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Teenagers and Autism - Sheffield Children’s NHS Foundation Trust

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Teenagers and Autism - Sheffield Children’s NHS Foundation Trust

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Sheffield Children’s NHS Foundation Trust

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Teenagers and Autism - Sheffield Children’s NHS Foundation Trust

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As a young person, you may have a lot of questions about what autism is, what it means to be autistic and how it can affect who you are as a person. This page has information and resources to start you on the journey to understanding yourself better. What is it like to be autistic?…

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Your Internet Explorer 11 browser is not supported by this site. Please upgrade to a recent browser for the best experience.

The Know Yourself series offers free resources (videos, PDFs, worksheets) to support autistic teenagers in understanding what being autistic means to them.

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The Know Yourself series offers free resources (videos, PDFs, worksheets) to support autistic teenagers in understanding what being autistic means to them.

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Local Area SEND inspection - chance to input

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Local Area SEND inspection - chance to input

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You should have been sent this by your CYP's school but if not...

Ofsted and the Care Quality Commission (CQC) are visiting Enfield Local Authority to inspect the local arrangements for children and young people with special education needs and disabilities (SEND).

The inspectors want to know about the help and support that children and young people with SEND get. You can tell us by filling in a survey below. What you tell us will be treated in confidence.

The surveys will close at 9am on Tuesday 23 June 2026.

Parent/Carer Survey (Easy Read)

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This event will focus on the critical topic of the Mental Health of parent carers of children and young people with SEND, looking at the challenges we face, and exploring sources of support and what ‘better’ support for parent carer wellbeing would look like.

We will bring together Parent Carers with professional services/representatives to create a space to discuss the too-often hidden, but incredibly 'lived' topic of suicide loss and risk amongst our SEND Parent Carer Community.

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Come join us and have your say- 8th May - SEND reform consultation discussion

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Come join us and have your say- 8th May - SEND reform consultation discussion

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This session is a chance to informally discuss what you have read / heard, get an overview if you haven't started looking and share your thoughts with us so we can let the DfE know what Enfield parent carers are thinking and feeling.

We will be at Craig Park Family Hub ( 2 Lawrence Road, Edmonton, N18 2HN) on Friday, 8th May - 10:-12:30.

Use the link below to save a spot so we know how may biscuits to buy :)

Save a spot

Looking forward to seeing you - Catarina

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Latest and last PINS newsletter - useful info

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Latest and last PINS newsletter - useful info

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2025-2026 PINS Newsletter End of project final

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Understanding your child's sensory needs

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Understanding your child's sensory needs

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New resources added - Sibling support pack

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New resources added - Sibling support pack

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Helping your child understand their neurodivergent sibling can be challenging. It is important that you take the time to explain what neurodivergence means in simple, age-appropriate terms. These 60 second long videos give a brief overview into autism, ADHD and mental health, in a way that your child will be able to easily digest.

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An introduction to autistic masking - Autism Central Learn video

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An introduction to autistic masking - Autism Central Learn video

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Autistic people and the senses - Autism Central Learn video

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Autistic people and the senses - Autism Central Learn video

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Siblings of autistic people - Autism Central Learn video

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Siblings of autistic people - Autism Central Learn video

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EXTRACT - Autism Journal book (for children who can write about their feelings and like structure)

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EXTRACT - Autism Journal book (for children who can write about their feelings and like structure)

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EXTRACT Making sense of your senses book (7-12 year olds)

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EXTRACT Making sense of your senses book (7-12 year olds)

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Resources from PINS parent networking day available

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Resources from PINS parent networking day available

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Here is a link to the CAHMS, SWERRL and London Waiting room sessions that took place as well as all the other resources discussed at the event.

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Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a national programme which brings together health and education workforces and expert parent carers into mainstream primary schools to:

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Discover the facts about the Sunflower
There are many misconceptions about the Hidden Disabilities Sunflower. Below we dispel some of the most common of these misconceptions and also share some

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The physical card acts as a photo ID that can be used to easily communicate your access requirements to events and venues, so that the venues can provide accessibility to the needs of their visitors.

It also works online with other platforms like ticketing systems, to unlock the access facilities you need.

The card shows a photo ID and translates a persons disability or impairment into symbols, effectively highlighting the barriers they face and the reasonable adjustments they might need.

The Access Card app provides you with a personalised directory of venues, with first-class accessibility information to help you plan your trips.

