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Tourette's syndrome FAQs (ADHD Foundation)

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Tourettes- Understanding Tics and the Effects of Tics

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Tourettes- Checklist of Tics and Symptoms

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Where to go for support with visual difficulties

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Links to visual issues and dyslexia

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Explaining dyslexia in more detail

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Education Scotland site giving advice for parents about dyslexia

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​Dyslexia can affect the way people communicate, and it's different for everyone. It is not just about reading and writing and it is not an indication of low intelligence. Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds.

Dyslexia is on a continuum or spectrum, which means individuals can be mildly or severely dyslexic and each will experience different strengths and difficulties. This can depend on the activity undertaken, the learning environment and any coping strategies and support in place - there is however a common set of signs that can be observed.

If your child is dyslexic, they may experience a range of difficulties which continue even though they are given appropriate learning opportunities. These difficulties may mask how able your child is in other areas.
There are often associated strengths in areas such as:

verbal communication and social interaction

problem solving, thinking outside the box, seeing the whole picture

creativity and practical tasks

visual thinking skills eg see/think in 3D, visualise a structure from plans.

There are often associated difficulties in areas such as:

auditory and/or visual processing of language-based information

phonological awareness - (associating letters with their sound(s) and how they are blended to form words)

oral language skills and reading fluency

short-term and working memory

sequencing and directionality

number skills

organisational ability

motor skills and co-ordination may also be affected.

How can I help?

Encourage the use of language skills to help build a wide range of vocabulary - talking, rhymes, singing, listening, reading stories, audio books.

When talking to your child, use as many pictures and objects as possible.

Make sure written information is easy to read with a clear type.

Make a pictorial/visual timetable or task list.

Be direct and use short sentence when giving instructions.

Encourage creative and visual talents.

Encourage learning through play and games - make it enjoyable.

Make use of computers/tablets, free software and apps - reading from a computer screen is often easier than reading handwriting, text recognition software can read words back.

Where can I find further advice?

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​Dyslexia can affect the way people communicate, and it's different for everyone. It is not just about reading and writing and it is not an indication of low intelligence. Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds.

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For pupils with dyslexia - support and guidance

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Addressing dyslexia website for information

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Courses from OU to learn about dyslexia

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Three linked courses written by the Addressing Dyslexia Toolkit and Dyslexia Scotland with the support of the Opening Educational Practices in Scotland Project. All three courses use the General Teaching Council Scotland's focus areas identified to support professional learning.

The first course was published in March 2017, the second in October 2017 and the third in March 2018. The courses were updated in March 2021.

Complete these three courses to be eligible for free electronic membership to Dyslexia Scotland to continue your professional development.

To scaffold your learning, we recommend you complete these courses in their intended order:

If you have completed the three modules in this collection, please email toolkit [at] dyslexiascotland.org.uk with links to your badges to qualify for free electronic membership to Dyslexia Scotland.

In June 2018 a version of the first course was published for Community Learning & Development practitioners. This module has been developed and written by a collaborative partnership between Education Scotland, Dyslexia Scotland and the CLD Standards Council Scotland with support from the Specific Learning Difficulties Forum which is co-hosted by Education Scotland and Dyslexia Scotland. Membership comprises practitioners who work within the Community Learning & Development sector in Scotland.

Please note that enrolment for the original versions of the courses is being switched off - we suggest you enrol on the new versions of the courses.

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Three linked courses written by the Addressing Dyslexia Toolkit and Dyslexia Scotland with the support of the Opening Educational Practices in Scotland Project. All three courses use the General Teaching Council Scotland's focus areas identified to support professional learning. The first course was published in March 2017, the second in October 2017 and the third in March 2018.

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Recommended resources for teachers

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Educational Psychology Service recommended support

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Talk Grief - advice from professionals for teens and young people

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Non-pharmacological interventions to support children who have difficulties with attention, activity and impulsivity

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What is DLD?

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Scottish definition of dyscalculia

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Scotland's education system is an inclusive one and is designed to make sure that every child and young person is entitled to support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence provides.

The 2022 Scottish Working Definition of Dyscalculia has been collaboratively developed to provide education staff, partners, families and learners with a nationally agreed description of the range of indicators and associated difficulties of dyscalculia.

At all stages, dyscalculia is on a continuum varying from mild to severe, with a range of strengths and difficulties which are affected by the nature of the activity undertaken, the learning environment and any coping strategies and support in place. As a result, every individual with dyscalculia will differ in how they are affected and in the level of severity experienced.

There are however a common set of indicators that can be observed which are included within the working definition.

Identification and support

Receiving appropriate additional support is not dependent upon the formal identification of a specific need or label such as dyscalculia. However, this should not mean that schools and local authorities are not supportive of formally identifying additional support needs such as dyscalculia.

The identification of dyscalculia and the understanding of what it means can be extremely important to the learner's wellbeing and their family and this should not be underestimated.

The information gathered during the collaborative identification process is valued and forms part of the ongoing monitoring of the child or young person's progress and support within Curriculum for Excellence.

A range of templates have been developed to support the holistic, learner centred identification of dyscalculia. The templates can be downloaded from this page and adapted for local authority and school use.

The definition has been collaboratively developed by a short life working group with representation from:

The Scottish Government

Education Scotland

Association of Scottish Principal Education Psychologists (ASPEP)

Additional Support for Learning Officers (ASLO)

Dyslexia Scotland

Local authority specialist teachers and officers

Consultation with children and young people and a national parent forum also supported the development.

Improvement questions

How does my understanding of dyscalculia impact on my practice and how do I know?

