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Talk Together Booklet- Helping Babies and Young Children Learn Skills for Talking 

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Talk Together Booklet- Helping Babies and Young Children Learn Skills for Talking 

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Sensory Self-Care Toolkit

"Processing everyday sensory information can be difficult for autistic people. Any of their senses may be over- or under-sensitive, or both, at different times. These sensory differences can affect how they feel and act, and can have a profound effect on a person's life." National Autistic Society

This link will take you to a Sensory Self-Care Toolkit which you may find useful in understanding your child's (or your own) sensory profile and, perhaps more importantly understand how to help you manage those difficulties.

The sections below link to external PDF documents - click a section to view:

A massive thank you to Rachael at 'Blossom Children's Occupational Therapy' for sharing these amazing resources https://www.childrensoccupationaltherapy.org.uk/

© 2023 En-Fold. All Rights Reserved.
We are registered as a charity in England and Wales (1180998)
En-Fold, 15 St Giles Street, Northampton, NN1 1JA
This website uses only strictly necessary cookies.
This type of cookie does not collect any personally identifiable information about you and does not track your browsing habits.

Disclaimer: En-Fold does not endorse treatments, interventions and therapies but lists them so people can make informed choice. This site is for information purposes only and is a starting point for readers to look into options that may fit or resonate. Remember, therapies for autism, like any condition, should be discussed with a trusted medical practitioner or certified therapist before use. All information, data and material contained, presented or provided here is for general information purposes only and is not to be construed as reflecting the knowledge or opinions of En-Fold, or as providing legal or medical advice. All treatment decisions should be made by the individual in consultation with a health care provider. Case studies provided are done so in good faith, and based on the personal experience of the individual submitting them. En-Fold are in no way endorsing the establishments that are mentioned but offering peer reviews to inform readers.

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© 2023 En-Fold. All Rights Reserved.We are registered as a charity in England and Wales (1180998)En-Fold, 15 St Giles Street, Northampton, NN1 1JA

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Calm Toolkit- Blossom Occupational Therapy

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Calm Toolkit- Blossom Occupational Therapy

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Classroom Friendly Fidget Toys (Bec Oakley)

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Classroom Friendly Fidget Toys (Bec Oakley)

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Anna Freud- Advice on Talking to your Child about Mental Health

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Anna Freud- Advice on Talking to your Child about Mental Health

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Anna Freud- 7 Ways to Support Children who are Worried 

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Anna Freud- 7 Ways to Support Children who are Worried 

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At a glance

Kids can learn to manage their emotions and work on social skills.

You can help your child with social-emotional learning by playing fun games at home.

There are lots of simple games you can play during everyday activities.

Many schools have started teaching kids how to do things like cope with feelings, set goals, and get along with others. It's called social-emotional learning. You can help your child work on these skills at home, too.

Here are a handful of activities that can help your child manage emotions and work on social skills - and have some fun with you along the way. These games are very low-tech. And all are designed to fit easily into daily routines.

1. Starfish and tornadoes

Try playing this game at different times of day, and help your child describe the energy levels. For example, if you play this game before dinner, you can say, "You have so much energy, I bet you could run up and down the stairs five times before I finish cooking!"

Keep in mind: Self-awareness can help kids build a skill called self-regulation. This skill is about managing your internal energy. It helps kids manage their emotions and their body movements during tough situations. It also helps them pay attention and learn.

The goal: To help kids practice observing what's going on around them. Picking up on social cues helps kids get their needs met and understand the perspective of others.

Help your child connect these observations with choosing how to behave. For example, when the swings are crowded, your child may decide to go on the slide first.

To help your child come up with ideas, comment whenever you notice your child's positive behaviors: "You just offered to teach your sister a nursery rhyme. Let's talk for a second about what kind of person you're being right now."

Also, you can buy these kinds of cards or find templates online. But kids might like making the cards themselves.