Just £15 for 3 years

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Get your access requirements recognised at thousands of events, attractions, venues, and locations across the UK and beyond.

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Guide for dyslexia identification (Enfield Local Offer)

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Guide for dyslexia identification (Enfield Local Offer)

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PLEASE SHARE YOUR FEEDBACK ON PINS PROJECT

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PLEASE SHARE YOUR FEEDBACK ON PINS PROJECT

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Supporting children with SEN: managing anxiety together

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Supporting children with SEN: managing anxiety together

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Supporting Children With SEN: Managing Anxiety Together

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Discover practical strategies for parents to support their child’s anxiety, create a calm, safe space during overwhelming moments, and teach self-soothing and self-calming skills.

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Navigating sibling relationships in neurodivergent families

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Navigating sibling relationships in neurodivergent families

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Navigating Sibling Relationships In Neurodivergent Families

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Learn how to support sibling relationships in neurodiverse families, manage conflict, set fair boundaries, and foster connection at home.

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Sign up now! Our Voice - Health and Therapies event

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Sign up now! Our Voice - Health and Therapies event

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A short introduction to executive function

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A short introduction to executive function

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A short introduction to executive function

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How to Optimize Working Memory in the Classroom

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Moving up! The transition to secondary school

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This animation and accompanying teacher toolkit is aimed at supporting pupils who have recently started Year 7, or are due to start soon.

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NEW! Supporting your neurodivergent child booklet - London Waiting Room

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NEW! Supporting your neurodivergent child booklet - London Waiting Room

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Learn: Knowledge and Skills to Support You

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Learn in ways that make sense to you, with information and skills to help you understand yourself and grow.

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NCL waiting room - mental health support

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NCL waiting room - mental health support

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Explore over 450 wellbeing options across London for children, young people, adults, families, and professionals.

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Transition to secondary resources - NEL NHS CAHMS

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Transition to secondary resources - NEL NHS CAHMS

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Search the NELFT NHS Foundation Trust website

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Reminder to book - Parents Networking Day

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Reminder to book - Parents Networking Day

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Bookings can now be made to join us at the Parents Networking Day - sign up here: https://pinsnetworkingjan26.eventbrite.co.uk/

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Discovering Dyscalculia - Recommended reading

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Discovering Dyscalculia - Recommended reading

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Supporting situational mutism - Twinkl guide

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Supporting situational mutism - Twinkl guide

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Feelings and strategies visuals - Twinkl

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Feelings and strategies visuals - Twinkl

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Auditory Processing Disorder: Twinkl SEND Snippets

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Auditory Processing Disorder: Twinkl SEND Snippets

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Twinkl Pathological Demand Avoidance One Pager

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Twinkl Pathological Demand Avoidance One Pager

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Monotropism is an attention-based theory of autism that is gaining increasing recognition among the autistic community, researchers and practitioners within education and workplace settings.

Developed by autistic researchers, Dr Dinah Murray, Dr Wenn Lawson and Mike Lesser in the late 1990s, the theory offers a strengths-based and neuroaffirmative way of understanding autistic cognition. Rather than viewing autism as a disorder of deficits, monotropism reframes it as a difference in attention and information processing, one that has both strengths and challenges.

What is monotropism?

Monotropism describes a tendency for a person's attention to concentrate deeply on a small number of interests at a time, rather than distributing attention across many things (a mode called 'polytropism'). This intense focus can lead to a real depth of interest, expertise and immersive sensory experiences, but may also make it harder to switch tasks, process multiple inputs at once or cope with interruptions.

As Murray, Lesser and Lawson (2005) stated:

"At any one moment, the amount of attention available to a conscious individual is limited. There is competition between mental processes for this scarce resource."

These finite limits of attention mean that, for monotropic individuals, only a few 'attention tunnels' are accessible at any time. These tunnels shape how autistic people experience, process and interact with the world, what they notice, what feels meaningful and what causes stress and anxiety.

Monotropism and autism

The theory of monotropism was developed specifically to explain key characteristics of autism. 'Autistic traits' may be better understood through the lens of monotropic attentional resources. Reframing autistic experiences in an affirmative way helps us shift the narrative from autistic people being described as having a "restricted range of interests" and being perceived as socially disinterested or disordered, towards a reframing of how attention resources are used.

