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How do I ask for help if I am concerned - Teenagers

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How do I ask for help if I am concerned - Teenagers

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School Doctor - Paediatric Neurodevelopmental Clinical Services, Bespoke Professionals/School Consultations & Resource hub

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PAEDIATRIC NEURODEVELOPMENTAL CLINICAL SERVICES, BESPOKE PROFESSIONALS/SCHOOL CONSULTATIONS & RESOURCE HUB

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Dr Susan Ozer | Instagram, Facebook, TikTok | Linktree

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View drsusan.ozer’s Linktree to discover and stream music from top platforms like YouTube, Spotify here. Your next favorite track is just a click away!

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ADHD Treatment Response Form (ADHD TRF) for teenagers 

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ADHD Treatment Response Form (ADHD TRF) for teenagers 

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This form can be used for teenagers to check their response to ADHD treatments, including medications before and 4 to 6 weeks after initiating their treatment. It can help to adjust treatment by their clinician as required.

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ADHD Treatment Response Form -ADHD TRF for parents and teachers 

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ADHD Treatment Response Form -ADHD TRF for parents and teachers 

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This form can be used by parents and cares as well as teachers to monitor the child’s response to ADHD treatments, including medication before and after 4 to 6 weeks after initiating the treatment

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The EPIC Strategy booklet: A guide for teachers

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The EPIC Strategy booklet: A guide for teachers

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These strategies apply to all children but are particularly relevant to children with ADHD, autism, Dyspraxia/DCD and those born prematurely.

These strategies can also be used by parents at home.

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Understanding the Strengths and Difficulties of Neurodivergent Children: A guide for parents 

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Understanding the Strengths and Difficulties of Neurodivergent Children: A guide for parents 

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What is Neurodiversity: A Video for Children

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What is Neurodiversity: A Video for Children

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What is Neurodiversity:  A Video for Children

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Beat run a number of eating disorder online support groups for those with eating disorders. Find out more about each group at the links below. You don’t have to have a formal diagnosis of an eating disorder to use any of our groups.

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Understanding and Managing Difficult Feelings in Autism – Videos

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Understanding and Managing Difficult Feelings in Autism – Videos

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Sheffield Children’s NHS Foundation Trust

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Understanding and Managing Difficult Feelings in Autism - Videos - Sheffield Children’s NHS Foundation Trust

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The following 12 videos and resources have been made for families who have a child with autism. They are best used after visiting our other supportive resources. The resources on this page are designed to help you support your child in understanding and managing their feelings as part of their autism. We would suggest…

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Talking to Your Child about Autism -Videos

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Talking to Your Child about Autism -Videos

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If your child has a classmate, friend or relative with autism, it can be difficult for them to understand exactly what this means. With a little help from children, families and voice actors involved in Pablo, we’ve collected some ideas for starting a conversation about ASD with your little one.

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Being on the autistic spectrum is different for everyone and, as Sumita explains here, there are a lot of misconceptions about how they might be. Pablo's Art World friends represent some of the personality traits or ways of behaving that often occur in autism.
Watching Pablo together can be a useful starting point for talking to your child about how their own friends or relatives with ASD might see the world. Play Pablo's Art World Adventure together to find out more about each of the characters.

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Pablo - Talking to your child about autism

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If your child has a classmate, friend or relative with autism, it can be difficult for them to understand exactly what this means. With a little help from children, families and voice actors involved in Pablo, we've collected some ideas for starting a conversation about ASD with your little one.