How well am I supporting learners with dyscalculia?

How aware is our school community of dyscalculia and how do we know?

Download the resources
Scottish Working Definition of Dyscalculia (PDF 362 KB) Dyscalculia identification pathway 2023 (PDF 1.4 MB) Observation and Planning Tool April 2022 (Word 74 KB) Dyscalculia Establishing needs form 1 (Word 52 KB) Dyscalculia Establishing needs form 2 (Word 56 KB) Possible Indicators of Dyscalculia - Teacher Checklist (PDF 282 KB) Possible Indicators of Dyscalculia - Learner's Checklist (PDF 237 KB) PDF file: Possible Indicators of Dyscalculia - Parent/Carer Checklist (24KB) Collaborative Dyscalculia Assessment summary form 3 (Word 55 KB)

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Information from Aberdeenshire Sensory Services.

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Aberdeenshire Sensory Support Service is a peripatetic service staffed by:-

Teachers who specialise in working with pupils with a hearing or visual impairment

Communicators qualified and experienced in using either British Sign Language or Braille

Who do we work with? When do we become involved? Where do we provide support What do we do? How do we do it? Visual Support Leaflet Hearing Support Leaflet Visual and Hearing Support Poster Preparing for a Home Visit Sensory Support Services privacy notice
BSL Service Booklet (video)

Who do we work with?

Babies, children and young people with a hearing or visual impairment until they reach school leaving age

Parents and carers

Staff in schools

Other agencies e.g. Health , Social Services

Voluntary organisations

When do we become involved?

Within weeks of a diagnosis of hearing/visual impairment being made

When a referral is made by a hospital specialist, a parent/carer, school or other professional

Where do we provide support?

In the home if the child is under three

In a playgroup or nursery

In a local authority school (mainstream or special)

What do we do?

Assess a child's hearing or vision and then offer recommendations on how the child's needs can best be met

Provide information, practical help, and advice

Provide support in the use of specialist resources to promote independence

Support the development of language and communication skills in pupils with a hearing impairment

Advise and support staff in how to promote inclusion

Work alongside teachers where pupils use Sign to communicate

Work alongside teachers where pupils use Braille

Organise mobility training for pupils with severe visual impairment

Monitor a pupil's progress and provide reports

Attend meetings to review progress and plan for the future

How do we do it?

by supporting within the classroom

by working one-to-one with a pupil outwith the classroom

by liaising closely with staff in schools and with other agencies

by liaising closely with parents or carers

by keeping abreast of innovations and current legislation

by promoting professional development amongst staff

Sensory Support Service
Aberdeenshire Council
Westhill Academy
Hay's Way
Westhill
Aberdeenshire
AB32 6XZ

Telephone: 07887635735

Or email the Sensory Support Service at sensorysupportservice.education@aberdeenshire.gov.uk

Will my child, who is deaf, be able to attend a mainstream school?
In line with legislation, Aberdeenshire Council makes every effort to meet the needs of the vast majority of children within their local school. Very occasionally that is not possible and we work with the parents to find suitable alternative provision elsewhere.
Can support be provided if my child attends a private nursery or school?
While your child is in pre-school we can support him/her as private nurseries work in partnership with the Authority. However, once your child starts private school, input from the Sensory Support Service will stop.
Will my child be seen by your service during the holidays?
This is something which is under review and may not change in the next few years but, until then, unfortunately your child will only be supported by us during term-time.
My son has a visual impairment and is about to choose his Standard Grade subjects. Is there anything he won't be able to take?
No. He should choose what he wants or what he needs to study, the same as everyone else. It should be possible to make adjustments to allow him to access any subject. However, some subjects will prove more difficult than others so it would be wise to take advice on what adjustments would need to be made as this might affect his final decision.
My son's class goes on an outward bound course at the end of P7. His teacher is very keen to include him but he has a severe visual impairment so how can I be sure that they are fully aware of his needs?
The authority only uses fully accredited centres and many of them are experienced in working with children with a range of disabilities. Your son's school will provide the centre with information on his specific needs and they will work together to produce risk assessments for the activities. Once they have reached this stage in the planning, they will contact you to discuss everything.

Information on
Physical adjustments Improving Access to the School Environment & to Communication for Parents & Visitors VINCYP Visual Impairment Network for Children and Young People What is VINCYP?
VINCYP (Visual Impairment Network for Children and Young People) is a nationally managed clinical network which aims to improve service provision and outcomes for children and young people with visual impairment in Scotland through co-ordination and improvement of all services across health, education, social work and voluntary organisations

VINCYP Information Collection

When you attend an eye clinic or see your Paediatrician, you may be asked to allow VINCYP to collect and store information about you/your child, and to share it with other professionals involved in providing care such as your visual impairment teacher. This helps us to ensure that the people working with you/your child have accurate information about your/their vision . It also means that if, in the future, a new treatment becomes available, that we can quickly identify people who may benefit from it.

The information overall, not identifying any individual, can help in the planning of services across Scotland.

All services across Scotland will use the one system to store your information. This system is run by the NHS and only certain NHS staff can access it

On the VINCYP website, www.vincyp.scot.nhs.uk, you can find the following:

Information on conditions

Family support group information

Standards and pathways of care

Videos of going to the eye clinic

Why we ask for your information and how it can help

If someone under 16 years of age has a level of sight loss that as an adult would have led to certification as sight impaired or severely sight impaired you will be asked if you want to have information entered on the VINCYP system. You will also be given a letter stating the level of sight loss and that the child or young person has a sight loss sufficient that they could receive a Blue Badge. This letter is proof of the level of sight loss and can be used to access some benefits including the Blue Badge, Travel pass, Taxi card.