How to play: When you and your child can't agree, use the tune of "This Old Man" to sing these lines: "You want this. I want that. How can we both get what we want?" Then brainstorm solutions and choose the best idea for right now. For example, if your child is demanding to bake cookies at 8 a.m., the best solution might be to wait two hours so you can bake when the baby is napping.

5. Taking turns taking charge

Key takeaways

Simple, fun games can help kids learn to cope with feelings, set goals, and get along with others.

Self-regulation helps kids manage their emotions and their body movements.

Praising good behavior often leads to more of it.

About the author

About the author

Kate Kelly has been writing and editing for more than 20 years, with a focus on parenting.

Reviewed by

Reviewed by

Lynne Kenney, PsyD is a Harvard-trained pediatric psychologist and international educator in Scottsdale, Arizona.

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5 social-emotional learning games to play with your child

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Social-emotional learning activities can help kids learn to manage emotions and get along with other kids. These games are simple, low-cost, and low-tech, and can be built into your daily activities.

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This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website.

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Anxiety and Anxiety Disorders | Signs and symptoms

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Anxiety is a feeling of fear or panic that many young people experience. Find out about the causes and symptoms of anxiety and where to get help.

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CAMHS Resources (Child and Adolescent Mental Health Services)

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CAMHS Resources (Child and Adolescent Mental Health Services)

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A website containing resources and links to support young people and families with their mental health and emotional wellbeing.

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Dyspraxia Foundation- What is Dyspraxia?

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Dyspraxia Foundation- What is Dyspraxia?

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Dyspraxia at a glance

Dyspraxia (also known as developmental coordination disorder - DCD) is a surprisingly common condition affecting movement and coordination in children and adults. It is a hidden condition which is still poorly understood.

Dyspraxia affects all areas of life, making it difficult for people to carry out activities that others take for granted. Signs of dyspraxia/DCD are present from a young age but may not be recognised until a child starts school - or even later in adulthood.

Signs of dyspraxia/DCD

Each person's experience of dyspraxia/DCD is different and will be affected by a person's age, the opportunities they have had to learn skills, environmental demands and the support/understanding shown by people around them. There are, however, some common signs of dyspraxia/DCD.

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Developmental Coordination Disorder (DCD), also known as dyspraxia, common disorder affecting fine and/or gross motor coordination in children & adults.

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Developmental co-ordination disorder (DCD), also known as dyspraxia, is a condition affecting physical co-ordination. It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily.
This topic is about DCD in children, although the condition often causes continued problems into adulthood.

Find out more about DCD in adults.

Symptoms of DCD

Early developmental milestones of crawling, walking, self-feeding and dressing may be delayed in young children with DCD. Drawing, writing and performance in sports are also usually behind what is expected for their age.

Although signs of the condition are present from an early age, children vary widely in their rate of development. This means a definite diagnosis of DCD does not usually happen until a child with the condition is 5 years old or more.

Find out more about symptoms of DCD in children.

When to seek medical advice

If you're concerned about your child's health or development, talk to a GP or health visitor, or speak to a nurse, doctor or special educational needs co-ordinator (SENCO) at your child's school.

They may refer your child to an occupational therapist, paediatrician, or another health professional who can assess them and try to identify any developmental problems.

Find out more about diagnosing DCD in children.

Causes of DCD

Doing co-ordinated movements is a complex process that involves many different nerves and parts of the brain.

Any problem in this process could potentially lead to difficulties with movement and co-ordination.

It's not usually clear why co-ordination doesn't develop as well as other abilities in children with DCD.

However, a number of risk factors that can increase a child's likelihood of developing DCD have been identified.

These include:

being born prematurely, before the 37th week of pregnancy

being born with a low birth weight

having a family history of DCD, although it is not clear exactly which genes may be involved in the condition

the mother drinking alcohol or taking illegal drugs while pregnant

Treating DCD

There's no cure for DCD, but a number of therapies can help children to manage their problems.

These include:

being taught ways of do activities they find difficult, such as breaking down difficult movements into smaller parts and practicing them regularly

adapting tasks to make them easier, such as using special grips on pens and pencils so they are easier to hold

Although DCD does not affect how intelligent a child is, it can make it more difficult for them to learn and they may need extra help to keep up at school.

