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NHS Greater Manchester Sensory Processing Differences Support Padlet

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NHS Greater Manchester Sensory Processing Differences Support Padlet

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These resources can help you better understand children and young peoples sensory needs and how to support them in everyday situations.

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Greater Manchester Autism Consortium - Events Page

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Greater Manchester Autism Consortium - Events Page

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Book your place for 'Grow confidence in your Autism online support group' and other events.

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Calibre Learning: Dyslexic or ADHD?  Get unlimited audiobooks free for under 25s or £3 per month 25+

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Calibre Learning: Dyslexic or ADHD?  Get unlimited audiobooks free for under 25s or £3 per month 25+

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Our free audiobook service is designed to make reading more accessible to and enjoyable for children who have SEN or disabilities that mean they may find reading printed text challenging. In addition to offering these children free access to our extensive collection of audiobooks, we also offer a free school account so that teachers can see the resources on offer and choose the most appropriate ways of using them to support their students.

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Calibre Learning - Part of the Calibre Audio family.

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A portal to allow schools to manage their Calibre Audio memberships.

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Problem solving helps when worries are about real things that are happening.

Sometimes it is difficult for Neurodiverse Young people to distinguish what is a real/'what if' worry- that doesn't really matter, these steps could still help.

Help your young person follow the above steps.

Try to let your young person to be as independent as possible in this task- this helps them to feel that they won't always need an adult to use this skill- becuase they were able to come up with lots of options themselves when you practiced it together.

Let them think of the ALL the possible options, no idea is a bad idea since- they will be looking at the pros and cons in later steps. This is where you can gently guide them as needed about what might happen with certain options.

Once you have made a plan, help them to distract themselves from this worry.

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Does your child ever feel stressed /overwhelmed?

Help them to try this

In the moment

Before they feel like that

Top tip: make it part of their routine, such as pre bedtime/chill time after school- it's easier to practice skills when you are not already stressed/overwhelmed. It may help them to remember how to do it in those difficult moments.

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A young people's guide to ADHD and what it feels like for them. These young people are passionate about advocating for the next generation and debunking negative stereotypes that still prevail. We hope you enjoy and learn something new.

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National Autistic Society - information on education for autistic children

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National Autistic Society - information on education for autistic children

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Guides provide advice for parents/carers and teaching professionals.

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In this section you will find information on education for autistic children. Our guides provide advice for parents/carers and teaching professionals.

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ADHD, or Attention Deficit Hyperactivity Disorder, is a neurodevelopmental condition characterised by patterns of inattention, hyperactivity, and impulsivity that can interfere with the functioning or development of children.

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Barriers to Education - Practical Tools for Adults

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Barriers to Education - Practical Tools for Adults

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Practical Tools and Resources - Barriers to Education

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Barriers to Education practical tools for adults: reflective, collaborative resources to explore challenges, plan support and apply WARMTH.

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Barriers to Education:

This website has been designed as a practical, flexible resource to support everyone working to reduce barriers to education.

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Ambitious about Autism - Talk about Autism

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Ambitious about Autism - Talk about Autism

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Online community for parents and carers of autistic children and young people

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Talk about Autism is an online community for parents and carers of autistic children and young people.

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James StandleyBBC Sport senior journalist

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Women’s Euro 2025: Safia Middleton-Patel on life with autism on and off the pitch

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Two years ago Wales goalkeeper Safia Middleton-Patel was diagnosed as being autistic. Now, despite the challenges the disorder poses, the 20-year-old is off to Euro 2025.

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Autism Central - North West Hub - Great Minds Together

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Autism Central - North West Hub - Great Minds Together

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This programme has been co-designed to provide high-quality and accessible autism information, education and coaching for families, and carers, and co-delivered by autistic people, families and carers.

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Advice and support for families of young autistic children to care for their teeth. Created with families, professionals and researchers.

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

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Kooth provides 1:1 support online and much more, click the link below

Home - Kooth

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Supporting a Neurodiverse Child - click on the Kooth link and scroll down to read individual parent stories.

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Kooth has a range of resources to help families support young people’s mental health and welbeing

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Talking to your child about complex mental health and wellbeing issues is rarely easy. That’s why our clinical team put together these resources for parents. We hope you find them useful.

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National Autistic Society: Advice before diagnosis

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National Autistic Society: Advice before diagnosis

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Information, practical and multimedia resources to help you before requesting an autism assessment.

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A range of tips and tricks to help your child (and you) get a good night's sleep.

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Exam Tips for Neurodivergent and Disabled Students

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Exam Tips for Neurodivergent and Disabled Students

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After taking exams with ADHD and ASD, Rachel shares tips for neurodivergent and Disabled students, from revision plans and exams to asking for adjustments.

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Advice from Sunderland Outreach Team on supporting Autistic young people with exams

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Staff for Students with Autism

Exams are an important part of school life and can be very stressful especially for pupils with autism

May interrupt a student's familiar routine

They can be unpredictable in their content

Can create extra demands on self-organisation

Advice for Staff for autistic pupils....

You can apply for exam dispensations available for pupils with autism, e.g:

If appropriate the school can provide:
A quiet 'space' and adult support (if needed) before and after the exam
Revision 'clubs'
A learning mentor to support home/school liaison
The use of a laptop
The minimum of change during the exam period

Exam Advice- Parents

Parents/carers of children with autism

Help create a good study environment. Somewhere calm and quiet, well lit, with a good temperature, and fresh air, free from distractions e.g televisions, telephones and younger siblings.

Encourage your child to study in places other than their bedroom as this may encourage a better sleep pattern

Make the family aware of what the changes will mean to you all

Talk to staff in school about support

Reassure your child that you want to help them do their best and there are always chances to re-sit exams

You can apply for exam dispensations available for pupils with autism, e.g:

- Option to sit in a smaller room

- Adult prompter

- Use of keyboard

- Rest breaks

If appropriate the school can provide:

A quiet 'space' and adult support (if needed) before and after the exam

A learning mentor to support home/school liaison

The minimum of change during the exam period

Exam Advice- Students

Exams are an important part of school life, they help you prepare for your future. It is important to keep a record of what you have learnt and this is why we take exams. It can also help you gain entry into college or a job.