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Additional Support Needs (ASN) Aberdeenshire, Inclusion, Equity and Wellbeing

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Aberdeenshire council Support Manuals, planning documentation, policies, guidance and contacts including the Support Directory for Families. Education and Children's Services working in partnership to meet the additional support needs of children and young people in inclusive schools and communities

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Aberdeenshire Sensory Services Information.

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Aberdeenshire Sensory Support Service is a peripatetic service staffed by:-

Teachers who specialise in working with pupils with a hearing or visual impairment

Communicators qualified and experienced in using either British Sign Language or Braille

Who do we work with? When do we become involved? Where do we provide support What do we do? How do we do it? Visual Support Leaflet Hearing Support Leaflet Visual and Hearing Support Poster Preparing for a Home Visit Sensory Support Services privacy notice
BSL Service Booklet (video)

Who do we work with?

Babies, children and young people with a hearing or visual impairment until they reach school leaving age

Parents and carers

Staff in schools

Other agencies e.g. Health , Social Services

Voluntary organisations

When do we become involved?

Within weeks of a diagnosis of hearing/visual impairment being made

When a referral is made by a hospital specialist, a parent/carer, school or other professional

Where do we provide support?

In the home if the child is under three

In a playgroup or nursery

In a local authority school (mainstream or special)

What do we do?

Assess a child's hearing or vision and then offer recommendations on how the child's needs can best be met

Provide information, practical help, and advice

Provide support in the use of specialist resources to promote independence

Support the development of language and communication skills in pupils with a hearing impairment

Advise and support staff in how to promote inclusion

Work alongside teachers where pupils use Sign to communicate

Work alongside teachers where pupils use Braille

Organise mobility training for pupils with severe visual impairment

Monitor a pupil's progress and provide reports

Attend meetings to review progress and plan for the future

How do we do it?

by supporting within the classroom

by working one-to-one with a pupil outwith the classroom

by liaising closely with staff in schools and with other agencies

by liaising closely with parents or carers

by keeping abreast of innovations and current legislation

by promoting professional development amongst staff

Sensory Support Service
Aberdeenshire Council
Westhill Academy
Hay's Way
Westhill
Aberdeenshire
AB32 6XZ

Telephone: 07887635735

Or email the Sensory Support Service at sensorysupportservice.education@aberdeenshire.gov.uk

Will my child, who is deaf, be able to attend a mainstream school?
In line with legislation, Aberdeenshire Council makes every effort to meet the needs of the vast majority of children within their local school. Very occasionally that is not possible and we work with the parents to find suitable alternative provision elsewhere.
Can support be provided if my child attends a private nursery or school?
While your child is in pre-school we can support him/her as private nurseries work in partnership with the Authority. However, once your child starts private school, input from the Sensory Support Service will stop.
Will my child be seen by your service during the holidays?
This is something which is under review and may not change in the next few years but, until then, unfortunately your child will only be supported by us during term-time.
My son has a visual impairment and is about to choose his Standard Grade subjects. Is there anything he won't be able to take?
No. He should choose what he wants or what he needs to study, the same as everyone else. It should be possible to make adjustments to allow him to access any subject. However, some subjects will prove more difficult than others so it would be wise to take advice on what adjustments would need to be made as this might affect his final decision.
My son's class goes on an outward bound course at the end of P7. His teacher is very keen to include him but he has a severe visual impairment so how can I be sure that they are fully aware of his needs?
The authority only uses fully accredited centres and many of them are experienced in working with children with a range of disabilities. Your son's school will provide the centre with information on his specific needs and they will work together to produce risk assessments for the activities. Once they have reached this stage in the planning, they will contact you to discuss everything.

Information on
Physical adjustments Improving Access to the School Environment & to Communication for Parents & Visitors VINCYP Visual Impairment Network for Children and Young People What is VINCYP?
VINCYP (Visual Impairment Network for Children and Young People) is a nationally managed clinical network which aims to improve service provision and outcomes for children and young people with visual impairment in Scotland through co-ordination and improvement of all services across health, education, social work and voluntary organisations

VINCYP Information Collection

When you attend an eye clinic or see your Paediatrician, you may be asked to allow VINCYP to collect and store information about you/your child, and to share it with other professionals involved in providing care such as your visual impairment teacher. This helps us to ensure that the people working with you/your child have accurate information about your/their vision . It also means that if, in the future, a new treatment becomes available, that we can quickly identify people who may benefit from it.

The information overall, not identifying any individual, can help in the planning of services across Scotland.

All services across Scotland will use the one system to store your information. This system is run by the NHS and only certain NHS staff can access it

On the VINCYP website, www.vincyp.scot.nhs.uk, you can find the following:

Information on conditions

Family support group information

Standards and pathways of care

Videos of going to the eye clinic

Why we ask for your information and how it can help

If someone under 16 years of age has a level of sight loss that as an adult would have led to certification as sight impaired or severely sight impaired you will be asked if you want to have information entered on the VINCYP system. You will also be given a letter stating the level of sight loss and that the child or young person has a sight loss sufficient that they could receive a Blue Badge. This letter is proof of the level of sight loss and can be used to access some benefits including the Blue Badge, Travel pass, Taxi card.