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Autism - A booklet for parents, carers and families of children and young people with autism

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Autism - A booklet for parents, carers and families of children and young people with autism

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Does Your Child have Difficulties with Coordination? Parent Guide

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Does Your Child have Difficulties with Coordination? Parent Guide

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Resources to help children with their coordination 

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Resources to help children with their coordination 

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Core Stability Activities

Ball Skills

Learning to Ride a Bike

Skipping

Taking Part in Practical Subjects - PE

Balance Activity Sheet

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Sensory Strategies for Parents - Handout by Occupational Therapist (Guide)

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Sensory Strategies for Parents - Handout by Occupational Therapist (Guide)

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My child hates having their hair brushed

My child won’t sit still

My child hates loud noises

My child won’t eat that

Bath time is a nightmare

My child won’t sleep

My child doesn’t listen to me even though I know they can hear me

My child dislikes tooth brushing

My child will only wear

My child bites

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Comforting and Informational Videos for Teens About Their ADHD

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Comforting and Informational Videos for Teens About Their ADHD

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6 Comforting and Informational Videos for Teens About Their ADHD – South County Child & Family Consultants

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Neuropsychological, ADHD, ASD evaluations in RI – South County Child & Family Consultants

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Understanding Adolescent ADHD Series: Short Videos 

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Understanding Adolescent ADHD Series: Short Videos 

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What it’s like to be a Teen with ADHD?

The Three Core Symptoms of Adolescent ADHD

ADHD and Education

What is Executive Functioning?

Self Regulation, Emotional Regulation and Anxiety

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Understanding Adolescent ADHD Series Promo

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Resources for Autistic Teenagers : Videos and Guides 

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Resources for Autistic Teenagers : Videos and Guides 

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Understanding yourself

Energy Accounting

Exploring your identity

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

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Support Pack - Made for and by Neurodivergent Teens

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Support Pack - Made for and by Neurodivergent Teens

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Your Child/Young Person Avoiding or Not Attending School 

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Your Child/Young Person Avoiding or Not Attending School 

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Emotionally Based School Non Attendance (EBSNA) A Guide for Parents

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Emotionally Based School Non Attendance (EBSNA) A Guide for Parents

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Sensory Strategies for the Older Child and Adolescents

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Sensory Strategies for the Older Child and Adolescents

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Understanding Dysgraphia.pdf | Powered by Box

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NHS medicines information on dosage for melatonin, how to take it and what to do if you miss a dose or take too much.

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Attachment explained: Guide for parents and carers

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Attachment explained: Guide for parents and carers

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Attachment refers to the pattern of the relationships we have had with our parents or carers early in our lives. It is the emotional bond that forms between a parent and child from birth and has a huge impact on our development. The way a parent or carer responds to their child will impact on the child's attachment style. This attachment style becomes a template for how we build future relationships with others in our lives, and also a template of how we feel about ourselves and other people. If we have experienced a relationship with a parent or carer which has been positive, we will develop a positive template for other relationships as well as positive feelings about ourselves and others. But sometimes how children are cared for is not so positive, for various reasons, and this can make it harder for people to make and maintain positive relationships in the future, manage their feelings and behaviour, or feel good about themselves or others. When our early attachments have been negative and these lead us to go on to have difficulties with relationships and our mental wellbeing, this can sometimes be described as attachment difficulties.

What are Adverse Childhood Experiences?

Adverse Childhood Experiences (ACEs) are "highly stressful, and potentially traumatic, events or situations that occur during childhood and/or adolescence. They can be a single event, or prolonged threats to, and breaches of, the young person's safety, security, trust or bodily integrity." (Young Minds, 2018).

Examples of ACEs:

Physical abuse

Sexual Abuse

Emotional Abuse

Living with someone who abused drugs

Living with someone who abused alcohol

Exposure to domestic violence

Living with someone who has gone to prison

Living with someone with serious mental illness

Losing a parent through divorce, death or abandonment

In a 2014 UK study on ACEs, 47% of people experienced at least one ACE with 9% of the population having 4+ ACES (Bellis et al, 2014).

Impact of ACEs

Just like attachment, experiencing ACEs can have an impact on our future physical and mental health, and often ACEs can be barriers to healthy attachment relationships forming for children. Some of the effects of ACEs on our physical and mental health are:

An increase in the risk of certain health problems in adulthood, such as cancer and heart disease, as well as increasing the risk of mental health difficulties, violence and becoming a victim of violence.

An increase in the risk of mental health problems, such as anxiety, depression, and post-traumatic stress. 1 in 3 diagnosed mental health conditions in adulthood directly relate to ACEs.