May interrupt your familiar routine

They can be unpredictable in their content

Can create extra demands on self-organisation

May make you feel more anxious

Make an exam timetable. Put it on your wall. LOOK AT IT

Plan a revision timetable

Plan timed revision sessions (30-45 minutes maximum)

Organise revision materials

Revise with a friend or attend study groups and after school clubs

Use a Dictaphone to record study notes

Practise with past exam papers

Have an exam equipment list written on your timetable

Talk to a member of staff

Helpful Hints:

Use highlighter pens to mark key ideas

Make mind maps and spider webs

Use past papers, practise which questions to answer first. It might be helpful to colour code the questions using a traffic light system e.g.

- Green = I can answer this question first.

- Orange = This question will need a bit more time

- Red = I don't think I can answer this one

How you can help yourself

Stress is a natural part of being human.

It is your body responding to changes in the world around you.

Small amounts of stress can help us become motivated into working

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Staff for Students with Autism Exams are an important part of school life and can be very stressful especially for pupils with autism May interrupt a student's familiar routine They can be unpredictable in their content Can create extra demands on self-organisation Advice for Staff for autistic pupils....

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A guide for supporting autisitic young people with exams

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A guide for parents and carers on how they can help their autistic child with preparing for and taking exams.

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Exams and revision - Study support - BBC Bitesize

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Check out our exam essentials with handy tips and advice for keeping on top of your studies and revision.

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Supporting Autistic Young People with Exams for Teachers

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A guide for teachers on how they can help autistic students with preparing for and taking exams.

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Avoidant Restrictive Food Intake Disorder (ARFID)

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Avoidant Restrictive Food Intake Disorder (ARFID)

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Parents and Carers Help Leaflet

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NSPCC's Library Catalogue for books about promoting healthy relationships for young people with SEND

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Promoting healthy relationships in schools | NSPCC Learning

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Guidance for teachers and group leaders on talking to children and young people about healthy relationships.

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Raising Children: Problematic sexual behaviour in autistic children and teenagers 

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Raising Children: Problematic sexual behaviour in autistic children and teenagers 

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Problematic and harmful sexual behaviour in autistic children and teenagers

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Autistic children and teenagers might need help to understand acceptable sexual behaviour. They need professional support for problematic sexual behaviour.

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National Autistic Society: Sex Education Guide for Parents

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National Autistic Society: Sex Education Guide for Parents

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

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

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

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

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

Talking about puberty

How to talk to your child about puberty

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

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

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

Language

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

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

Private/public

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

These may include:

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

which rooms are private and which are public

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

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

Explaining physical development

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

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

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

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

Menstruation (periods)

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

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

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

Masturbation

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

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

Body image

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

Personal hygiene

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

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

Relationships and sex

Relationships

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

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

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

Sensory differences

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

Sexual health

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

Staying safe and appropriate behaviour

Staying safe

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

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

'Inappropriate' behaviour

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

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

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

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

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

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

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

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

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

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

Behaviour diaries

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

Social storiesTM and comic strip conversations

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

"It's alright"

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

More information

Your next steps

Find out more about what help and support is available.

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

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

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

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

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Ambitious about Autism: Relationships and Intimacy My Way. 

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Ambitious about Autism: Relationships and Intimacy My Way. 

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Rochdale Learning Disability and Autism Programme

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Rochdale Learning Disability and Autism Programme

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In Rochdale, we are here to help you find the right resources and support for children and young people with learning disabilities and autism. Our goal is to connect families with the information and services that can make a difference.

Explore a range of local resources, from educational support to community activities designed to meet individual needs. Whether you are looking for specialised programmes, therapeutic options, or social groups, we provide valuable information to help you make informed decisions.

Empower yourself with knowledge and discover how you can access the support your child needs to thrive. Together, we can build a more inclusive and supportive community for everyone in Rochdale.

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Our Rochdale | Learning Disability and Autism Programme

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In Rochdale, we are here to help you find the right resources and support for children and young people with learning disabilities and autism. Our goal is to connect families with the information and services that can make a difference. Explore a range of local...

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Please note the 'back' button will take you out of this Padlet.

Click here for 'Home' Page

Please use the 'search' function in the top right hand corner to help you find what you're interested in.

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BBC: Lewis Capaldi talks about Tourette's diagnosis

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BBC: Lewis Capaldi talks about Tourette's diagnosis

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Lewis Capaldi has told fans he has Tourette's Syndrome (TS), speaking about its day-to-day effects in an Instagram Live video.
The 25-year-old explained that due to his twitches, people mistakenly think he takes drugs before concerts.

TS is a condition that "causes a person to make involuntary sounds and movements called tics", according to the NHS.

"I have Tourette's, I've always had it, apparently," the Scottish singer said.

He recently mentioned on stage that he has the condition, explaining why his shoulders sometimes twitch.

"I do the shoulder twitch quite a lot. And you see underneath every TikTok and stuff, people are like, 'why is he twitching?', which is fine. Curiosity is fine."

"Do you think before performing [in front of] 20,000 people, as an anxious person, I'm going to take a big line of cocaine? Never going to happen."

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Lewis Capaldi tells fans about Tourette's diagnosis

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In an Instagram Live, the Scottish singer spoke about the day-to-day impact of the condition.

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Research, information and education in relation to autism and living life.

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Autistica is a charity which funds and campaigns for research to understand the causes of autism, improve diagnosis, and develop evidence-based interventions.

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All alternative education providers – Rochdale Borough Council

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All alternative education providers. Primary and Secondary schools, colleges and special schools

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Concerns about mental health deterioration, self-harm or suicidal ideation

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Concerns about mental health deterioration, self-harm or suicidal ideation

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Should there be any concerns about mental health deterioration, self-harm or suicidal ideation; CAMHS suggest the following:

• To Contact the CAMHS on 01706 676000 (Weekday 9-5 hours) to speak to the young person’s case holder or a duty worker.

• Contact the Pennine Care Mental Health Crisis Line on 0800 014 9995 (24 hours)

• To contact 111 for advice via telephone (24hours)

• If there is an imminent risk to life, please contact 999 or access A&E.

• CAMHS also advise to keep the environment as safe as possible by removing items that may cause harm.

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Click this link for mental health resources, information, guides and services for children, young people aged 0-25 years, and parents and carers

Children and Young People's Emotional and Mental Health Home Page

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Suicidality in autism: risk and prevention

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Dr Sarah Cassidy of the Centre for Research in Psychology, Behaviour and Achievement, Coventry University, gives a brief introduction to research and practical suggestions for assessment and prevention of suicide for autistic people.
How common are suicidal thoughts and behaviours in autistic people?