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Additional Support Needs (ASN) Aberdeenshire, Inclusion, Equity and Wellbeing

# data[].attributes.attachment_link.description
Aberdeenshire council Support Manuals, planning documentation, policies, guidance and contacts including the Support Directory for Families. Education and Children's Services working in partnership to meet the additional support needs of children and young people in inclusive schools and communities

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Information from Education Scotland.

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If your child has a loss of hearing, it's because the sound signals are not reaching the brain ( NHS Choices - Hearing loss). Your child might not need a lot of support, but their progress will be monitored. For other children, a lot of support and planning may be needed to make sure they achieve to the best of their ability.

If your child has difficulty hearing, they may tell you one or more of these things on a regular basis:

How can I help?

If your child is hard of hearing, it is still important to speak to them. Other ways you can support your child's learning include:

Where can I find further advice?

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Applying nurture as a whole school approach.

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​​This self-evaluation framework can be used to complement self-evaluation through How Good is Our School 4 (HGIOS4) and How Good is our Early Learning and Childcare (HGIOELC).

It looks at school improvement through a nurturing lens and includes features of highly effective practice and challenge questions that would support schools and ELC settings when they are implementing a nurturing approach. It provides tools to support learning conversations, learning rounds, peer support and PRDs/PDP structures for staff.

It provides:

Links to the Scottish drivers and policy context.

A definition of nurturing approaches.

A guide to the self-evaluation process and a framework that links nurturing approaches to the Quality Indicators used in HGiOS4 and HGiOELC.

Explicit links between the Quality Indicators and the Nurturing Principles so that schools can link their self-evaluation with these principles.

It also provides a range of practical tools that can be used to triangulate self-evaluation information and support the implementation of nurturing approaches, along with focus group prompts, a questionnaire for staff and parents, and readiness checklists.

Explore this approach

How to use this self-evaluation approach to improve practice

The tools, which are provided as appendices, have a range of purposes including supporting the triangulation of self-evaluation evidence.

They also support schools to explore how a nurturing approach is being applied in the classroom/playroom and wider environment; how staff can attune to children and young people; and the extent of staff knowledge and attitudes to a nurturing approach.

The tools will help schools to examine their own readiness to implement a nurturing approach and provide a means of exploring the views of children, young people and parents and carers regarding a nurturing approach.

Key questions for schools/ELC settings might include:

To what extent are we able to demonstrate a nurturing approach in our setting and how well do Senior Leadership Teams support this?

How well have we embedded nurturing approaches in our school/ELC setting and are able to demonstrate this in classroom practice and within the school /ELC environment?

How well do staff understand the nurturing principles and apply these in their daily practice and interactions with children and young people and the wider school community?

Download(s)
**NEW** PDF file: Supporting inclusive transitions: using the nurture principal self-evaluation framework to ensure effective support for children and young people during the COVID-19 pandemic (553 KB)PDF file: Applying nurturing approaches (2.7 MB)PDF file: Appendix 1a - Whole-school readiness checklist (755 KB)PDF file: Appendix 1b - Individual readiness checklist (720 KB)PDF file: Appendix 2 - Attunement profile (45 KB)PDF file: Appendix 3a - Observation profile - The classroom (459 KB)PDF file: Appendix 3b - Observation profile - The playroom (472 KB)PDF file: Appendix 3c - Observation profile - The school environment (372 KB)PDF file: Appendix 4a - Teacher and early years practitioner staff questionnaire (94 KB)PDF file: Appendix 4b - non-teaching staff and support staff questionnaire (90 KB)PDF file: Appendix 5a - Children and young people focus group discussion prompts (51 KB)PDF file: Appendix 5b - Children in ELC settings focus group discussion prompts (43 KB)PDF file: Appendix 6 - Parent/carer questionnaire (57 KB)

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Applying nurture as a whole school approach - A framework to support self-evaluation

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​​This self-evaluation framework can be used to complement self-evaluation through How Good is Our School 4 (HGIOS4) and How Good is our Early Learning and Childcare (HGIOELC). It looks at school improvement through a nurturing lens and includes features of highly effective practice and challenge questions that would support schools and ELC settings when they are implementing a nurturing approach.

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6 principles of nurture

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Nurture as a practice means relating to and coaching children and young people to help them form positive relationships, build resilience and improve their social, emotional and mental health and wellbeing. When used in school, nurture improves attendance, behaviour and attainment, and ensures every child is able to learn. A solid understanding of The Six Principles of Nurture is crucial for education professionals looking to implement nurture in their settings.

1. Children's learning is understood developmentally

Children are at different stages of development - socially, emotionally, physically and intellectually - and need to be responded to at their developmental level in each of these areas. Responding to children 'just as they are', with a non-judgemental and accepting attitude, will help them to feel safe and secure.

Social, emotional and behavioural development tools such as the Boxall Profile® , help staff to assess and track a child's needs and put strategies in place to support positive development.

2. The classroom offers a safe base

A classroom environment is inviting and nurturing for all. The classroom offers a balance of educational and social, emotional and mental health experiences aimed at supporting the development of children's relationships with each other and with staff. Adults are reliable and consistent in their approach to children and make the important link between emotional containment and cognitive learning.

Where possible, predictable routines are explained and practised, and there are clear expectations and positive models of how all adults in school relate to children and young people, both in and out of the classroom. Consider whether your setting is a safe place - physically and emotionally - for your pupils, staff, parents and carers. How do you promote structure and predictability? It is also important that your classroom or nurture space has quiet zones and reflections of home.

3. The importance of nurture for the development of wellbeing

Nurture involves listening and responding; everything is verbalised with an emphasis on the adults engaging with pupils in reciprocal shared activities. Children respond to being valued and thought about as individuals. In practice this involves noticing and praising small achievements - nothing should be hurried.