The longer an individual experiences an ACE and the more ACEs someone experiences, the bigger the impact it will have on their development and their health.

Some of the other things exposure to ACEs can impact, are:

The ability to recognise and manage different emotions.

The capacity to make and keep healthy friendships and other relationships.

The ability to manage behaviour in school settings.

Difficulties coping with emotions safely without causing harm to self or others.

CAMHS support

Not everyone who has experienced ACEs, or has experienced some difficulties in their attachments may need CAMHS support. But, CAMHS can offer advice and support in a number of ways to help children and young people manage some of the impacts of ACEs, or after having difficulties within early attachment relationships.

Because ACEs affect everyone differently, CAMHS professionals will always complete an assessment to try and find out what has happened to you and how it is affecting you so that the right support can be arranged.

Sometimes CAMHS will work with parents or carers to think about how they can support their child to cope with what has happened and provide healthier care to help their child develop. Children who have experienced ACEs or have developed insecure attachments need particular caregiving approaches to thrive that may be different from some more conventional styles of caregiving, and CAMHS provides support in identifying how parents and carers can change their approach to best meet the needs of their child. CAMHS may also provide family therapy or other ways of working together with parents and children together. Finally, it can also sometimes be useful for children and young people to have their own support, and CAMHS may offer a range of different types of therapy or support, such as Cognitive Behavioural Therapy (CBT) which helps with anxiety, depression and trauma amongst other things, or Eye Movement Desensitisation and Reprocessing Therapy (EMDR) which also helps with trauma. However, the young person may need other support first to help them learn ways to cope with or manage strong feelings or other difficulties, or to help them spend time building up trust with the CAMHS professional. We can also help link young people up with other local community services, if this is what they want.

What can carers do to help their child

Parents and carers have a responsibility to keep children and young people safe from harm and sometimes need support themselves to protect families from ACEs. When children are already affected by ACEs, parents and carers may need support to alter their caregiving style to fit with the additional needs of their child. Seeking to learn about and adopt healthy caring styles can make the biggest difference to children's emotional wellbeing, and is the foundation needed for children to use therapeutic support themselves if needed.

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Adverse Childhood Experiences (ACEs) and Attachment - Royal Manchester Children's Hospital

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Attachment refers to the pattern of the relationships we have had with our parents or carers early in our lives. It is the emotional bond that forms between a parent and child from birth and has a huge impact on our development.

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Support for children and young people with Attention Deficit Hyperactivity Disorder (ADHD) in educational settings

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Support for children and young people with Attention Deficit Hyperactivity Disorder (ADHD) in educational settings

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Audience: Parents/carers and practitioners supporting children and young people with attention deficit hyperactivity disorder (ADHD) in education settings.

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Annual health checks - Learning Disabilities

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Annual health checks - Learning Disabilities

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Anyone aged 14 or over who is on their doctor's learning disability register can have a free annual health check once a year.

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People with a learning disability often have poorer physical and mental health than other people. This does not need to be the case.
Annual health checks are for adults and young people aged 14 or over with a learning disability.

An annual health check helps you stay well by talking about your health and finding any problems early, so you get the right care.

You do not have to be ill to have a health check - in fact, most people have their annual health check when they're feeling well.

If you're worried about seeing a doctor, or there's anything they can do to make your visit better, let the doctor or nurse know. They'll help make sure it goes well for you.

Watch this film about annual health checks for people with a learning disability.

Who's eligible?

Anyone aged 14 or over who's on their GP's learning disability register can have a free annual health check once a year.

You can ask to go on this register if you think you have a learning disability.

The learning disability register is different from the register of social care needs managed by local councils.

Check with your GP practice if you or the person you care for is on the register.

How will it help?

You'll get to know your GP better, which will help if you ever do get ill.

Most health problems are simple to treat once you know about them.

Your GP can help stop you getting a serious health condition. This is better than waiting until you're ill.

You can ask your GP questions about your health, how you're feeling, your care or any medicines you take.