Treatment for DCD will be tailored to your child and usually involves a number of different healthcare professionals working together.

Although the physical co-ordination of a child with DCD will remain below average, this may be less of a problem as they get older and develop coping strategies. Some children may continue to have problems.

However, difficulties in school - particularly producing written work - can become much more prominent and require extra help from parents and teachers.

Find out more about treating DCD in children.

Dyspraxia or DCD?

While many people in the UK use the term dyspraxia to refer to the difficulties with movement and co-ordination that first develop in young children, this term is used less often by healthcare professionals.

Instead, most healthcare professionals use the term developmental co-ordination disorder (DCD) to describe the condition.

This term is generally preferred by healthcare professionals because dyspraxia can have several meanings.

For example, dyspraxia can be used to describe movement difficulties that happen later in life because of damage to the brain, such as from a stroke or head injury.

Some healthcare professionals may also use the term specific developmental disorder of motor function (SDDMF) to refer to DCD.

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Developmental co-ordination disorder (dyspraxia) in children

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Read about developmental co-ordination disorder (DCD), also known as dyspraxia, a condition that affects physical co-ordination.

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Providing information and support for people of all ages affected by dyslexia.

What we do

Northamptonshire Buckinghamshire Dyslexia Association

Getting Help - Parents & Education

If you are concerned about your child's progress with their education at school, you should contact their teacher or the school's Special Educational Needs Co-ordinator (SENCo) to discuss your concerns and the appropriate support to put in place. (it may be worth having their vision and hearing checked to see if there are any underlying problems)
Special Educational Needs (SEN) Support is the support that a school or college should put in place for a child/ young person with SEN. A pupil does not need to have an official diagnosis of a learning difficulty in order for support to be given. However, a Diagnostic Assessment can ensure that any additional support is targeted to the pupil's specific areas of weakness and strength.

Adults with dyslexia are all different. Some dyslexic adults feel unable to cope with their difficulties, whilst others have found ways to get round their problems but changing demands at work or a new venture in life can present tough challenges.

There is no cure for dyslexia but with the right help and support dyslexics can overcome their difficulties and achieve great things. Many dyslexic people learn to cope with their difficulties, to make good use of their areas of strength and to become successful and fulfilled individuals.

What is Dyslexia?

Northamptonshire Buckinghamshire Dyslexia Association

Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, every individual will have a different experience with dyslexia. It can range from mild to severe, and it can co-occur with other learning differences. It usually runs in families and is a life-long condition. It is a genetic condition, and the most recent research suggest that it changes the way in which the brain functions, including the way certain brain activities are carried out. These changes are responsible for the difficulties (and some strengths), that those with dyslexia and related conditions may experience.

At NBDA we believe in a dyslexia friendly society, that enables neuro-diverse people of all ages to reach their full potential.

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NBDA - Dyslexia Support in Northamptonshire & Buckinghamshire

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Providing information and support for people of all ages affected by dyslexia. Northamptonshire Buckinghamshire Dyslexia Association Getting Help - Parents & Education If you are concerned about your child's progress with their education at school, you should contact their teacher or the school's Special Educational Needs Co-ordinator (SENCo) to discuss your concerns and the appropriate support to put in place.

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What is Dyslexia? British Dyslexia Association Video 

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What is Dyslexia? British Dyslexia Association Video 

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood. With the right support, the strengths and talents of dyslexic people can really shine.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood.

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National Autistic Society- Pre-Diagnosis Support

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National Autistic Society- Pre-Diagnosis Support

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A guide for parents and carers on getting an autism diagnosis for their child

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National Autistic Society Communication Support

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National Autistic Society Communication Support

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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.

Advice, quick tips, and visual tools to support autistic people with communication.

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Advice, quick tips, and visual tools to support autistic people with communication.