Provision and strategies should be put in place that promote the welfare and wellbeing of children and young people, as well as staff welfare and wellbeing. Consider how achievements and attainments are celebrated, and what structures are in place to promote the pupils' voice.

4. Language is a vital means of communication

It is important for children and young people to be able to understand and express their thoughts and feelings. It is also crucial for adults to understand the importance of their own language towards children and young people, and how this can impact them. Children often 'act out' their feelings as they lack the vocabulary to name how they feel. Informal opportunities for talking and sharing are just as important as more formal lessons teaching language skills. This enables words to be used instead of actions to express feelings, and imaginative play can be used to help children understand the feelings of others.

It is helpful to provide opportunities for pupils, parents and staff to express their views, and that adults model how to share feelings and experiences. Pupils' voices should be valued, and language should be assessed, developed and embedded in all aspects of the curriculum at the appropriate level for the child or young person.

Consider how children are taught to recognise emotions and name them in your context. Are they taught to recognise early warning signs of anger or anxiety and use strategies to de-escalate? How do daily routines allow for conversation and sharing of experiences?

5. All behaviour is communication

People communicate through behaviour. It is the adult's role to help children and young people to understand their feelings, express their needs appropriately, and use non-threatening and supportive language to resolve situations. Our first responsibility in dealing with difficult or challenging behaviour, after safety, is to try to understand what the child is trying to tell us.

The outward behaviour is often the 'tip of the iceberg', and so it is important to consider the immediate environment and what occurred just before the incident happened. School events, the time of year, and home circumstances can also give us clues. Adults need to be calm and consistent, and understand that children may communicate their feelings in different ways. Children and young people need to be encouraged to reflect on their behaviour, and understand how to express their emotions appropriately.

This does not excuse the behaviour, but helps us to ask why the behaviour is occurring. Given what we know about this child and their development, what are they trying to tell us? It helps staff to respond in a firm but non-punitive way by not being discouraged or provoked. Having a quiet area to help students to become calm, and giving them time before a discussion can often help, as well as recognising potential triggers and anxieties that could be avoided or reduced.

6. The importance of transitions in children's lives

Children and young people experience many transitions throughout their lives, and on a daily basis; transitions from home to school, between classes and teachers, from breaktime to lessons, or moving from primary to secondary school. Changes in routine are invariably difficult for vulnerable children and young people, and school staff need to help the child to transition with carefully managed preparation and support.

Pupils should be included in the planning of support, as well as parents and carers where possible, and information should be shared at key transition points. Staff need to understand the emotions that may be triggered by both small and large changes, and children should be pre-warned or reminded about changes in routines, using visual timetables to emphasise this.

Consider periods of transition for your children; is there inexplicable behaviour just before the end of the day? Do staff feel frustrated by pupils who cause disruption as they move around the school? Children and young people may feel calmer if time can be made to discuss how they feel when things change, in an open and honest way, to help them put coping strategies in place.

These six principles help staff to focus on the social and emotional needs and development of children and young people, ensuring all pupils are ready to learn. They form the basis of nurture groups - a short-term intervention for pupils with social, emotional and behavioural difficulties which make it harder for them to learn in a mainstream class - and can also be applied through a whole-school approach .

Want to know more, or need help implementing nurture in your school? Take a look at our range of training courses.

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The Six Principles of Nurture - NurtureUK

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Nurture as a practice means relating to and coaching children and young people to help them form positive relationships, build resilience and improve their social, emotional and mental health and wellbeing. When used in school, nurture improves attendance, behaviour and attainment, and ensures every child is able to learn.

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Explaining internet issues to Care Experienced pupils

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Digital Passport supporting care experienced children | Internet Matters

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

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ESOL

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Scottish government guidance for schools with pupils with health care needs.

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Suggested strategies for teaching pupils with FASD.

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Webinar about anxiety and what we can do to support pupils with ASC.

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NAIT Anxiety Related Absence Webinar 2022

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Information about ADHD

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Information about FASD

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What is Foetal Alcohol Spectrum Disorder (FASD)?

​Alcohol is a Teratogenic Substance
Of all the substances of abuse including marijuana, cocaine and heroin, alcohol produces by far the most serious neuro-behavioural effects to the foetus (IOM report to Congress 1996) . Prenatal exposure is caused by alcohol crossing the placenta and within minutes, the level of alcohol in the foetus' blood reaches maternal blood alcohol levels. Alcohol is a teratogen which can cause any type of physical malformation or neurological impairment which can impair learning and development.

This condition is preventable only when there is no prenatal alcohol exposure. The UK Chief Medical Officer guidance changed in 2016 to a recommendation that
no alcohol be consumed in pregnancy and when planning a pregnancy.

Permanent and Lifelong Impacts
Foetal Alcohol Spectrum Disorder (FASD) is a term used to describe the permanent impacts on the brain and body of individuals prenatally exposed to alcohol during pregnancy resulting in a spectrum of physical, neurological, emotional and behavioural regulation characteristics.

No two children with FASD are exactly alike, either behaviourally or physically. - Brain structure and neurological differences.
Some of the impacts may include:

- Attention, concentration and hyperactivity difficulties. - Academic achievement challenges.
- Speech and language deficits e.g. great expressive but poorer receptive language.
- Working memory and processing speed challenges.
- Adaptive functioning impairments that become more recognisable with age.
- Emotional regulation difficulties
- Sociable and vulnerable with difficulty making or sustaining friendships .
- Sensory impairments such as vision or hearing or being or sensory sensitivities.
- Oppositional or defensive when requests are made.
- Inconsistent performance - can do something one day but cannot the next.
- Lack of abstract reasoning, cause & effect logic, fails to generalise
- Identity challenges and issues with theory of mind.