Your GP can give you information you need in a way that will help you.

How do you get an appointment?

Adults and young people aged 14 or over with a learning disability who are on the GP practice learning disability register should be invited by their GP practice to come for an annual health check.

What if my GP doesn't offer the annual health check?

Most GP surgeries offer annual health checks to people with a learning disability. However, GP surgeries don't have to offer this service.

If your GP surgery hasn't offered you an annual health check, you can ask them if they could provide one. If they say no, ask your local community learning disability team for advice. They should be able to help you access an annual health check.

Find local learning disability services.

What happens during the annual health check?

During the health check the GP or practice nurse will:

do a physical check-up, including weight, heart rate, blood pressure and taking blood and urine samples

talk to you about staying well and if you need any help with this

ask about things that are more common if you have a learning disability, such as epilepsy, constipation or problems with swallowing (dysphagia)

talk to you about your medicines

check to see if your vaccinations are up to date

if you have a health problem such as asthma or diabetes, the GP or nurse will check how it's going

check to see if you have any other health appointments, such as physiotherapy or speech therapy

ask if family and/or carers are getting the support they need

help make sure that things go well when children move to adult services at the age of 18

If your learning disability has a specific cause, the GP or practice nurse will often do extra tests if there are any other health risks.

For people with Down's syndrome, for example, they may do a test to see if the thyroid gland is working properly.

You'll be asked for your consent (permission) to share information with other services that provide your care. This will help you get the right support if you go to a hospital, for example.

The GP or practice nurse will also give you health information, such as advice on healthy eating, exercise, contraception or stopping smoking.

Making reasonable adjustments for you

A reasonable adjustment is when somebody changes how they do things to make it better for you.

People with a learning disability have a legal right for reasonable adjustments to be made so they can get the same benefits from healthcare services as everyone else.

Ask your GP if you need any reasonable adjustments, such as:

using pictures, large print or simpler words to say what's happening

booking longer appointments

putting an appointment at the beginning or end of the day, if you find it hard to be in a busy waiting room

The reasonable adjustments you need should be written down in a health profile or health action plan that the GP or nurse can use.

Do you have to have an annual health check?

No. All parts of the health check are voluntary.

Anyone who's having the health check, or their carer, can ask the GP or practice nurse for more information about the process.

The person can then give their consent before any tests or procedures are done.

Is it the same as the NHS Health Check?

No. The NHS Health Check programme is for all adults aged 40 to 74.

It assesses their risk of heart disease, stroke, kidney disease, diabetes and dementia every 5 years.

Find out more about the NHS Health Check.

How many people have the annual health check?

From 2016 to 2017, about 53% of people with a learning disability who are on their GP's learning disability register had a health check. This means just under half of people who are on the register did not have a health check.

However, not everyone with a learning disability is on their GP register, so even more people who could benefit from the free annual health check are missing out.

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Learning disabilities - Annual health checks

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People with a learning disability often have poorer physical and mental health than other people. This does not need to be the case. Annual health checks are for adults and young people aged 14 or over with a learning disability.

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Annual health checks for young person with Learning Disabilities Video

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Annual health checks for young person with Learning Disabilities Video

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What happens at a Learning Disability Health Check?

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Learn from the experts at our free webinar Childhood Trauma, War and Conflict taking place 4th December. Register now!

More than one in three children and young people are exposed to at least one potentially traumatic event by age 18.¹ The right support can make a substantial difference to the extent that traumatic events impact on their lives.

The UK Trauma Council (UKTC) creates evidence-based resources to improve professionals and carers' understanding of the nature and impact of trauma. We aim to better equip all those supporting children and young people exposed to trauma.

¹Reference: Lewis, S. J., Arseneault, L., Caspi, A., Fisher, H. L., Matthews, T., Moffitt, T. E., Odgers, C. L., Stahl, D., Teng, J. Y., & Danese, A. (2019). The epidemiology of trauma and post-traumatic stress disorder in a representative cohort of young people in England and Wales. The Lancet Psychiatry, 6(3), 247-256.