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ASD Overview by Blossom Occupational Therapy

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ASD Overview by Blossom Occupational Therapy

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Local Groups

We aim not to duplicate information that is already available but provide a simple way to access the information relative to autism only. This list includes the groups that we know are open to autistic people with or without a learning disability. Any group requirements, such as age and diagnosis, are included with the group information.

Local Offer

The local offer is a central government requirement for each county council to deliver. It is a website with details of services available to children and young people aged 0-25 with special educational needs.

Local Offer Service List

Outdoor Tribe
Pathways to Wellbeing

They also offer Family SEN Sessions - Click HERE to go to their website

High Five

Facebook support group with monthly meetings for parents. A range of subsidised family outings occurs in the school holidays, such as the zoo, space centre, Jungle parc, etc.
‍
These day trips provide an excellent opportunity for families to experience a whole day out know others are around them who get it and therefore remove some of the barriers.

Facebook Group

Spectrum Club

‍A great online parent peer-support group with a wealth of expertise and knowledge. Private hire sessions in the holidays at soft play, cinema, and swimming provide families with an excellent opportunity to mix.

Facebook Group

ASDiversity Corby

A social and wellbeing group for young people and adults with autism and/or any other related conditions. It provides a safe and secure environment to play games, do some art, chat etc. A diagnosis is not needed to attend.

Facebook Group

Home Grown Care Farm

Our Living & Learning Daycare Farm is available to anyone wishing to access a quiet, safe place to discover therapy and/or education through friendly animals on a working farm setting.
Our farming family clients all help run the farm on a day-to-day basis, from therapy to learning & studying Asdan courses.
In addition, our summer camps or small group visits are also available to all.
Leaflet

Home Grown Care Farm Website

Daventry Social Club

Daventry Social Club is a social club for those aged 15 - 29. The club is designed to be accessible for those with social difficulties and anxiety; we do this by hosting structured sessions with structured activities to take the focus away from conversations. We also have small numbers (limit of 20 people) and encourage individuals to bring a friend or family member to get settled in.
We meet fortnightly, on a Friday, 7pm-9pm for a board game night at the New Street Centre in Daventry. We sometimes vary this depending on current events (for example, Halloween/Christmas baking) and arrange outings such as bowling.
Our next session is on 1st October and the next 2 weeks later and so on.

We post all of our events and updates on our Facebook page or individuals can email us for updates:
https://www.facebook.com/DaventrySocialClub

Have we missed anything?

We are short on information for groups for autistic people over the age of 25 WITHOUT a learning disability. When contributing group information, please specify if any there are any requirements needed for a person to attend.

Get In Touch These local employment services help autistic people with employment, whether supporting them into work experience, job building skills or job application support.

This list is not complete, and we would love to hear from you as to groups you run or attend that offer an ideal space for those with autism to meet or have new experiences in Northamptonshire.

© 2023 En-Fold. All Rights Reserved.
We are registered as a charity in England and Wales (1180998)
En-Fold, 15 St Giles Street, Northampton, NN1 1JA
This website uses only strictly necessary cookies.
This type of cookie does not collect any personally identifiable information about you and does not track your browsing habits.

Disclaimer: En-Fold does not endorse treatments, interventions and therapies but lists them so people can make informed choice. This site is for information purposes only and is a starting point for readers to look into options that may fit or resonate. Remember, therapies for autism, like any condition, should be discussed with a trusted medical practitioner or certified therapist before use. All information, data and material contained, presented or provided here is for general information purposes only and is not to be construed as reflecting the knowledge or opinions of En-Fold, or as providing legal or medical advice. All treatment decisions should be made by the individual in consultation with a health care provider. Case studies provided are done so in good faith, and based on the personal experience of the individual submitting them. En-Fold are in no way endorsing the establishments that are mentioned but offering peer reviews to inform readers.

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We aim not to duplicate information that is already available but provide a simple way to access the information relative to autism only. This list includes the groups that we know are open to autistic people with or without a learning disability. Any group requirements, such as age and diagnosis, are included with the group information.

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National Autistic Society- What is Autism?

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National Autistic Society- What is Autism?