Monotropic people may struggle more with the rapid shifts in attention that social interaction often demands (eg juggling understanding facial expressions, tone of voice and unspoken rules), all while trying to formulate their response.

Monotropism also helps to explain how the environment and sensory stimuli may impact autistic people. If an autistic person is being pulled deeply towards one or a few interests, then splitting attentional resources is going to lead to dysregulation and overload and can help explain meltdowns and shutdowns.

Monotropism and flow

One of the positive aspects of being monotropic is the capacity to enter a 'flow state' - a term used to describe deep immersion in an activity, heightened focus, creativity and satisfaction.

For Autistic individuals, engaging in activities aligned with their special interests and passions can lead to such flow states, contributing to wellbeing and a sense of fulfilment.

Building upon the concept of monotropism, recent research by Heasman et al. (2024) has explored the idea of 'Autistic flow theory'. Understanding autistic flow can provide valuable insights into the strengths and challenges associated with monotropism, highlighting the importance of creating environments that support attention tunnelling and deep focus and minimise unnecessary disruptions.

However, monotropism also brings challenges if a person is not in the right supportive environment, such as:

Transitions: Shifting attention from one task to another, especially when interrupted or when there is an unexpected event, can feel painful or disorienting.

Sensory overload: Competing sensory stimuli can be overwhelming when the brain is already deeply focused elsewhere.

Burnout: Continually being forced to divide attention or function and mask in environments that don't meet needs can contribute towards autistic burnout.

The monotropism questionnaire

In 2023, Garau et al. created the monotropism questionnaire. This is a 47-item self-assessment tool designed to explore monotropic attention styles. While it is not intended to be a diagnostic tool for autism, the questionnaire provides insight into how a person processes information and how much they resonate with monotropic traits.

Importantly, the research from the monotropism questionnaire showed that people with the highest scores from the questionnaire were those who identified as autistic and ADHD (AuDHD). This shows that the theory of monotropism is not exclusive to autism and that other people also identify with monotropism.

This demonstrates how varied and personal attention styles can be and that we need more research to look into how the theory of monotropism may support a better understanding of other neurodivergences (eg OCD, Dyspraxia, Dyslexia etc).

A neuroaffirming lens

Understanding monotropism offers a neuroaffirmative, validating way to support autistic people, grounded in how their minds naturally work. Rather than pathologising differences, monotropism encourages people to:

Respect deep interests: Special interests and passions are not obsessions to be redirected but can be vital sources of joy, learning and motivation.

Design accessible environments: Reduce unnecessary sensory input, avoid forced multitasking and allow time for transitions.

Support agency and authenticity: Celebrate autistic ways of being and relating, including non-linear thought processes, conversations and passionate focus.

Why monotropism matters

Monotropism is a reflection of how many autistic people experience life. It validates the depth, creativity and intensity of monotropic people while making sense of common challenges without blaming, shaming or stigmatising people.

As more people discover and resonate with the theory of monotropism, it is becoming a powerful framework for advocacy and self-understanding. It offers a way of supporting people in education, work and healthcare settings. It helps to shift the narrative from needing to 'fix' autistic people to thinking about 'how can we help your attention to flow? How can we create supportive environments for autistic people to thrive?'

Explore further

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What is monotropism? Understanding a neuroaffirming theory of autism

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Monotropism is an attention-based theory of autism that is gaining increasing recognition among the autistic community, researchers and practitioners within education and workplace settings.

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Note: In this section, we publicise many events not owned or managed by Our Voice. Our Voice is not responsible for the contents, reliability, or any views expressed within the events. These are provided in good faith, with no recommendation or endorsement on behalf of Our Voice. We also cannot guarantee / control working links provided, availability or accessibility of the linked pages.

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What's on: Play and leisure in and around Enfield

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What's on: Play and leisure in and around Enfield

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Our Voice Cuppa & Chat - Jan to March 2026

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Our Voice Cuppa & Chat - Jan to March 2026

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We also run a regular programme of cuppa and chat drop in sessions at the Ponders End and Craig Park Family hubs. Dates for Spring 2026 are listed below and we will update this page when we have confirmed speakers for these sessions. More information is on our Family Hubs flyer.

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NHS Talking Therapies (Barnet & Enfield)

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Contact us - NHS Talking Therapies (Barnet & Enfield)

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

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On Tuesday, 27th January, we have our parents' networking day for Parents within our PINS school. It will take place at Suffolk's Primary School. Starting at 9.30-1.00 pm.