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Creating a world that nurtures and protects children and young people following trauma

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The UK Trauma Council's mission is to radically improve the help children and young people receive across the UK following traumatic events and experiences.

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Childhood Trauma and the Brain | UK Trauma Council

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This website is packed full of ideas to help you understand and own your diagnosis.

It's written with advice from adults and young people in the UK who have FASD and a whole team of experts and families.

We also would really like to hear from you. Contact us!

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Me & My FASD. Learn about FASD. Explore and have fun!

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This website is packed full of ideas to help you understand and own your diagnosis. It's written with advice from adults and young people in the UK who have FASD and a whole team of experts and families. We also would really like to hear from you. Contact us!

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Lily Farrington's Amazing Developmental Language Disorder Animation

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Developmental Language Disorder (DLD) - Parent information leaflet 

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Developmental Language Disorder (DLD) - Parent information leaflet 

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Language Disorder

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Supporting a Child or Young Person with Dyslexia - A Guide for Parents 

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Supporting a Child or Young Person with Dyslexia - A Guide for Parents 

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Young Person with Dyslexia

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A Parent’s Guide: Improving the well-being of young children with learning disabilities

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A Parent’s Guide: Improving the well-being of young children with learning disabilities

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Improving the well-being of young

children with learning disabilities

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Childhood Trauma and ADHD: A Complete Overview & Clinical Guidance

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Childhood Trauma and ADHD: A Complete Overview & Clinical Guidance

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Trauma and traumatic stress, according to a growing body of research, are closely associated with attention deficit hyperactivity disorder (ADHD or ADD). Trauma and adversity can alter the brain's architecture, especially in children, which may partly explain their link to the development of ADHD. ADHD and trauma can also present similar symptoms, which may complicate assessment. Trauma, if present with ADHD, can exacerbate ADHD symptoms. At the same time, ADHD may also increase the risk of exposure to trauma.

Our increasing knowledge of trauma's impact necessitates trauma-informed approaches to ADHD assessment and treatment. For clinicians, especially, it's critical to understand the relationship between ADHD and PTSD, what traumatic stress does to the brain, what may constitute trauma (including who is more at risk for experiencing unique traumatic stressors), and how to protect young patients against it.

Traumatic Stress as a Risk Factor for ADHD

Traumatic stress, apart from other factors like premature birth, environmental toxins, and genetics, is associated with risk for ADHD. The connection is likely rooted in toxic stress - the result of prolonged activation of the body's stress management system.

Adversity and the Stress Response

When confronted with an acute adverse stressor, the body releases adrenaline, triggering the fight or flight response. Cortisol, a stress hormone, is also released, helping to mobilize the body's energy stores, activate the immune system, and even briefly enhance memory.

When this stress response is activated in children in the context of supportive adult relationships, these physiological effects are buffered. However, when these buffering relationships are unavailable, and when the stress response is long lasting, toxic stress may be the outcome.
[More Than Just Genes: How Environment, Lifestyle, and Stress Impact ADHD]
Toxic Stress and the Brain

Studies indicate that toxic stress can have an adverse impact on brain development in children. Regions of the brain involved in fear, anxiety, and impulsivity may overproduce neural connections, while areas dedicated to reasoning, planning, and behavioral control may actually produce fewer neural connections. This may lead to what we term maladaptive behavioral responses - they include ADHD and other conditions like anxiety and mood disorders.

Toxic levels of stress hormones can even cause neuronal cell death, especially in the prefrontal cortex (a region associated with executive function, self-regulation, and attention) and the limbic systems (associated with learning, memory, emotional regulation, and reactivity).

Trauma and Adverse Childhood Experiences

Another way to understand how traumatic stress impacts ADHD and overall well-being is to look at the science behind adverse childhood experiences (ACEs). ACEs are stressful or traumatic events occurring before the age of 18 that have negative effects on physical, social, and emotional well-being. They include but are not limited to:
[Read: The Neuroscience of the ADHD Brain]
As ACEs accumulate, they also increase the odds of high-risk health behaviors and can eventually lead to the most severe outcome associated with ACEs: early death.