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National Autistic Society- Explaining Autism Video

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National Autistic Society- Explaining Autism Video

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Amazing Things Happen - by Alexander Amelines

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North Northants ADHD Information Pack- Easy Read

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North Northants ADHD Information Pack- Easy Read

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Autism affects the way a person communicates and how they experience the world around them. It is considered a spectrum condition. While autistic people share some similar characteristics, they are also all different from each other. The autism spectrum isn't linear from high to low but varies, just as one person might vary from another.

Some autistic people are able to live relatively independent lives but others may face additional challenges. Some autistic people have learning disabilities, which means their support needs are different.

Watch young people explain what it's really like being autistic and how you can support autistic people.

How does autism affect people?

Autism is a hidden or invisible disability. You can't see if someone is autistic just by looking at them and some people might not have been diagnosed when you meet them. There are some behaviours and ways of communication that an autistic person may use but these aren't universal as every autistic person is different.

The characteristics of autism vary from one person to another, but there are four main areas of difference.

Social interaction

Autistic people may find socialising and social interactions difficult. There are lots of unwritten rules that we use when talking to someone else, and these rules aren't always the same. Autistic people can find these rules difficult to remember or confusing because they aren't always applied in the same way. This means autistic people often find it difficult to understand other people's intentions and express their own feelings.

Social interactions can often be tiring for autistic people and difficulties 'reading' other people can lead to loneliness and isolation. Autistic people don't lack the skills to interact with other people, they simply need more information and support to socialise with others.

Social imagination

Autistic people can find it harder to understand abstract concepts. For example, they can struggle to understand another person's point of view - or if they know it in theory, they may still struggle to imagine what it might be.

Differences in social imagination can make it harder for autistic people to cope with new, unfamiliar or unexpected situations. As a result many autistic people like to know what is going to happen in advance and have set routines for the activities they do. They can also have routines and repetition around things they like such as clothes, food, hobbies and conversations.

Many autistic people also have intense and highly focused interests from an early age. These interests and hobbies often provide them with lots of enjoyment and can be a huge source of joy.

Social communication

When you talk to another person, you listen to what they are saying, look at the actions they make with their face and body and think of what to say in response. Autistic people find it a lot harder to interpret both spoken language and body language, which can make communication more difficult. There are so many aspects of communication to take in at once, it can sometimes be too much for an autistic person to process all of this information and also respond.

Some autistic people have little or no speech or delayed language development - or they communicate in a different way - using pictures, sounds or gestures for example. This doesn't mean that they don't understand what is being said, often an autistic person can take in more information than they give out, this creates a disparity in what someone understands and what they communicate.

Autistic people can take instructions very literally and struggle to understand things like sarcasm or irony.

Sensory differences

Autistic people process sensory information differently and this can impact how they interact with the environment and their ability to interact with other people.

An autistic person can be 'under' or 'over' sensitive in any of the senses - including sight, hearing and balance. This means sounds, lights, touch and smells can be painful or very uncomfortable.

To reduce discomfort, some autistic people may wear sunglasses indoors or wear ear defenders - or prefer not to be touched or only eat specific foods.

Further information and support

The Ambitious about Autism Youth Council Members describe what it's like to be autistic in their own words.

Read our top tips for communicating effectively with autistic people.
The National Autistic Society Contact, the charity for families with disabled children The Council for Disabled Children

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Autism affects the way a person communicates and how they experience the world around them. It is considered a spectrum condition. While autistic people share some similar characteristics, they are also all different from each other. The autism spectrum isn't linear from high to low but varies, just as one person might vary from another.

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Understanding and Supporting my Child's ADHD- booklet

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Understanding and Supporting my Child's ADHD- booklet

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Young Minds-Supporting your Child with ADHD

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Young Minds-Supporting your Child with ADHD

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What is ADHD?

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

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

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

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

What are the most common symptoms of ADHD?