You can book to come along to this event at https://PINSnetworkingJan26.eventbrite.co.uk

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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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Local offer - activities and things to do in Enfield

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Local offer - activities and things to do in Enfield

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Activities and things to do in Enfield, including playschemes and after school activities, and home care and home sitting services.

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Young Carers More About Us Young Carers Who is a Young Carer? A Young Carer is somebody under 18 who helps to care for a family member who may have an illness, disability or addiction. “As a Young Carer you often have many worries which can limit concentration. Young

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Early Help Service Enfield’s Early Help Service recognises the important role that families have in improving outcomes for their children. We take a preventative approach to enable families to support…

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ארכיון Glossary Terms - Stimpunks Foundation

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Mutual Aid and Human-Centered Learning for Neurodivergent and Disabled People

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Glimmers are the opposite of triggers. They are tiny moments of awe. They spark joy & evoke inner calm.

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We are a parent-led organisation, working with parents and carers, as well as the statutory and voluntary sectors.

Aims

Our Voice aims to improve services for children and young people with disabilities or special educational needs in the borough of Enfield.

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Cheviots help families with disabled children under 17 get the support they need to live ordinary family lives.

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Children with special educational needs and disabilities (SEND)

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Children with special educational needs (SEN) can get the help they need to get an education - SEN support, education, health and care plans, SEN before September 2014

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Changing the language your padlet appears in - quick guide

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Changing the language your padlet appears in - quick guide

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Changing the language your Padlet appears in

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Areas of self -regulation wheel - Twinkl resource

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Areas of self -regulation wheel - Twinkl resource

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Understanding 'giftedness' with Seth Perler - Executive Functioning Coach

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Understanding 'giftedness' with Seth Perler - Executive Functioning Coach

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Supporting dyslexic learners - what I need! A child's perspective

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Supporting dyslexic learners - what I need! A child's perspective

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Talking about when big feelings take over

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Talking about when big feelings take over

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28 APRIL 2025

To support you and your family during festivities, we've put together the ultimate support pack, filled with advice and guidance for navigating celebrations and events.

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Celebrations & Events Support Pack - SEN Children

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We have put together the ultimate events support pack for special occasions, filled with videos, podcasts, articles and much more.

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We’ve put together a series of webinars, podcasts and downloadable resources on supporting children’s mental health with mindful approaches.

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Attention Difficulties: A short attention span is a common sign of ADHD in young children. They may have trouble paying attention during activities, such as playing with toys or listening to stories, and can become easily distracted.

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The ADHD Debate: More Cases Or More Understanding?

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Daw 2024 Webinar - Multisensory Learning

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NCL waiting room - mental health support

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NCL waiting room - mental health support

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Explore over 450 wellbeing options across London for children, young people, adults, families, and professionals.

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Widgit - NSPCC guide to navigating puberty

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Widgit - NSPCC guide to navigating puberty

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A symbol-supported NSPCC guide for parents and carers of children and young people who have learning disabilities.

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Symbol-supported books and activities to support children's wellbeing

Good mental health is essential in order to help young people live happy and healthy lives. This resource pack, which has been produced in partnership with Dr Jerricah Holder, Educational Psychologist, contains symbolised books and activities to support children's understanding of wellbeing and self-care.

The symbolised books explain what wellbeing 'looks like' and provides guidance on how children can improve their own wellbeing. The themes of resilience and mindfulness are also explored. This pack aims to help build emotional understanding.

Children will explore how they may experience 'comfortable' and 'uncomfortable' bodily sensations and how these 'signs' can help them make sense of how they are feeling. Children will learn the importance of developing a 'web of support' as a way of ensuring they have a network of trusted adults who they can ask for support.

This resource pack would support the teaching of Relationships and Sex Education (RSE) and Health Education in schools.

Download

PDF

IP3

About Dr Jerricah Holder

Dr Jerricah Holder is an experienced Child and Educational Psychologist and creator of the School Wellbeing Card Series. Jerricah is passionate about the development of creative visual resources that empower children and young people to share their views and experiences, and which help to centre the child and young person's voice at the heart of assessment and intervention.

The Wellbeing pack has been developed in consultation with Dr Holder, who has had a significant input into the Resilience Cards in particular.

Contents

Wellbeing Book

A symbol-supported book to explain the importance of self-care and wellbeing to young people in a simplistic and concise way.