A growing body of research evidence is showing that many autistic people experience mental health problems, such as depression and anxiety, at some point in their lives. Depression is a well-known risk factor for death by suicide in the general population. One large research study showed that over 90% of people who died by suicide were also diagnosed with depression. But what about suicide risk in autistic people?

In my research, I encounter a lot of concern from clinicians, and carers, who are supporting autistic people experiencing suicidal thoughts and behaviours. However, there has been very little research in this area. Studies have shown high rates of suicidal thoughts (10.9% - 66%), and suicidal behaviours (11% - 30%) in autistic adults and children. Between 7.3% - 15% of people who have been hospitalised for attempted suicide also have an autism diagnosis. This is much higher than the 1% rate of autism diagnosis we would expect in the general UK population.

These figures show that suicidal thoughts and behaviours are worryingly high in autistic people. However, there is a wide range in these figures, with some studies showing a quite low proportion of autistic people experiencing suicidal thoughts (10.9%), and others very high a very high proportion (66%). This is most likely because of differences in the way the research was carried out; 7.2% of parents of autistic children report their child has suicidal thoughts, whereas 66% of adults newly diagnosed with Asperger syndrome report having suicidal thoughts at some point in their lives .

It will be very important for future research to explore how many autistic people experience suicidal thoughts and behaviours, the role of factors such as age, time of diagnosis, and how these are measured.

Assessing suicide risk in autistic people

So how can clinicians effectively assess suicide risk in autistic people At the moment there are no assessment tools for depression or suicidality which have been developed specifically for autistic people. However, there are important things to consider when assessing suicide risk in these individuals.

For example, many autistic people also experience mental health problems, and social difficulties such as bullying - both these factors have been shown to increase risk of suicidal thoughts in autistic people. So it is important to be alert to the potential risk factors the person may be experiencing, and gather background information about these.

There are also aspects of autism which must be taken into account when asking these individuals about their suicidal thoughts and behaviours. For example, some autistic people tend to interpret questions literally, such as "have you ever attempted suicide?" This could potentially lead to over-reporting. So it is very important to probe the specific circumstances and check understanding of the questions.

Some autistic people can also have difficulty describing their own internal emotional experiences (known as Alexithymia). This can present a challenge for clinicians when assessing depression or emotional distress in autistic people, who may have difficulty articulating the nature of their feelings and the specific circumstances these occur. Using visual aids to help the individual identify and label their emotions, and describe the situations where they occur, could be beneficial for some autistic people during assessment and treatment.

Our research group is currently exploring these issuesvi, and developing new measures and guidelines for assessing depression and suicide risk in autistic adults.

Preventing suicide in autistic people

What steps can be taken to reduce suicide risk in autistic people?

Awareness that many autistic people may experience suicidal thoughts and behaviours is the first step to prevention. Clinicians need to be alert to increased risk, and consider screening for mental health problems and suicidality in adults seeking an autism diagnosis. Also being aware of the fact that many people, and particularly adults, also experience delays in being diagnosed as autistic, alongside lack of support post diagnosis for children and adults, and poor outcomes such as health and social difficulties, social isolation, unemployment and underemployment in autistic adults.

All of these factors could increase risk of secondary depression in autistic people, a key risk factor for suicidal thoughts and behaviours. We also know that strong post diagnostic support improves mental health and quality of life of autistic adults. This means that the secondary depression and suicidality are preventable. Access not only to timely autism diagnosis, but appropriate support post diagnosis are therefore key to reducing suicide risk in autistic people.

To reduce suicide risk in autistic people, we need to prevent these people from 'slipping through the net', and not accessing appropriate timely diagnosis, and appropriate support.

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Suicidality in autism: risk and prevention

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Dr Sarah Cassidy of the Centre for Research in Psychology, Behaviour and Achievement, Coventry University, gives a brief introduction to research and practical suggestions for assessment and prevention of suicide for autistic people. A growing body of research evidence is showing that many autistic people experience mental health problems, such as depression and anxiety, at some point in their lives.

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Supporting a child who self-harms

Offer them emotional support

Finding out that your child's been hurting themselves can be really hard to accept and it's natural to feel anxious or upset. Some parents might also blame themselves or feel powerless to help. But if you can, it's really important to try and stay calm and remember there are things you can do to support your child.

Focus on showing them that you're there whenever they choose to talk. Remember they may prefer to talk over text or WhatsApp rather than in person. If they do feel ready to talk, try to just listen and not ask too many questions about why they've been self-harming, so it doesn't seem like you're judging them.

Let them know that you care about them and that you want to help them find healthier ways to cope with difficult or upsetting feelings they're having. But that's it's okay for them to be honest with you about what they're going through.

Focus on what's causing the self-harm

Remember self-harm is often caused by an underlying problem, like depression or anxiety, or being bullied. It can be more helpful to focus on helping them with what's causing their feelings rather than on the self-harm itself.

You can help them to get support for a mental health problem, such as by talking to their GP, someone at their school or to Childline. It can also help to ask their GP about a referral to Child and adolescent mental health services (CAMHS).

Sometimes hiding or taking away something a child is using to self-harm can lead to them finding other ways to hurt themselves. You could try asking your child what would be most helpful for them and ask them to tell you when they feel they want to hurt themselves.

Sometimes, it might be possible to come to an agreement where your child tells you when they've hurt themselves. It's important to make sure any injuries or cuts are cleaned and properly taken care of. Any serious injuries should be treated right away in a hospital.

Encourage them to find healthy ways to cope

Instead of simply asking a child to stop self-harming, it can be helpful to suggest something they could do instead to cope with difficult feelings.

Some things young people who've spoken to us have found helpful are:

paint, draw or scribble in red ink

hold an ice cube in your hand until it melts

write down your negative feelings then rip the paper up

wear an elastic band on your wrist and snap it every time you feel the urge to self-harm

listen to music

punching or screaming into a pillow

talk to friends or family

take a bath or shower

exercise

watch your favourite funny film.

Childline also has many more self-harm coping techniques for children and young people. The wall of expression game can also be a helpful way for young people to deal with difficult feelings.

Help them to build their confidence

Many children who self-harm suffer from low self-esteem or confidence. You can help by reminding them about the things they do well or help them to learn something new together, like playing guitar or making crafts.

You could write a list of all the things that make you proud of your child and that make them special, and giving it to them. Try to focus on things about their personality rather than things like their academic achievements.

Childline also has advice for children and young people on building their confidence and self-esteem.

