join The Change

About the pack

Processing everyday sensory information can be extremely difficult for autistic children, any of their senses can become over or under stimulated by the environment around them.

Caudwell Children's Autism Sensory packs are affordable and are specifically designed to support autistic children. Our packs are also fun, educational, durable and safe. Many of the items are compact, so they are suitable for travel or to take to school.

Our Occupational Therapy and Support Team have selected crucial sensory items that aid autistic children with hearing, vision and touch. The pack also contains items that support children's cognitive skills and learning such as colour and shape.

What's included

Eligibility criteria

You can apply for packs directly.

You must have a child who has been diagnosed with autism and is under the age of 18 years old.

You must legally live in the UK.

Your household income must be below £45,000 per year (before tax, excluding benefits).

Multiple children from the same household can apply for a pack.

Caudwell Children will provide eligible families 80% towards the cost of the pack and we would require a £22 contribution from the family.

Families are able to apply for both the Autism Sensory Pack and Get Sensory Pack at the same time, but you are not able to switch midway through the application process, you need separate applications for both packs.

Apply for your Autism Sensory Pack

You can apply now for your Autism Sensory Pack, or get in touch with our Family Support team for additional information. You can reach us at 0345 300 1348 or send an email to applications@caudwellchildren.com If you prefer real-time assistance, you can also chat with us via our Live Chat.

We want to help as many children as possible but we only have a limited number of these amazing Autism Sensory Packs available. We may have to prioritise applications and cannot guarantee that everyone will receive a pack. Our promise to you is that we will let you know as soon as possible if you have been successful or if we believe there is another way in which we can help you.

You will be asked to provide confirmation of your financial status and confirmation of your child's diagnosis. Applying for an Autism Sensory Pack will not prevent you from accessing other equipment or support from Caudwell Children services.

Need support with your application?

If you need support with your application or have any questions, please contact our Applications Team

T: 0345 300 1348

E: applications@caudwellchildren.com

Alternatively, please see our FAQs below.

Autism Sensory Packs FAQs

A dark den tent, bubble lamp with fish, tambourine, shake and shine glitter lamp, tambourine, set of 4 x spikey rugby balls, fidget gel/glitter shapes, UV puffer ball, green ooze tube, UV products, glow in the dark twist, stretch and squidge ball and an ocean wave.

*Reasonable exchanges may be made depending on the availability of items. *

All of the items offer different sensory solutions and can be used accordingly to help your child. For example, the dark den has been added into the pack to provide your child with a safe space to retreat, increasing their independence in sensory and emotional regulation. The bubble lamp is designed to provide relaxing stimulation and eye tracking, and can also be used to teach counting and recognise different colours.

When applying for the Autism Sensory Pack, the child or young person that you are applying for does need to have a confirmed autism diagnosis.

The charity has created the Get Sensory Pack which can be applied for instead of the Autism Sensory Pack. These packs are available to children who have a confirmed disability or chronic illness.

We currently offer one pack per child. Families are able to apply for both the Autism Sensory Pack and Get Sensory Pack at the same time, but separate applications are required for both packs.

Once an application form is received, we aim to process this within a few days. A request for supporting information will then be sent out to you by email advising what information is required to complete your application.

After this information has been received, it can then take between 4 and 6 weeks for the us to process your application for a funding decision. This time frame is dependent on the number of requests we are processing at that time and the availability of funds.

We do not currently have workshops specifically for the Autism Sensory Packs.

We are pleased however, to offer a range of family workshops that focus on many of the common difficulties associated with raising a child with disabilities or autism.

To find out more information please visit our Workshops web page.

Meet Mason

Mason aged 16, is autistic, none verbal, has ADHD and learning disabilities. Mason's mum, Claire contacted Caudwell Children for help when she saw a post on Facebook about our Autism Sensory Packs. Claire wanted to create a calm and safe space for Mason when his senses become overwhelmed and he needs to get away from the outside world.