A child with ADHD may be:

easily distracted, finding it difficult to start or finish tasks

often unable to concentrate

often restless or fidgety

very talkative, often interrupting or blurting things out

impulsive, acting before considering consequences, prone to taking risks

easily angry or frustrated, struggling to deal with emotions

finding making or maintaining friendships difficult

disorganised, for instance often losing things or being late

lacking awareness of time

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

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

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

What to do if you think your child might have ADHD

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

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

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

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

ADHD diagnosis, support and treatment

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

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

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

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

Support and treatment options

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

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

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

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

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

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

What you can do to support your child with ADHD

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

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

The impact of ADHD on your child's mental health

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

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

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

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

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

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

Working with school if your child has ADHD

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

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

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

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

ADHD in teenagers and beyond

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

Looking after your own wellbeing

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

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

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

Where to get further support

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

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

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

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

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ADHD Support For Your Child | Parents Advice Guide

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

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How we can support you

The SEND Support Service offers advice and support to children, young people, families, carers and a range of educational establishments for children with a wide range of special educational needs and/or autism, aged 0 to 19 years.

Support available without a referral

You can request consultation support or access courses and workshops without a referral.

Consultations

Anyone seeking advice for an individual child can request a consultation.

Parent consultations

Consultations for parents or carers are usually held by telephone and take around an hour.

Professional consultations

Professional consultations are only available for Early Years (0 to 4). They can be anonymous (the child's name is not disclosed) and through a telephone conversation.

Follow-up consultations are available if families or professionals request them, once the initial advice and strategies have been implemented.

Request a consultation

Email [email protected] , providing the child's:

You should also include a brief background of the child's Special Educational Need (SEN) and what you hope would be the outcome of a consultation.

You will be contacted with dates available. Professional consultations can remain unnamed.

Courses

We offer a range of virtual courses and workshops to help parents understand and support their child's Special Educational Need (SEN).
Learn more about Send Support Service courses
Last updated 09 February 2023

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SEND Support Service | North Northamptonshire Council

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The SEND Support Service offers advice and support to children, young people, families, carers and a range of educational establishments for children with a wide range of special educational needs and/or autism, aged 0 to 19 years. You can request consultation support or access courses and workshops without a referral.

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Every child can be a reader - Barrington Stoke

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Learn how to touch type with the BBC Dance Mat Typing game. It’s a fun introduction to touch typing game for kids and covers levels 1, 2, 3, 4.

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Dyslexia Research Trust- Advice for Parents

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Dyslexia Research Trust- Advice for Parents

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It can be worrying and scary when your child is having difficulty learning to read. Often a child will feel stressed and anxious and may begin to behave badly in reaction to low self esteem.

Our work is backed by 40 years of research into children's reading problems, and we would be pleased to see any child who is struggling at school. However we do not diagnose 'dyslexia', because this has become an imprecise term and it is neither essential or very useful for determining the specific help your child may need. We investigate visual processing difficulties, academic abilities and how these interact to affect learning. Then we explain our findings, offer advice and monitor your child's progress.

​

If you would like to talk to us about how we can help, please phone 0118 958 5950, send us an email or a message on Facebook.

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Advice for Parents | Dyslexia Research Trust

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It can be worrying and scary when your child is having difficulty learning to read. Often a child will feel stressed and anxious and may begin to behave badly in reaction to low self esteem. Our work is backed by 40 years of research into children's reading problems, and we would be pleased to see any child who is struggling at school.

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NHS- Dealing with Challenging Behaviour 

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NHS- Dealing with Challenging Behaviour 

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A person's behaviour can be defined as "challenging" if it puts them or those around them (such as their carer) at risk, or leads to a poorer quality of life.

It can also impact their ability to join in everyday activities.

Challenging behaviour can include:

aggression

self-harm

destructiveness

disruptiveness

Challenging behaviour is often seen in people with health problems that affect communication and the brain, such as learning disabilities.

What can you do to help?

As a carer, try to understand why the person you look after is behaving in this way. For example, they might feel anxious or bored, or be in pain.

If you can recognise the early warning signs, you may be able to prevent behavioural outbursts.