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Being worried about a child who's self-harming can be really difficult. We've got advice to help you understand why children and teenagers self-harm, how to recognise the signs, and what you can do to support a young person who's struggling.

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Contact have published a new report about their work at Alder Hey Children’s Hospital to create a more sensory friendly environment for children and young people visiting.

The report, Sensory Friendly Environments North West, highlights their work with staff at the hospital and neurodiverse children and young people and their families to investigate what changes could be made to improve the experiences of children with sensory processing differences – estimated to be around 60% of children visiting the hospital.

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Contact have published a new report about their work at Alder Hey Children's Hospital to create a more sensory friendly environment for children and young people visiting.

The report, Sensory Friendly Environments North West, highlights their work with staff at the hospital and neurodiverse children and young people and their families to investigate what changes could be made to improve the experiences of children with sensory processing differences - estimated to be around 60% of children visiting the hospital.

"It was the best experience we have had in three years of going to Alder Hey"
A parent visiting the hospital with their son

As well as listening to the experiences of children visiting the hospital and increasing staff's understanding of sensory differences, Alder Hey also put in place a range of changes and equipment to help, including specially designed sensory toy boxes to calm and distract children in clinical areas, developed with the expert support of Contact's team.

Often it was small changes that made the biggest difference. For example, offering a quiet space to wait reduced some children's anxiety and meant they were better able to engage in their hospital appointments. Or fixing curtains in an inpatient room which meant a child who was sensitive to light and had not slept for days could sleep better and engage positively in activities later that day.

"We are more aware now of sensory needs and recognising when it is sensory and not just behaviour"
Alder Hey staff member

Contact would like to see more settings building on the work done at Alder Hey to work collaboratively with parent carers and children and young people to create sensory friendly environments.

Read the full independent evaluation of Sensory Friendly Environments North West, by Edge Hill University which reviews the impact of the project.

Watch this short animation developed as part of the project to help people understand how hospital noises, lights and smells can distress or over stimulate some children with sensory processing differences.

Contact worked with Sefton and Livpac Parent Carer forums, young people from Alder Hey Youth Forumand Sefton Camhelions and the National Development Team for Inclusion (NDTi) whose 'experts by experience' brought the training to life.

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Creating a Sensory-Friendly Space at Alder Hey - Alder Hey Children’s Hospital Trust

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Contact have published a new report about their work at Alder Hey Children’s Hospital to create a more sensory friendly environment for children and young people visiting. The report, Sensory Friendly Environments North West, highlights their work with staff at the hospital and neurodiverse children and young people and their families to investigate what changes could be made […]

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A Sensory Journey Through Alder Hey - Alex's Story

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The SEND advice line is an inclusive and confidential service in Rochdale, providing information and support to parents, carers, and young people. We work collaboratively with a range of SEND services in Rochdale, taking a multidisciplinary approach to achieve positive outcomes for children and young people aged 0-25 years. Our aim is to empower families, by offering early intervention and guidance, helping them to feel confident in promoting success, for their children’s futures.

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Support for LGBT+ young people, their family/friends.

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The Proud Trust is an LGBT+ organisation that supports LGBT+ young people through youth groups, peer support, mentoring programs and the Proud Connections chat service.

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NHS Solent: Attention and Impulse Control

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NHS Solent: Attention and Impulse Control

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ND Attention and Impulse Control for Ages 0 to 4

ND Attention and Impulse Control for Ages 5 to 11

ND Attention and Impulse Control for Ages 11 to 16

ND Attention and Impulse Control for Ages 16+

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Sleep Problems and Disorders in Children

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ND Sensory for Ages 0 to 4

ND Sensory for Ages 5 to 11

ND Sensory for Ages 11 to 16

ND Sensory for Ages 16+

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NHS Solent: Emotional Regulation All ages

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NHS Solent: Emotional Regulation All ages

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ND Emotional Regulation for Ages 0 to 4

ND Emotional Regulation for Ages 5 to 11

ND Emotional Regulation for Ages 11 to 16

ND Emotional Regulation for Ages 16+

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Sheffield Children's NHS Foundation Trust

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Sheffield Children's NHS Foundation Trust

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Sheffield Children's NHS Foudation Trust

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Sheffield Children's NHS Foundation Trust

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Sheffield Children's NHS Foundation Trust

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Sheffield Children's NHS Foundation Trust

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Family Resources Archive - Autism Unlocked

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Supporting Your Neurodiverse Child (See copyright below)

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Supporting Your Neurodiverse Child (See copyright below)

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A fantastic resource created by 'Essex Family Forum', 'Send the Right Message' and 'MyOTAS' with graphics by Essex County Council has been kindly shared with Greater Manchester.

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A Little Bit of Happy - tune in to our new podcast episodes Loading... What works for them... will work for me - Ep 5 Parenting Myths Busted In this final episode, I dive into the myth that what works for them... will work for... https://myhappymind.org/wp-content/uploads/2022/04/Ep-5-PMB-audio-edited-1.mp3 The myHappymind podcast What works for them...

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Sheffield Children's NHS Foundation Trust: Sensory Processing difficulties

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Sheffield Children's NHS Foundation Trust: Sensory Processing difficulties

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Sheffield Children's NHS Foundation Trust

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What is the Sensory Service?

The Sensory Service is a multi-disciplinary team based at the Ryegate Children's Centre in Sheffield. We aim to help parents, carers, school staff and young people to have a better understanding of sensory processing and how this impacts on every day life. We provide information and advice on how to adapt activities and the environment to support children's sensory needs. The team includes Occupational Therapy, Physiotherapy, Clinical Psychology, Speech and Language Therapy.

What is sensory processing?

Sensory processing is the way that our body takes in and makes sense of information. Our senses include hearing, vision, touch, taste and smell, as well as vestibular processing (which helps with balance and movement), proprioception (which is the awareness of our body in the space around it), and interoception (our awareness of our internal body feelings). We use our senses every day to interact with the world.

What might happen when sensory processing becomes a problem?

Children might find sensory information overwhelming and they might struggle to cope with certain sensory experiences. They may try to avoid certain things, people or places.

Children might find everyday tasks difficult to tolerate, such as showering, wearing certain clothes, eating or teeth-brushing.

Children may seek out sensations to help them to regulate in a way that creates a problem in another way, (for example, needing to move a lot during lessons).

When children are overwhelmed by sensory information it can make it more difficult for them to communicate their needs.