One study of more than 17,000 adults found that, as participants reported more adverse experiences in childhood, the chances of participating in risk behaviors and of developing a chronic disease also increased. According to the study, adults with four or more ACEs are:

More than twice as likely to have heart disease and experience stroke

At about four times greater risk for chronic bronchitis or emphysema

The same study found that more than half of adults reported at least one adverse childhood experience, and more than a quarter reported two or more. Another national survey on children found similar results.

ACEs, Trauma, and ADHD

How do adverse experiences impact children with ADHD? Our research shows that children with ADHD across the board have higher rates of each ACE type compared to children without ADHD. Our research also found the following:

Some adverse experiences are associated with a higher likelihood of having an ADHD diagnosis than others. They include:

Socioeconomic hardship

Divorce

Familial mental illness

Neighborhood violence

Incarceration

As ACE scores increase, the risk of having also ADHD increases.

ADHD severity increases as ACE scores increase.
Socioeconomic hardship and having a caregiver with a mental illness significantly increase the odds of a child having moderate to severe ADHD.

Our study, as is the case with many studies on ACEs and health, has some limitations:

These studies do not measure when trauma occurred, its duration, or its severity.

ACEs in these studies are also weighted equally, when in reality, some traumas are much more impactful than others.

ACEs are past traumatic events, meaning there may not be a current experience of trauma.

A history of adverse experiences in childhood alone isn't diagnostic of having trauma.

Comparing ADHD and Trauma

Traumatic stress and ADHD affect the same areas of the brain, which can complicate ADHD symptoms assessments in children. Areas of overlap include:

Difficulty concentrating and learning in school

Distractibility

Disorganization

Often doesn't seem to listen

Difficulty sleeping

Restlessness

Hyperactivity

Trauma can make children feel agitated, troubled, nervous, and on high alert - symptoms that can be mistaken for ADHD. Inattention in children with trauma may also make them disassociate, which can look like a lack of focus - another hallmark symptom of ADHD. The fact that ADHD and child traumatic stress frequently co-occur with other conditions like mood disorders, anxiety, and learning disabilities make it all much harder to tease apart.

Trauma's Impact on ADHD Symptoms

Traumatic stress can worsen ADHD symptoms. Up to 17% of trauma-exposed children meet ADHD criteria, and the co-occurrence of each worsens the effects of the other. Trauma also impacts specific brain regions that may also increase:

Inattention, impulsivity, and hyperactivity

Social difficulties

Learning difficulties

Symptoms of common co-occurring disorders (mood disorders, anxiety, conduct disorder)

Typical ACEs questionnaires, however, tend to exclude some traumatic experiences that often go unrecognized in children with ADHD but can impact symptoms, including death of a caregiver, community violence, and bullying.

ADHD vs PTSD

Despite symptom overlap, there are real differences between ADHD and post-traumatic stress disorder ( PTSD), the result of a traumatic event that causes brain changes (note: the majority of children exposed to trauma do not meet criteria for PTSD).

ADHD is widely considered a heritable condition, while PTSD occurs after experiencing trauma

ADHD is characterized by deficits in attention, behavioral inhibition, and regulation. PTSD is characterized by avoidant and hypervigilant behavior, and re-experiencing of the trauma.

ADHD's symptoms are pervasive and cause significant functional limitations. PTSD causes physiologic, cognitive, and emotional changes in how a person processes stressors.

ADHD as a Risk Factor for Trauma

An ADHD diagnosis increases the risk of trauma exposure for several key reasons. Children with ADHD alone are at a heightened risk for factors that are strongly linked to trauma, including:

Interpersonal and self-regulatory problems

Substance abuse

Co-occurring mental health disorders

Children with ADHD also have higher rates of child maltreatment and accidental traumas (i.e. injury).

Trauma and Children of Color

Clinicians must be aware of the traumatic stressors that children of color uniquely experience - namely, systemic and structural racism and concentrated poverty - that may worsen ADHD symptoms.