For example, if being in a large group of people makes your child feel anxious and they become agitated, you could arrange for them to be in a smaller group or have 1-to-1 support.

Some people find a distraction can focus a person's energies elsewhere and prevent them displaying challenging behaviour.

Your child might behave in a challenging way to get your attention.

If this is the case, consider not responding directly to their behaviour - although you should not ignore them completely.

But if their behaviour puts them or someone else at risk, you'll need to intervene as calmly as possible.

Professional help

If you're finding it hard to cope with the behaviour of your child, ask a GP to refer you to a specialist.

The specialist will want to know what situations or people trigger the behaviour, what the early warning signs are, and what happens afterwards.

In extreme circumstances - for example, if your child's behaviour is harmful to themselves or others and all methods of calming them have been tried - a doctor may prescribe medicine.

If you're concerned about the side effects of medicine, speak to your child's GP.

Tips for carers

seek support - many organisations for children with learning disabilities have schemes to connect carers with others in a similar situation

share your experiences - contact your local carers support group or call the Carers Direct helpline on 0300 123 1053

get respite care for your child so you can take a break. Your local council can provide respite care after a care needs assessment, or a carer's assessment for you. Find your local council on GOV.UK

keep in touch with friends and family members - they can be an important source of practical and emotional support

do not be tempted to restrain the person you look after unless you believe their behaviour is putting them at risk and they do not have the mental ability or capacity to make a decision

Sexual behaviour in children

Sexual exploration and play is a natural part of childhood sexual development, and helps children develop physically and emotionally.
Read the NSPCC's information on sexual behaviour in children Read the NSPCC's information on the normal behaviours typical of each development stage
Sometimes children show sexual behaviour that's inappropriate or unexpected for their age. This can be because of:

curiosity

anxiety

a traumatic experience

a learning disability

a mental health problem

If a child acts inappropriately in public, try to distract them with another activity. This can be a useful way to defuse the situation.

If you think a child's behaviour is related to an illness, speak to the healthcare professionals involved in their care and ask for advice on how to manage their behaviour.

They can tell you about local or national organisations that could help.

If you're concerned about the safety or welfare of a child, contact the NSPCC helpline on 0808 800 5000.

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How to deal with challenging behaviour in children - Social care and support guide

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Read some tips on how to deal with challenging behaviour in children.

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The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

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About one in every 10 children has dyslexia.

There's probably somebody in your class with it - but do you know what it is? My Dyslexic Mind explores what dyslexia is and some of the ways it affects children.

The show's presented by 12-year-old Ben, who really struggled at school until he found out he had dyslexia.

It's a learning disability, which means reading and writing are harder than for other kids. It also affects his memory.

As part of the show Ben meets Dominic - one half of Dick and Dom. He only found out he had Dyslexia when he was 15. He says it's been good for him, because it's pushed him forward to being a great TV presenter!

For more information, check out our guide to dyslexia and have a go at 'Try Being Me', an interactive experience, which aims to put you in the shoes of the children featured in the latest Newsround special.

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About one in every 10 children has dyslexia. There's probably somebody in your class with it - but do you know what it is? My Dyslexic Mind explores what dyslexia is and some of the ways it affects children. The show's presented by 12-year-old Ben, who really struggled at school until he found out he had dyslexia.

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Marcus: How ADHD affects me and why being different is good

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Watch 12-year-old Marcus tell Newsround about how ADHD and autism affects him, his service dog and dealing with negativity.

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Starting primary school - BBC Parents' Toolkit - BBC Bitesize

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Advice and games to help you and your child prepare for primary school, then thrive during their first year.

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Madeline explains what happened when her daughter Eleanor, who has Down’s Syndrome, started primary school.

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Supporting Children Through Transtion- Anna Freud Guide

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Supporting Children Through Transtion- Anna Freud Guide

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Supporting Children Through Transition- Anna Freud

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Starting secondary school - BBC Parents' Toolkit - BBC Bitesize

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Advice for parents who have a child starting secondary school this year, with tips on the emotional and practical sides of the transition.