Sensory sensitivities can lead to higher stress and anxiety levels in a child. This in turn can mean they're more tuned into sensory information and can become overwhelmed more easily.

Children may present differently from one day to the next and their sensory needs may be context specific or be influenced by other factors, such as mood, tiredness or stress levels.

Who is the service for?

The service is for any child aged 3-16 years, living in Sheffield, who is having day to day difficulties because of the way that they process sensory information. Children known to the CAMHS Learning Disability service will be re-directed to CAMHS Occupational Therapy, if needing support beyond Universal Provision.

What is the Virtual Therapy Area?

The Virtual Therapy Area is our universal provision, the first level of service for all families. It aims to provide parents and carers with knowledge, ideas and strategies to support your child or young person with sensory needs that may be impacting on their every day life. These resources are primarily aimed at supporting children who are neuro-divergent; for example, your child may have a diagnosis of Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD), Developmental Coordination Disorder (DCD), Developmental Language Disorder (DLD) or a combination of these. However, your child may not have any diagnosis, but may present with sensory needs that are creating challenges in everyday life. Or your child might have a different diagnosis and also have sensory needs that are impacting on their day to day life.

The Royal College of Occupational Therapists states "The term Sensory Processing Disorder is not recognized as an independent diagnosis...and should be avoided" (RCOT Informed View, 2021). Therefore, at the Sheffield Sensory Service, we do not formally assess or provide diagnosis of Sensory Processing Disorder. Our focus is to offer sensory interventions that support a child's sensory needs by adapting tasks or the environment, and by improving a child's capacity for self-regulation.

In addition to the virtual resources, our multi-disciplinary team deliver sensory training to Sheffield schools and educational establishments, and we are aiming to support all schools in Sheffield to be 'sensory accessible'.

If you need these resources in a different language, look at the bottom of the page for a guide to Google Translate.

How to use these resources

Translating information to your home language: Google Translate

1) Click the Google Translate button:

2) Click on your home language. The text will then change

Google Translate may not translate all words correctly. Please contact us on 0114 271 7645 if you have any questions about the text.

Translating information to your home language: subtitles

1) Click the subtitles icon

2) Click the settings icon then ' subtitles/CC'

3) Click Auto-translate

4) Choose your language

You need to turn on the subtitles for all the videos.

The subtitles are translated through YouTube. Some words may not be translated correctly. Please contact us on 0114 271 7617 if you have any questions about the videos. We can arrange a telephone call with an interpreter if needed.

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Sensory processing difficulties - Sheffield Children's NHS Foundation Trust

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What is the Sensory Service? The Sensory Service is a multi-disciplinary team based at the Ryegate Children's Centre in Sheffield. We aim to help parents, carers, school staff and young people to have a better understanding of sensory processing and how this impacts on every day life.

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Authenticity - A feeling of being your genuine self. Being able to act in a way that feels comfortable and happy for you.

Acceptance - A process where you feel validated as the person you are not only by yourself but by others.

Agency - A feeling of control over actions and their consequences in your day to day life.

Autonomy - A state of being self-directed, independent, and free. Being able to act on your ideas and wants.

Advocacy - To speak for yourself, communicate what is important to you and your needs or the needs of others.

Authenticity

Stim: Stimming or self-stimulating behaviour is a wide variety of activities that can be physical, visual, tactile, taste, chewing etc. It serves a wide variety of purposes - regulation, emotional expression, sensory boosting/balancing, dopamine boosting, creating a focal point to shut out other stimuli, stress buster, stimulating the vagus nerve or just plain enjoyment. Every human being stims, it is just autistics may do so in larger or more unexpected ways which are considered strange.

Acceptance

Agency

Autonomy

But we also do a lot of planning for the sessions. We have a variety of activities planned for young people to get involved with if they need structure/ direction. Here is an example information document that shows the amount of structure we have available for when we need it

Advocacy

We work with our young people to decide on their priorities and run advocacy projects based on them. This includes wider projects, such as the Barriers to Education project and work around Youth Loneliness, but we also create videos and other resources which we share on social media.

Authenticity - A feeling of being your genuine self. Being able to act in a way that feels comfortable and happy for you.

Acceptance - A process where you feel validated as the person you are not only by yourself but by others.

Agency - A feeling of control over actions and their consequences in your day to day life.

Autonomy - A state of being self-directed, independent, and free. Being able to act on your ideas and wants.

Advocacy - To speak for yourself, communicate what is important to you and your needs or the needs of others.

Authenticity

Stim: Stimming or self-stimulating behaviour is a wide variety of activities that can be physical, visual, tactile, taste, chewing etc. It serves a wide variety of purposes - regulation, emotional expression, sensory boosting/balancing, dopamine boosting, creating a focal point to shut out other stimuli, stress buster, stimulating the vagus nerve or just plain enjoyment. Every human being stims, it is just autistics may do so in larger or more unexpected ways which are considered strange.

Acceptance

Agency

Autonomy

But we also do a lot of planning for the sessions. We have a variety of activities planned for young people to get involved with if they need structure/ direction. Here is an example information document that shows the amount of structure we have available for when we need it

Advocacy

We work with our young people to decide on their priorities and run advocacy projects based on them. This includes wider projects, such as the Barriers to Education project and work around Youth Loneliness, but we also create videos and other resources which we share on social media.

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What does it mean to be Neurodiversity Affirming?

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Spectrum Gaming believes in the 5 As of neurodiversity affirming practice, from The Autistic Advocate:​Authenticity - A feeling of being your genuine self. Being able to act in a way that feels comfortable and happy for you. Acceptance - A process where you feel validated as the person you are not only by yourself but by others.

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Kieran's courses and training are designed with Autistic insight, years of knowledge and reflect the latest of positive and useful Autism research. With a range of ebooks, short trainings and his flagship programme and membership, The Inside of Autism, there is something for everyone.

These courses are aimed at Autistic People, their families and professionals and are designed to be validating, challenging and to open doors to new understanding.

You'll find training on a range of subjects not available elsewhere including Autistic Masking, Monotropism and more.

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Kieran Rose, The Autistic Advocate, aims to make life better for Autistic people, through his autism blog, consultancy and autism training.