Defensive behaviours develop when there is a poor fit between the person with FASD and the support they receive to navigate daily life. There can be issues with disrupted school experiences, vulnerability and exploitation, issues with mental health, legal issues, and difficulties with independence and employment if a young person's support needs are not being understood and met. They need early access to a thorough diagnosis, and access to practical and personalised support and services for individuals with FASD and their families to thrive. Foetal Alcohol Spectrum Disorder (FASD) is the most common, non-genetic cause of learning disability in the UK (British Medical Association, 2007) .
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Gifts and Talents
Individuals with FASD have their own unique areas that create challenges in their daily lives. They also have a unique set of strengths and gifts that when nurtured and supported, demonstrates their unlimited potential in those areas. Some common personal and skill areas include being caring, articulate, friendly, musical, artistic, creative, practical, athletic, animal skills, nature skills etc. Many who have been well supported are moving into fulfilled adult lives. Some are in professional careers, have attended university and are raising their own children.
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Prevalence

International research proposes that between 2%-5% of the population may be affected by FASD (May 2018) . The most recent research in the UK (Cook 2021) highlights that for planning and commissioning purposes we need to be considering a prevalence rate of 3-4%.

It is often more prevalent in certain populations and whilst it is often quoted that more than 70% of children with FASD have progressed through care services, we see a rate of over 90% in our local services so it is not surprising that many parents are foster, adoptive and kinship carers.

Often the condition goes undiagnosed or is diagnosed for example as autism or ADHD rather than those conditions being recognised as comorbid presentations of FASD. Due to the level of children coming through the care services, attachment disorders are often viewed as the sole cause of presenting signs and symptoms and this can lead to misunderstandings about therapeutic support needs. Recognition

Increasing awareness and understanding of FASD and developing appropriate prevention, diagnostic and intervention services will create brighter futures for all who are affected by FASD in the UK.

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What is Foetal Alcohol Spectrum Disorder (FASD)? ​Alcohol is a Teratogenic Substance Of all the substances of abuse including marijuana, cocaine and heroin, alcohol produces by far the most serious neuro-behavioural effects to the foetus (IOM report to Congress 1996) .

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

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Explaining Autistic Spectrum Condition

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Amazing Things Happen - by Alexander Amelines

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Tips for studying if you have ADHD

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Explanation of the different types of ADHD

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Aberdeenshire Young Carers hub.

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

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How to create an inclusive classroom.

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Sensory approaches for parents and carers

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

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

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

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

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

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

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

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

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

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

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

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

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

Sense of how the body is feeling

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

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

If you process this information differently you might:

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

Not know when you need to go to the toilet

Not know when you are too hot

Not recognise when we are anxious

Not know when we are embarrassed

Not know when we are frustrated

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

What you can do:

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

Things which may help:

Mindfulness techniques likebody scanning

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

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

For example:

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

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

Regulatetake action-e.g. go to the toilet

Outcome- feels more comfortable

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

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

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

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

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

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

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

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

Outcome: I notice the feelings are gone.

Social stories can be used to support interoception differences.

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

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

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

Listening to my Body by Gabi Garcia
For younger children:

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

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

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

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

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Pathelogical demand avoidance - information booklet.

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Pathelogical Demand Avoidance - information

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What is PDA?

Pathological Demand Avoidance (PDA) is best understood as a profile on the autism spectrum - for more information please see About autism & PDA.

Our Being Misunderstood report highlights that 70% of children with a PDA profile of autism are not in school or regularly struggle to attend. This figure is much higher than for the Autistic population as a whole, and shows how challenging school can be with PDA.

You may have a child in your school whose presentation is hard to understand, who may not respond to conventional teaching approaches (as highlighted in this article in SEN Magazine) and whose behaviours may differ considerably between home and school. If so, exploring whether a PDA profile of autism could be an underlying factor may hold the answer and signpost a way forward.

How PDA may look in school

This information has been adapted from the Autism Education Trust's guidelines: The Distinctive Clinical and Educational Needs of Children with Pathological Demand Avoidance Syndrome: Guidelines for Good Practice.

Some key characteristics of a PDA child at school, diagnosed or otherwise, may be:

A desire to be on a equal or superior to others - a PDA child may see themselves as equal to adults and not confer 'automatic respect' due to someone's job title

A poor sense of self-esteem - this may not always be immediately apparent as sometimes surface behaviours may seem to be robust

Very poor emotional regulation; extreme/sudden 'mood swings'

An ambivalence about success, typified by a child who destroys his/her work on completion especially if praised

A lack of permanence and transfer of learning and experience; sudden/dramatic setbacks after periods of settled behaviour and progress

​A desire for friendships, often inadvertently sabotaged through a need for control

​Extensive involvement in fantasy/role play

Meltdowns/shutdowns/behaviour that challenges - or equally a child may mask and internalise whilst at school (please see below)

It is not uncommon for children with PDA to experience multiple exclusions from an early age.

Masking

Some autistic people are very adept at masking, and this is very common with PDA. Masking means that people may be able to hide or 'hold in' some of their differences/difficulties in certain environments or with certain people. Significantly, this means that challenges reported in one setting (often home) may not always be seen in others (such as school or other settings). This can and does lead to misunderstandings.