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This film was recorded before the Covid-19 pandemic.
Parents share their concerns before their child starts secondary school, including forming new friendships, new routines, and being overprotective. The film offers tips that can help you and your child prepare emotionally for these changes.

Tips:

Get your child to make a list of things they like about themselves, making sure they identify the attributes behind those qualities

Don't let your worries become their worries

Don't let them feel unsafe because you are constantly talking about safety

Prepare them for all of the new and fun opportunities that they'll have by talking to them about clubs and activities and encourage them to explore what's available

Increase the independence that you give them over the summer holidays or even their last months at primary school so that the jump to secondary feels natural

Let them know that should they need you, you are there for them and will help them no matter what

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Tips that can help you and your child prepare emotionally.

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Starting Secondary School Bitesize Video

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Starting Secondary School Bitesize Video

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Starting secondary school with Special Educational Needs (SEN)

This film was recorded before the Covid-19 pandemic.

As a parent or carer of a child with special educational needs, or a child with an educational health & care plan the very idea of moving from primary to secondary school can feel daunting. Here are 5 top tips from an experienced inner city secondary school special educational needs co-ordinator, SENDCo, to help.

1. Create a one page profile about your child noting the difficulties and barriers they face at their primary school, and the strategies that work and that don’t work. This will help the school understand the world of your child quickly, from the people who understand them best, you. Things to consider when pulling it together; what’s currently working well at primary school? Can these strategies be replicated at the secondary school? Situations for your child to avoid, and main concerns about secondary school?

2. Visit the school on a regular school day with, and without, your child. When there, ask as many questions as you like; the school is new to you so don’t feel anything is silly to ask. What do you see are the barriers when you walk around; take notes if you need to.

3. Request a multi-agency meeting that will bring all key adults and agencies connected to the support and care of your child together in one meeting. Any key adult involved with the child would attend this meeting; class teacher, TA, parents, educational psychologist, communication interaction team, speech & language therapist etc. Your current primary SENDCo will be able to co-ordinate this with their secondary school equivalent. Bring along the one page profile, multiple copies if possible, so that it can be shared with everyone, and questions following your visit to the school.

Sample questions to ask:

Where can my child go if they are struggling/anxious/having a meltdown?

What happens at break and lunch time when it is unstructured time?

How can my child get help with reading/spelling/maths/homework?

How will support in assessments work?

Will my child get a Teaching assistant?

4. Ensure you have a named contact at the secondary school and their contact details. This can be the form tutor, SENDCo or head of year. Ask the school which is the best way of contacting them.

5. Consider what needs to be shared with your child:

Transition plan - between the professionals. Lists of multiple individuals and agencies could be overwhelming for the child.

Transition booklet – a go-to guide for the child with named staff and photos of key adults and rooms that they can keep in their bag or locker.

Avoid making your child anxious by saying things like "I don't know how it works, I don't know who to ask". Hopefully with a named contact this shouldn't happen.

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Starting secondary school with Special Educational Needs (SEN)

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SENDCo Trudi Skinner gives advice for parents of SEN children about to start secondary school.

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Workshops Offered by the Local Authority

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Workshops Offered by the Local Authority

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Virtual or face-to-face workshop.
Length of course
2 sessions lasting 90 minutes, over 2 weeks.
What the course will include
Learn how social communication difficulties affect anger.

It will cover how to:

evaluate behaviours

teach relaxation techniques

teach your child to understand what anger is and other different emotions

communicate emotions

It will also look at creating individualised plans, specific to your child's needs.
Book a place
You can find the next available course dates and sign up using Eventbrite.

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SEND Support Service - Courses for parents and carers | North Northamptonshire Council

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Virtual or face-to-face workshop. Length of course 2 sessions lasting 90 minutes, over 2 weeks. What the course will include Learn how social communication difficulties affect anger. It will cover how to: evaluate behaviours teach relaxation techniques teach your child to understand what anger is and other different emotions communicate emotions It will also look at creating individualised plans, specific to your child's needs.