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Spectrum Gaming: Beliefs about Behaviour 

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Spectrum Gaming: Beliefs about Behaviour 

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At Spectrum Gaming we do not believe in punishments or ‘telling people off’; they are short term behaviour management techniques that do not meet the needs of young people in the long term.Instead, we focus on understanding the reasons why young people are struggling and working together to meet the underlying needs they have.Our approach is different to most services, but we believe it works when we have the capacity to get it right.In our parent info on our website we have this page which expl

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Parent/Carer Padlet Homepage: Speech, Language and Communication Support

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Parent/Carer Padlet Homepage: Speech, Language and Communication Support

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Greater Manchester Transition to Adulthood Webinar

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Greater Manchester Transition to Adulthood Webinar

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A series of videos designed for parents and carers of autistic teenagers who are transitioning to adulthood.

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Transition to adulthood webinars

> Special Educational Needs and Post 16 Education

> Personal Independence Payments

​

You can download the scripts and useful links for the videos by clicking on the PDF link next to each video.

Session 1

Access the Growing up in Greater Manchester and Transitions Checklist tools here

SEND and Post 16 education

Employment routes

Higher education

Care Act assessments

Personal Independence Payments

To join one of the Zoom sessions head over to our events page or contact us to book your place.

Use the contact us section of our website and one of our team will be happy to answer any questions you have.

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Transition to adulthood webinars > Special Educational Needs and Post 16 Education > Personal Independence Payments ​ You can download the scripts and useful links for the videos by clicking on the PDF link next to each video.

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Greater Manchester Managing Anger Seminar

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Greater Manchester Managing Anger Seminar

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3 videos have been recorded by our parent facilitators and are split into approximately 20 minute sections. These Managing Anger videos are approximately 70 minutes in total. Parents are also able to register for a Managing Anger Webinar.

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The Managing Anger Seminar :

​

These videos have been recorded by our parent facilitators and are split into approximately 20 minute sections. These Managing Anger videos are approximately 70 minutes in total. Please note: The evaluation surveys referred to in these videos are now completed in the interactive webinar and not on the website.

The booklet below accompanies the videos and there is space to write notes and complete the 8 exercises .

Section 1

Section 2

Section 3

It is important to have watched the three accompanying videos above before registering for the Zoom webinar.

Two parent facilitators who have ASD children will be running the webinar.

They will be 90 minute sessions for up to 10 parents, of children aged 0-16 years.

We start the webinar with Introductions: ideally we like parents to be on camera, you can ask questions or type your answers in the Zoom chat box.

There will be a brief recap while answering the 8 exercise questions. You will have the opportunity to ask questions throughout the session.

We ask all attendees to kindly complete the interactive evaluation form towards the end of the session. We really appreciate your feedback as it enables us to improve our content.

​

Please can you fill out the evaluation form if you were unable to complete on the day of the webinar: https://forms.office.com/r/WCMk98aJYQ

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Managing Anger Workshop Resources | gmac

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The Managing Anger Seminar : ​ These videos have been recorded by our parent facilitators and are split into approximately 20 minute sections. These Managing Anger videos are approximately 70 minutes in total. Please note: The evaluation surveys referred to in these videos are now completed in the interactive webinar and not on the website.

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Greater Manchester Understanding Sensory Needs Seminar

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Greater Manchester Understanding Sensory Needs Seminar

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4 videos that have been recorded by our parent facilitators and are split into approximately 25 minute sections. These Sensory Needs videos are approximately 100 minutes in total. Parents may also register for a webinar.

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Understanding sensory needs

The Understanding sensory needs Seminar :

​

These videos have been recorded by our parent facilitators and are split into approximately 25 minute sections. These Sensory Needs videos are approximately 100 minutes in total. Please note: The evaluation surveys referred to in these videos are now completed in the interactive webinar and not on the website.

The booklet below accompanies the videos and there is space to write notes and complete the 8 exercises .

The PDF booklet below can be printed off or downloaded.

Part 2

Part 3

Part 4

Part 1

The videos below are referenced in the Sensory seminar (section 1) video link above and may be helpful to watch:

It is important to have watched the three accompanying videos above before registering for the Zoom webinar.

Two parent facilitators who have ASD children will be running the webinar.

They will be 90 minute sessions for up to 10 parents, of children aged 0-16 years.

We start the webinar with Introductions: ideally we like parents to be on camera, you can ask questions or type your answers in the Zoom chat box.

There will be a brief recap while answering the 8 exercise questions. You will have the opportunity to ask questions throughout the session.

We ask all attendees to kindly complete the interactive evaluation form towards the end of the session. We really appreciate your feedback as it enables us to improve our content.

​

Not sure how to join a Zoom meeting? Click on the video below:

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Understanding sensory needs The Understanding sensory needs Seminar : ​ These videos have been recorded by our parent facilitators and are split into approximately 25 minute sections. These Sensory Needs videos are approximately 100 minutes in total. Please note: The evaluation surveys referred to in these videos are now completed in the interactive webinar and not on the website.

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Greater Manchester Understanding Autism Seminar for Parents

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Greater Manchester Understanding Autism Seminar for Parents

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3 videos that have been recorded by parent facilitators and are split into 3 sections which last approximately 15-20 minutes each. These Understanding Autism videos are approximately 50 minutes in total. Parents may then register for a webinar.

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Understanding Autism Workshop Resources | gmac

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Looking to learn something new with your little ones? Come join our fun and relaxed signing sessions, learn some sign language through rhyme, play and song.

Sign language is inclusive for everyone.

Find out more on their Facebook Page:

Elizasays | Littleborough | Facebook

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Our Rochdale | Eliza Says - Rhyme and Sign Classes

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Looking to learn something new with your little ones? Come join our fun and relaxed signing sessions, learn some sign language through rhyme, play and song. Sign language is inclusive for everyone.

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Spectrum Gaming is an autistic-led UK based charity that supports autistic young people.

We aim to create a world where every autistic young person knows that who they are is ok.

​We create safe spaces online and in person where you can develop meaningful relationships and achieve personal goals.

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

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About 6% of people have dyscalculia. Studies into the causes of dyscalculia are about 30 years behind research into dyslexia. However, it is thought that the lack of number sense that is often common to people with dyscalculia is connected to the function of the left intraparietal sulcus which deals with numbers, and the front lobe, which deals with reasoning. It can therefore be hereditary but also connected to certain developmental conditions like Foetal Alcohol Syndrome.

An estimated 25% of people have maths learning difficulties which can be caused either by other neurodiverse conditions such as dyslexia or external issues such as a traumatic learning experience related to maths or school absence etc. 60% of individuals with dyslexia will have difficulties with maths.