Contact Us

Our dedicated team are here to help, please get in touch

Get Sensory Packs

See how Get Sensory Packs provide therapeutic benefits and interactive experiences for your child

Workshops

Practical information and support for a wide range of topics relating to disability and autism

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Autism Sensory Packs - Caudwell Children

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Processing everyday sensory information can be extremely difficult for autistic children, any of their senses can become over or under stimulated by the environment around them. Caudwell Children's Autism Sensory packs are affordable and are specifically designed to support autistic children. Our packs are also fun, educational, durable and safe.

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A message from Christine McInnes

This week, Christine shares updates on progressing the actions in the Accelerated Progress Plan, Schools Funding Forum and the Kent School Games programme.

Read Christine's message

Subscribe to our e-bulletin

For updates on news, policy, and resources for education professionals.

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early help contacts; early help contacts; caf contacts; kfsf contacts; early help district team; early help triage team; early help advice; early help support; early help guidance; early help email; caf details; early help details; kfsf details; e-mail early help; telephone early help; phone early help; caf information; caf info; early help info; early help information

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Purple sweatshirt with school logo - can be purchased from Price & Buckland (link below) or plain purple sweatshirt/jumper/cardigan

Grey or black trousers or shorts, skirt or pinafore

White polo shirt or white t-shirt

White, grey or black socks

Black school shoes with Velcro fasteners - boots, pumps and trainers are not acceptable

School uniform for KS1 and KS2 is:

Purple school jumper or cardigan

Black or grey trousers or shorts or grey tunic/skirt or purple gingham summer dress

White, grey or black socks or grey or black tights

Black school shoes (Boots, pumps, trainers or other footwear is not acceptable).

Uniform with school logo on can be purchased from: https://price-buckland.co.uk/

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School Uniform Bank

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Dover Big Local | Creating change in the heart of Dover

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What's on in June

Whilst Covid means we cannot have large groups at the hub, due to indoor ventilation issues (we're working on it!), Job Club has returned to the hub. Why not join Bridgette on a health walk - pop in to the hub to book.

School uniform for just 50p is available and we welcome any donations you can offer of your youngsters have outgrown theirs and it is in good condition.

Hub regular meetings

Although some of our groups are abel to retuns several are continuing online. Join Ronnie for our Zoom Choir - the link is on our facebook page.

Special events at the Hub

We will be running holiday activities for children durung the school summer holidays. we are still planning what will be available so watch this space and facebook for more details.

Five years of believing in Dover

Dover Big Local came about because the town was recognised as one of 150 places in the UK that had been lees successful at being awarded National Lottery Funding. Since that time, the money entrusted to Dover's people has been used to support learning, employment skills, business training, arts events and young people's theatre groups, social inclusion projects and much more. Our Co-Innovation project, in partnership with DDC has seen the former Co-Op supermarket turned into a thriving shopping experience that is developing fledgling businesses. Destination Dover is actively promoting Dover as a tourist attraction to cruise and holiday companies and Art 31 has established itself as a group of creative people who show and sell work and organise events together.

Help us make a difference - have your say

Dover Big Local is a membership group of "Partners" and anyone living or working in the town, as well as organisations can become a partner. We would love you to do just that and help us decide where we aim our focus for the next five years as we develop future DBL plans required by the Lottery funders to make sure we use Dover's funds wisely. Our executive committee is elected from DBL's Partners at our Annual General Meeting, and these committee members then undertake to assess the grant applications for project funding for both large grants of up to £500 and major grants for larger amounts, as well as guideing the overall project work of Dover Big Local.

Volunteers are Vital

If you have a few hours a week or a few hours a day to spare we would love to have you as a volunteer! Our community hub at the Charlton Centre in Dover hosts social and learning sessions most days of the week. People who are willing to help out with tasks from reception to helping with events, admin work or leading activities make a huge difference to what we can offer the town. Maybe you have a skill you would love to share or would like to lead a special interest group - we would love to have your input.