For further information about masking, please see:

Some children can continue to mask throughout school; some children find it harder to continue to mask especially as their peers become more socially sophisticated and school life becomes more demanding.

Attendance difficulties

As mentioned above, our Being Misunderstood report highlights that 70% of children with a PDA profile of autism are not in school or regularly struggle to attend.

School avoidance (also known as school refusal) - when a child is unable to attend school due to anxiety, phobia or trauma - should be treated as a health and/or SEN need. If a child isn't attending school because his/her special educational needs can't currently be met, the school and/or LA should be looking to provide suitable provision as soon as possible.

Neither situation should be viewed as truancy. The National Autistic Society provides useful information to help everyone understand difficulties with school and 'school refusal' - though p lease note that the strategies suggested would require considerable adaptation for a PDA child. Fran Morgan from Square Peg talks about the barriers to school attendance in this Educational Psychology Reach-Out presentation.

In this podcast, 15 year old James shares his thoughts on why school is difficult for young people with a PDA profile. He openly talks about his experience of school and the daily challenges around demands, masking, sensory difficulties, school avoidance, friendships and transitions. He also offers some possible solutions and tips for teachers, and shares some coping strategies that have helped him along the way.

Working with families

Believing, supporting and working closely with families is key to successful inclusion of pupils with a PDA profile of autism.

Good practice & helpful approaches

Working with PDA as a teaching professional is both challenging and rewarding. Browsing the available resources may give valuable insights - some have been tagged as being especially helpful for teaching professionals including:

Jilly Davis explains how to recognise pathological demand avoidance and offer effective support and strategies in this Teachwire article.

In partnership with Twinkl, the PDA Society has co-produced 5 PDA resources for teaching professionals which are FREE to download from Twinkl's website. The 5 resources are a 'deep dive' into the theory and practice behind our PANDA approaches and offer schools and educators lots of helpful classroom support approaches as well as top tips and insight from PDA learners.

We also recorded this podcast about how educators can support PDA learners to thrive for Twinkl SEND in the experts: "We have to acknowledge their learning differences, we have to change the way we teach" (Pathological Demand Avoidance (PDA))

PDA Society Trustee Jilly Davis also talks to The ALT:learn Podcast about recognising and supporting PDA learners.

Ruth Fidler talks about teaching strategies for PDA in this Beacon School Behaviour Secrets Podcast episode.

Whole-school training in helpful approaches with PDA is invaluable - courses are provided by the PDA Society and third parties, please see our training pages for more details.

The CAST Universal Design for Learning framework guides the design of goals, assessment, methods and materials that can be customised and adjusted to individual needs and to help make learning inclusive and transformative for everyone.

The book, Square Pegs: Inclusivity, compassion and fitting in - a guide for schools by Fran Morgan, Ellie Costello & Ian Gilbertand, isn't PDA-specific but includes lots of helpful ideas that would benefit PDA learners.

Benefits of understanding the PDA profile

All research points to early understanding of strengths and needs, together with appropriate support, being key to positive long term outcomes.

We thought Zoe may be autistic but her needs were very different to other autistic pupils we had supported in school before, and none of our usual approaches helped. Searching for answers led us to PDA. Seeing Zoe through this lens enabled us to truly understand her and successfully adapt our practices by building trust and embracing a flexible and collaborative approach - Zoe's teacher

Please see Benefits of understanding the PDA profile for more information.

Further information

In addition, we'd like to draw your attention to these additional sources of information, topics or fields of study which we feel are helpful in furthering understanding about PDA.

PDA Education support group is an informal Facebook group (independent of the PDA Society) where educators can share ideas, strategies and seek support from each other.

For further information about any aspect of education and PDA please contact our enquiry line. We offer a range of training courses and a series of pre-recorded free of charge webinars. We can also provide a 60-90-minute online consultation, for up to 5 education professionals, to work through perplexing situations involving young people in their setting with a PDA profile. For more information on this service including cost please email: training@pdasociety.org.uk.

Recordings of our past Q&A sessions, where guest speakers with lived experience answer questions about PDA and education, are available to purchase for 30 days via our training hub:

The PDA Society also offers email updates for professionals. To subscribe to receive updates about the latest news, resources and events relevant to professionals, please click on the button below:

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Working with PDA - information for education professionals

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Information for education professionals What is PDA? Pathological Demand Avoidance (PDA) is best understood as a profile on the autism spectrum - for more information please see About autism & PDA. Our Being Misunderstood report highlights that 70% of children with a PDA

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Advice for staff.

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ADHD Friendly Classrooms

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ADHD Strategies

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ADHD Awareness

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Teaching students with ADHD

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Teaching and Managing Students with ADHD

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Tips for eating well with ADHD

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Additional Support for Learning Advice for Parents, Carers and Staff

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Additional Support for Learning Advice for Parents, Carers and Staff

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Aberdeenshire Council's EAL Service

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How to help students experiencing fight, freeze or flight

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The Window of Tolerance Animation by Beacon House

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Video explaining early trauma and the impact it has on the brain

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The Repair of Early Trauma: A Bottom Up Approach

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Advice for teachers (Tourette syndrome and ADHD)

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Advice for teachers (Tourette syndrome and ADHD)

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Advice for teachers (Tourette and bullying)

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Advice for teachers (Tourette syndrome and OCD)

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Advice for talking to students who have experienced developmental trauma

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Calming techniques for students

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Summary of developmental trauma

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Dissociation as a result of trauma

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What is Developmental Trauma?