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About dyscalculia - British Dyslexia Association

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About 6% of people have dyscalculia. Studies into the causes of dyscalculia are about 30 years behind research into dyslexia. However, it is thought that the lack of number sense that is often common to people with dyscalculia is connected to the function of the left intraparietal sulcus which deals with numbers, and the front lobe, which deals with reasoning.

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What is dyslexia? - Kelli Sandman-Hurley

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Sensory Processing Difficulties - Parent/Carer Workshop

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Sensory Processing Difficulties - Parent/Carer Workshop

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Sensory Processing Difficulties

Please note: This workshop is only open to Parents/Carers and people who work with children in Heywood, Middleton and Rochdale.

Delivered by Heywood, Middleton and Rochdale's Children's Occupational Therapy Team.

Please do not bring children with you to the session.

The session covers:

* What is Occupational Therapy?

* What are our sensory systems?

* What are sensory processing difficulties and what do they look like?

* What can we do about it?

* Practical

* Create a sensory diet

* Questions

* Feedback

The session is open to parents, family members, carers, education settings in Heywood, Middleton and Rochdale. In fact; anyone in this area who may support or come into contact with children with sensory difficulties can come along.

This workshop be taking place virtually. We will e-mail you with a link for the session prior to the event.

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children and sensory processing difficulties-what to do about it? - online

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children and sensory processing difficulties-what to do about it? - online tickets

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Children and Sensory Processing Difficulties-What to do about it? - Online

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Eventbrite - HMR Children and Young People's Community Services presents Children and Sensory Processing Difficulties-What to do about it? - Online - Wednesday, 5 January 2022 | Wednesday, 4 December 2024 - Find event and ticket information.

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Umbrella Sessions - Neurodiversity Courses for Parent/Carers

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Umbrella Sessions - Neurodiversity Courses for Parent/Carers

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– Sensory Challenges and Strategies

– Sleep and Wellbeing

– Information about Neurodiversity: how it affects child development and how to begin to see the child or young person as an individual, therefore supporting them with their diagnosis. This will also include challenges with peers and family.

– Neurodiversity in School

– ADHD: Medication and alternative interventions. Ways to get positive outcomes without specialist support with clinical input.

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The Umbrella support and information sessions are delivered by parent/carer facilitators with lived experience and will support families of children and young people with neurodiversity in several ways, detailed below. The offer is available to any family whose child is neurodiverse and does not require the child or young person to have a diagnosis. It will enable families to build resilience and gain skills and strategies to support their child or young person at home and in the community.

The families will be supported by the delivery of a neurodiversity course where they will be provided with information about ADHD, ASC and other neurodiverse conditions. They will learn about a range of evidenced based strategies which they can then try with their children. There will also be the opportunity for one to one support for families with more complex difficulties. We will be working in a person-centred way with families to build understanding of their child's diagnosis, This will enable them to understand their child or young person better and see things from their perspective which will lead to more positive relationships within their friends and family circle.

The course will consist of several sessions delivered at different times to enable families to choose the most accessible time for their own circumstances and will be co delivered in parts with support of CAMHS and associated specialist Neurodiversity practitioners. This will be followed up by ongoing support at a monthly get together which will be facilitated by one of the sessional leads, allowing parents to form natural support groups which can continue after the sessions have finished. The aim is for families in similar situations to have an opportunity to discuss issues together in a safe, non-judgemental environment, to benefit from peer support and learn from each other.

The courses will be offered at different times (morning, afternoon and evening) and planned for the year to support ease of access for parents. They are two hour sessions at either 9.30-11.30, 12-2 or 6.30-8.30. Booking will be via phone, email or Eventbrite. Face to face courses will be limited to a maximum of 20 parents.

Sessions will include:
- Information about Neurodiversity, how it affects child development and how to begin to see the child or young person as an individual, therefore supporting them with their diagnosis. This will also include challenges with peers and family
- ADHD, Medication and alternative interventions, ways to get positive outcomes without specialist support with clinical input.
- Sensory challenges and strategies
- Sleep and well being
- Neurodiversity in school

Although it is most beneficial to attend all 5 sessions, each one is a standalone session so families can choose to just attend the ones of most importance to them.

We will be offering PBS (positive behaviour support), Riding the Rapids and other strategies to enable families to support their neurodivergent children and young people to live the best life they can in their homes, school and local community.

This offer is fully funded so there is no cost to participants.

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Umbrella Sessions - Rochdale Parent Carers Voice

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The Umbrella support and information sessions are delivered by parent/carer facilitators with lived experience and will support families of children and young people with neurodiversity in several ways, detailed below. The offer is available to any family whose child is neurodiverse and does not require the child or young person to have a diagnosis.

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Riding the Rapids is a free course designed for parents and carers of children and young people aged 3-16 whose needs indicate they are Neurodivergent.

The course aims to help parents to understand and support their child’s well-being, and reduce stress, distress and distress-related behaviours or other behaviours of concern.

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Education related resources

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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.

In this section you will find information on education for autistic children. Our guides provide advice for parents/carers and teaching professionals.

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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. In this section you will find information on education for autistic children. Our guides provide advice for parents/carers and teaching professionals.

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An Interview with Ros Blackburn with Special Guest Sigourney Weaver.

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We have a discussion with Ros Blackburn, an autistic friend, colleague and international speaker from the UK who speaks with great insight about her autistic experience. In Barry's book, Uniquely Human, he shares so much of what he learned from Ros in their travel and presentations together, and Ros expands on her insights in today's discussion with great humor and candor. We surprise Ros when we are joined by the world-renowned actress, Sigourney Weaver, who played an autistic woman in the film "Snowcake". Sigourney modeled her role after Ros, and by sharing time together in the US and UK, they developed a valued friendship. Sigourney and Ros reflect on that time, and all they learned in the process.

Ros provides talks and does consultations and responds to questions. She can be contacted from within the UK by phone at 01245351868 or (mobile) 07858224332. From outside the UK, she can be contacted by e-mail ros.raft@btinternet.com, but due to her dyslexia, messages should be brief and to the point. She also can be contacted by phone 011 (+44) 01245351868.

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Logically Illogical: An Interview with Ros Blackburn with Special Guest Sigourney Weaver - Uniquely Human: The Podcast

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We have a discussion with Ros Blackburn, an autistic friend, colleague and international speaker from the UK who speaks with great insight about her autistic experience. In Barry's book, Uniquely Human, he shares so much of what he learned from Ros in their travel and presentations together, and Ros expands on her insights in today's discussion with great humor and candor.