Five Ways to Wellbeing Book

This book follows on well from the Wellbeing Book as it encourages children to explore a variety of activities to promote and improve their wellbeing.

Resilience Book

A social story to develop an awareness of how to face challenges and overcome obstacles.

Positive Qualities

An activity to develop self-confidence and help children to recognise feelings and qualities in themselves and in other people. This activity aims to help children to recognise the importance of building caring friendships.

Circles of Control

A practical activity to help children understand that some things are beyond their control. This resource enables children to recognise a variety of different situations that may arise within daily life and organise them onto the circles of control proforma.

Comfortable and Uncomfortable Bodily Sensations

A resource to support children in developing an awareness of comfortable / uncomfortable bodily sensations that they may experience and the importance of making changes in order to feel safe.

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Wellbeing Pack | Widgit Symbol Resources

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Symbol-supported books and activities to support children's understanding of wellbeing and the importance of self-care

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All our free resources are stored in the Makaton Library…

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Understanding neurodivergent strengths -  for parents

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Understanding neurodivergent strengths -  for parents

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Understanding the strengths and difficulties of ADHD - for teachers

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Understanding the strengths and difficulties of ADHD - for teachers

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Understanding the Strengths and Difficulties of ADHD_ A guide for teachers

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Food sensitivities and proclivities - Autism Unlocked

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In this episode, journalist Jo Carlowe speaks to Dr. Vicki Ford about how to build a healthy relationship with food whilst understanding the challenges for

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How to reduce demands for demand-avoidant autistic child 

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How to reduce demands for demand-avoidant autistic child 

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How to reduce demands for a demand-avoidant autistic child    |   Your Questions Answered

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Enfield 'Keep your child safe online' session presentation

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Enfield 'Keep your child safe online' session presentation

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Keep Your Child Safe Online - Presentation for Parents PP 2025

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Keep Your Child Safe Online Guide 2024 (1)

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EASA has a safety and online safety presentation that supports parents to know what to teach neurodivergent children.

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Enfield Advisory Service for Autism website

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We have lots of free resources designed by the EASA team and by colleagues in partner services. These are free to view and download. Some resources are password protected and you may be asked to request a password so that you can access them.

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Working with the school to support your child's need - Recorded webinar. 

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Working with the school to support your child's need - Recorded webinar. 

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Do you want

to understand how you can work with the school to get a better outcome for your child?

to know the benefits of collaborating with the school?

to understand the schools perspective?

Further to this, we explored scenarios and answered all participant questions.

To revisit or watch if you could not attend:

Click here for recording

Click here for slides

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What does school support look like if my child needs it? Recorded Webinar

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What does school support look like if my child needs it? Recorded Webinar

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We welcomed parents to hear about:

What does school support look like?

Understand what the ordinarily available provision (OAP) is?

How can you use the ordinarily available provision document?

Further to this, we explored scenarios and answered all participant questions.

To revisit or watch if you could not attend:

Click here for recording

Click here for slides

Click here for Ordinarily Available Provision guidance

Click here to complete feedback on session and what else you might need

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List of topic areas to help you navigate

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List of topic areas to help you navigate

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Get involved

PINS and Our Voice Events

Newsletters

Organisations - Enfield

Activities and Events within Enfield

Organisations - National

Neurodiversity: introductions

Neurodivergence: introductions

Diagnosis

Seasonal

Advocating for your child and young person

Supporting emotions and behaviour

Masking

Boundaries / demands

Executive functioning

Organisational skills

Speech, language and communication skills

Transitions

Transition to secondary school

Sleep

Eating

ARFID

PICA

Independent living skills / safety

Online safety

Sensory differences

Toileting

Hygiene

Dressing

Mental Health and wellbeing: child

Neurodivergent burnout

Mental health and wellbeing: Parent Carer

EBSNA

Reasonable adjustments and school policy

Ordinarily available provision

EHCP

Communicating with services and school

Social interacting

Social stories and visuals

Bullying

Autistic girls

Preparing for puberty

Sibling support

LGBTQIA+ and nerodivergence

Cognition and learning

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Connecting with your autistic child through their special interests - some tips

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Connecting with your autistic child through their special interests - some tips

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Connecting with an autistic child through their special interest    |   Your Questions Answered

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Supporting Executive functioning with 'I SEE' reflection

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Supporting Executive functioning with 'I SEE' reflection