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Advice for talking about ASC

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Our guidance for journalists and producers is designed to help make sure that the reporting is as accurate and sensitive as possible.

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Information about Obsessive Compulsive Disorder

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What is OCD?

Obsessive compulsive disorder (OCD) is a type of anxiety disorder. It can be serious, but it is treatable.

People with OCD have repeating thoughts, images or feelings that are distressing. These are sometimes known as 'obsessions' or 'obsessive thoughts'. Sometimes when our mind is filled with very upsetting thoughts, we can try to take actions that will bring us relief and make the thoughts go away. We might start to believe that these actions will get rid of our anxiety or make these thoughts go away. Sometimes having rituals that calm us down can be really helpful. But sometimes these rituals or habits become 'compulsions', meaning that we think we have to do them. We might start to believe that if we don't do them, something bad will happen to us, or to the people around us.

It's important to realise that with OCD, often our compulsive habits or rituals end up making us feel worse. This is because once the ritual is finished, anxious thoughts come rushing back again, sometimes even more extreme. This is how some people get trapped in a cycle of doing the same action again and again, feeling unable to stop.

OCD rituals can be obvious to other people (like checking if doors are locked) or they can happen inside your head (like counting things, or trying to counteract negative thoughts with positive ones).

OCD is not just about being tidy

There is a misconception that 'being OCD' is just about being tidy and ordered. This is not true.

OCD thoughts can come in all shapes and sizes and involve lots of different types of habits and rituals. They often revolve around things like danger, dirt and contamination, or worries around sexuality or religion.

Some people feel guilty, or even ashamed of their thoughts. But it is common to have thoughts like these, and there is nothing to be ashamed of.

The symptoms of OCD

Common symptoms of OCD include feeling:

like your mind is being 'invaded' by horrible thoughts repeatedly

scared, disgusted, guilty, tearful, doubtful or depressed

a powerful urge to do something to stop the feelings

temporary relief after rituals

a need to ask for reassurance or get people to check things for you

Just because you experience one or more of these symptoms, it doesn't mean you're definitely affected by OCD. It's important to talk to your GP to get more help.

Things that can help with OCD

It is important to recognise when your behaviour is making you feel worse. Knowing that what you are doing is increasing your anxiety, rather than helping it, is the first step to overcoming it.

Talking about how you feel is the first step towards getting better. It might be difficult to explain, but people who care about you will want to support you. You could try talking to a relative, teacher, friend, counsellor or helpline.

Let the people know what you find helpful. Whether you just want someone to listen, or you need someone to help distract you when you're feeling anxious, it's ok to say what you need.

If you're not sure who to talk to, take a look at our guide to support and the organisations listed at the end of this page.

Your guide to support

Whenever you feel like you are getting anxious, or about to do something you don't want to do, find a distraction. You could try:

listening to music

texting a friend

going for a walk

It's important not to try and manage OCD alone, as it normally needs treatment to get better. Your doctor will be able to help you get that treatment. They may offer to refer you to Child and Adolescent Mental Health Services (CAMHS), an expert or a psychiatrist who can help you.

Guide to CAMHS

Real stories about OCD

Our bloggers share their experience of OCD to help you find ways of coping.

Treating OCD

You might be offered cognitive behavioural therapy (CBT) using a technique called exposure response prevention (ERP), which helps you feel less upset by your thoughts.

You might also be offered other types of psychological therapy such as counselling or family therapy, and you might be given support from specialist Mental Health Nurses, Occupational Therapists and Art Therapists working in CAMHS.

There are medications that can help too, e.g. antidepressants.

With the correct combination of professional treatment and support, people with OCD can improve their condition and recover.

When times are tough, know that whatever you are going through right now, it isn't permanent. You have reserves of strength you don't even know about.

More information and support

Get help now

OCD can be really hard to cope with, so please don't struggle alone. Here are some services that can help and support you.

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Obsessive Compulsive Disorder | OCD Symptoms & Support

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What is OCD? Obsessive compulsive disorder (OCD) is a type of anxiety disorder. It can be serious, but it is treatable. People with OCD have repeating thoughts, images or feelings that are distressing. These are sometimes known as 'obsessions' or 'obsessive thoughts'.

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How to create a nurturing classroom environment

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Exercises to improve fine motor skills

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Leaflet about brain development in teenagers

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Information about teenage brain development and the role of adults

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Whole school advice for supporting young carers

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Together, A Whole Family Approach for Young Carers

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Information and advice for young carers and their families.

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Caring Within the Family. Starting that conversation, together

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Ideas for supporting maths at home

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Young Carers and best teaching practice

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Young carers - data

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Quarriers

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Oppositional Defiant Disorder and best teaching practice.

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Information Leaflet

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Obsessive Compulsive Disorder and best teaching practice.

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Global Developmental delay and best teaching practice.

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Factsheet about Global Development Delay

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Android apps for pupils with GDD

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iPad apps for pupils with GDD

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EAL and best teaching practice

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EAL and best teaching practice for new pupils

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Meares-Irlens Syndrome and best teaching practice

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Dysgraphia and best teaching practice.

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Supporting Pupils with dysgraphia

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Dyscalculia and best teaching practice

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Dyscalculia Information from Dyslexia Scotland

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iPad apps for pupils with dyscalculia

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Recognising DCD/Dyspraxia

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Classroom Strategies for pupils with DCD/Dyspraxia

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Leaflet about DCD/Dyspraxia

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Website for advice regarding DCD/Dyspraxia

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DCD/Dyspraxia and best teaching practice.

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Supporting care experienced students

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Supporting care experienced (COVID)