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Advice/support for families/carers of autistic young people

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OCD in Young People

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Information about OCD including reasons why obsessions become compulsions and where to go for help for obsessive compulsive disorder.

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Managing your OCD at Home

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Understanding therapy/medication for ADHD

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Medication and / or behavioural therapies for ADHD - parent | ADHD and You

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Treatments for ADHD focus on reducing symptoms and improving the ability to focus, learn and work. ADHD can be treated using medication or non-medical therapy, but a combination of both is often best.There are two main types of medication licensed for the treatment of ADHD:

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Advice for helping your child in an educational setting

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Helping your child’s educational development - parent | ADHD and You

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Choosing a secondary schoolYou may have a choice of secondary school and choosing the right one can be a big decision. It is something that all parents (and children) find difficult, even without having to think about ADHD.The following will help you make the most informed choice.Exam results don’t tell the whole story

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We utilize effective psychoacoustic principles to create beautiful dreamscapes that will help you fall asleep fast, stay asleep, and wake up feeling refreshed

Find this in your app store.

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Soft Murmur provides a range of free ambient sounds available to play that may help you sleep.

Find this in your app store.

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Find this in your App Store.

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Billie Ellish talks about her tics

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Billie Eilish Reveals She Has Tourette Syndrome

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Information /resources about:

How ADHD affects you

How to tell people about your ADHD

Common Myths

Moving to a new school

Ways to manage ADHD

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What is ADHD? - Young Person | ADHD and You

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A person with ADHD has differences in brain development and brain activity. Put simply, your brain works differently compared with someone who doesn’t have ADHD, so you learn in a different way, and you may sometimes behave differently. You can’t change it, but you can learn to manage it, and it can even give you certain advantages!

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Spectrum Gaming: How to use this platform

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Spectrum Gaming: How to use this platform

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How to help your child engage and access Spectrum Gaming

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INFORMATION FOR PARENTS

Here you can find all the info you will need to support your young person to have the best chance of success in our community. Please click on the icons to find out more about each topic.

If you have a question about something that is not covered in the info above you may find the answer in our FAQ section. If there is something else that you would like to know more about, please email info@spectrumgaming.net

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INFORMATION FOR PARENTS Here you can find all the info you will need to support your young person to have the best chance of success in our community. Please click on the icons to find out more about each topic.

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Autistic Fatigue: A Guide for Parent/Carers

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Exhaustion (fatigue) and then burnout can happen to anybody. Being autistic can make fatigue and burnout more likely, due to the pressures of social situations and sensory overload. If your child or the person you care for is experiencing fatigue or burnout, helping them to manage their energy levels is essential, as this guide explains.

What is autistic fatigue and autistic burnout?

'Autistic fatigue' and 'autistic burnout' are terms that came from autistic people, and we are learning from the experiences of autistic adults.

Fatigue, and then subsequent burnout, can happen to anybody. Autistic people, however, can be more susceptible to both, due to the pressures of everyday life, having to navigate social situations and sensory overload.

Trying to cope with these pressures can lead to exhaustion (autistic fatigue) and over time this can lead to extreme exhaustion or autistic burnout.

Autistic adults have described various ways that autistic fatigue and burnout have affected them. Autistic fatigue has often been described as exhaustion with additional difficulties such as:

increased meltdowns and sensory sensitivity

physical pain and headaches

physically shutting down, including the loss of speech.

Autistic burnout affects all aspects of a person's life, and this makes it different from professional burnout, which is related to work.

What causes autistic fatigue and burnout?

There are various things that can cause autistic fatigue. Autistic adults suggest several causes, including:

sensory overload

dealing with social situations

masking or camouflaging their autistic traits

suppressing stimming

a sense of not meeting other people's/society's expectations of them.

Changes in your routines or day-to-day life, such as a change of school or job, can increase anxiety and can be additional causes for autistic fatigue and burnout.

Due to increased sensitivity and stress levels during autistic fatigue, your child may be less able to recover quickly from meltdowns. This exacerbates the exhaustion and stress they experience.

What can I do if the person I care for is experiencing autistic fatigue and burnout?

Use energy accounting

Energy accounting is a system used to set manageable limits on your energy levels so you do not deplete yourself to the point of burnout.

Help your child or the person you care for to set a limit on how much energy they have in a day or week and estimate how much certain activities drain them. Also work out how much certain activities energise them.

You can then try to plan and balance their activities and energy over a day or week to try and manage stress limits. Make sure you build in time for relaxation and recovery.

Time off and rest/relaxation

Whether you use energy accounting or not, time off from work or school and other high-stress activities is key to managing stress levels. Ensuring time for activities/interests that re-energise and promote relaxation is key. This could be connecting with family and friends or enjoying hobbies or interests.

Time without having to mask

Autistic people often feel the need to hide or mask their autistic traits in public, for example by suppressing the urge to stim. It can be important to factor times into your child's day for things like stimming, somewhere they feel comfortable and able to do so.

Useful resources

Autistic people's accounts

Podcasts

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Autistic fatigue - a guide for parents and carers

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This guide looks at how autistic fatigue and burnout can affect autistic people and what we parents and carers can do to help.

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Information about OCD in relation to Autism

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The reasons why Autistic Young People may struggle with eating disorders is often different than why Non Autistic People may struggle.

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Advice, guidance and useful resources about autism and eating disorders.

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Autism and Happiness (community made video #BeeWell)

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A document created by Rochdale Borough Council about their Occupational Therapy service.

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Understanding meltdowns

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(This is part of a series of posts about Autism and Trauma)The NEST ApproachSupporting autistic young people with meltdowns. Kids Do Well IF THEY CANThis resource was created by the Spectrum Gaming community, as a result of autistic young people sharing the negative impacts of support that has been offered while they are experiencing meltdowns. We worked together with them to create this guidance around meltdowns, using the insight of the community, plus the best practice work of Studio 3, Ross

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Top tips for sensory needs, activities and routines to help you sleep.Useful apps and products recommended by young people.

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Support for autistic people to identify what triggers anxiety and help create an environment that helps them feel as safe and relaxed as possible.

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Blogs about relationships/friendships

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How does the social world work for us? Gender, Sexuality, Relationships, Friendships, Bullying, Double Empathy, Special Interests...

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Bolton CAMHS explain an ADOS (Austism) assessment

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Bolton CAMHS - What to expect from an Autism Assessment