2020 Highlights

Supporting Young People's Drama Training with Dover Youth Theatre

Dover Big Local were pleased to part sponsor Dover Youth Theatre's Breaking Boundaries performing arts workshop this half term. Participants were auditioned from an open call allowing all Dover children to take part. Training by leading drama teachers and a west end producer have led to a showcase on 20th February at Dover Town Hall, with free admission to local residents - an evening of entertainment to remember.

Co-Innovation is featured by the BBC and opens a gallery space

Traders as well as Big Local Partners were delighted that the story of Co-Innovation's progress was told in the BBC's inside out programme. As the first of Co-Innovation's traders moves out into her own shop, we congratulate Angela, and also Gaby Redman who will be taking a stand to promote her creations at this year's Ideal Homes exhibition. Two of the centre's artists have launched a gallery in the large public area, featuring a changing programme of exhibitions by local artists and makers. The new mums and toddlers sessions have also been very successful. Do drop in to visit the unique shops, take a look at the market stalls and enjoy snacks and drinks from the cafe.
https://www.bbc.co.uk/iplayer/episode/m000fl49/inside-out-south-east-17022020

2019 Highlights

Christmas at the Charlton Centre

Live reindeer, make and take crafts, a free Santa's Grotto, characters to meet and more - a partnership of local organisations including Dover Big Local, Unlimited and Kent Adult Education made Christmas in the Charlton Centre a fantastic day to remember.

Spooky goings on at the Dover Big Local Hub!

During the October Half Term, Dover Big Local organised activities for children that were creative and full of halloween fun.

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Dover Big Local - Community Development in Dover UK

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Whilst Covid means we cannot have large groups at the hub, due to indoor ventilation issues (we're working on it!), Job Club has returned to the hub. Why not join Bridgette on a health walk - pop in to the hub to book.

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Dover Foodbank | Helping Local People in Crisis

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For a small weekly subscription of £5, members of this pantry will be able to buy food, including fresh fruit and vegetables and store cupboard favourites, to the value of £15 to £20 or more. Membership is open to the community surrounding the pantry address and local families are strongly encouraged to join.
The address is:
Unit 16, Charlton Centre
High Street
Dover
CT16 1TT

New opening times (from 4th July 2022)
Monday: 11.00am - 2.00pm Tuesday: 11.00am - 2.00pm Wednesday: 11.00am - 2.00pm
If you want to contact someone about this pantry, email manager@doverpantry.org.uk or call 07898 045 384.

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For a small weekly subscription of £5, members of this pantry will be able to buy food, including fresh fruit and vegetables and store cupboard favourites, to the value of £15 to £20 or more. Membership is open to the community surrounding the pantry address and local families are strongly encouraged to join.

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Our Inspire Project has been set up to provide funding support to help young people that are facing challenges. The fund helps young people to create new friendships, introduce them to healthy lifestyles through sport, and open new doors into work with opportunities to learn new skills.

What the Project can be used for

The project can be used to pay a wide variety of things including a range of sports and educational activities. The project can also help pay towards equipment for the young person to do their activity.

Who can refer young people?

The following organisations can refer young people:

Children's Centres

Citizens Advice Bureau

Community / Sports Clubs

Dover Community Safety Unit

Dover District Council

Kent County Council

Kent Police

KCC Social Services

Local organisations

NHS

Schools

Make a referral for the Inspire Project "
Inspire to Change

The 'Inspire to Change' project collaborates with young people identified by partner agencies. The scheme allows vulnerable young people succumbing to the criminal justice system, to connect with community-based sport organisations, who conduct specific district wide support for children and young people.
The Inspire to Change programme will be open to those aged between 10 - 18 years old (25 years old if a SEN is identified).
For more infomation, contact Community@Dover.gov.uk
Make a referral for the Inspire to Change Project "

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Support for young people that are facing challenges, providing access to clubs, sports and learning new skills

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Child-to-parent-abuse (CPA_ or adolescent-to-parent abuse (APA) is any behaviour used by a child or young person to control, dominate or coerce parents, and is more common than you might imagine. It can include emotional, verbal, physical or financial abuse and includes “coercive control”, or in…