Studies show that individuals who experience microaggressions and persistent racism also demonstrate sustained toxic stress responses. Children of color are also at increased risk of living in concentrated poverty, which is tied to moderate and severe ADHD as well as having an ADHD diagnosis.

ADHD and Trauma: Assessment & Treatment Implications

Psychosocial History

The standard screening tools for ADHD symptoms don't systematically identify family environment factors, high-risk behaviors, and other adversities. Many clinicians neglect to ask about adverse childhood experiences - a recent study found that approximately one-third of pediatricians do not usually ask about any ACEs, while 4% reported usually asking about all ACEs types. To forgo assessing psychosocial history means missing out on factors that play a role and potentially worsen ADHD symptoms, or inadvertently confusing traumatic stress for ADHD.

Clinicians should assess for traumatic events and the time they occurred while assessing for ADHD. A range of trauma screening tools are available (for a list of trauma screens, visit The National Child Traumatic Stress Network).

It's also important to assess the child's strengths and sources of support, as they can build their capacity for resilience and can be leveraged when managing ADHD, traumatic stress, or both. Clinicians should gather information from a variety of perspectives, including parents, the school, other people in the child's life, and even the child, if appropriate.

Minimize the Effects of Trauma & Toxic Stress

Several factors are known to buffer the effects of trauma and toxic stress in children, like:

A supportive family environment and social networks

Concrete support for basic needs

Nurturing parenting skills

Parent employment and education

Adequate housing

Access to health care and social services

An integrated healthcare model that includes wrap-around care coordination and partnerships with schools and community-based organizations is the best way to optimize these powerful, protective factors.

Trauma-Informed Care

Clinicians should remember these four "Rs" associated with trauma-informed care:

Realize the widespread impact of trauma and understand potential paths for recovery

Recognize the signs and symptoms of trauma in patients, families, staff, and others involved

Respond by fully integrating knowledge about trauma into policies, procedures, and practices

Resist re-traumatization of children and the adults who care for them

For children with co-occurring ADHD and traumatic stress, treatment includes but is not limited to the following:

Clinical judgement on medication. Some studies suggest that those with PTSD symptoms may not react well to stimulant medications, which are first-line treatments for ADHD.

Psychotherapy, including trauma-focused cognitive behavioral therapy (CBT).

Relaxation and stress-management skills. Emerging science shows the benefits of mindfulness strategies as adjunctive treatment for children with ADHD, which has shown positive impacts on children who experience trauma.

ADHD and Trauma: Next Steps
The content for this article was derived from the ADDitude Expert Webinar "How Stress and Trauma Affect ADHD in Children of All Colors - and How to Heal the Wounds" by Nicole Brown, M.D., MPH, MHS, which was broadcast live on October 15, 2020.
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¹ Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. The Adverse Childhood Experiences (ACE) Study. American journal of preventive medicine, 14(4), 245-258. https://doi.org/10.1016/s0749-3797(98)00017-8 ²Bethell, C. et. al. (2014). Adverse Childhood Experiences: Assessing The Impact On Health And School Engagement And The Mitigating Role Of Resilience. Health Affairs, 33(12). https://doi.org/10.1377/hlthaff.2014.0914 ³ Brown, N. M., Brown, S. N., Briggs, R. D., Germán, M., Belamarich, P. F., & Oyeku, S. O. (2017). Associations Between Adverse Childhood Experiences and ADHD Diagnosis and Severity. Academic pediatrics, 17(4), 349-355. https://doi.org/10.1016/j.acap.2016.08.013 ⁴ Kerker, B. D., Storfer-Isser, A., Szilagyi, M., Stein, R. E., Garner, A. S., O'Connor, K. G., Hoagwood, K. E., & Horwitz, S. M. (2016). Do Pediatricians Ask About Adverse Childhood Experiences in Pediatric Primary Care?. Academic pediatrics, 16(2), 154-160. https://doi.org/10.1016/j.acap.2015.08.002

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Childhood Trauma and ADHD: A Complete Overview & Clinical Guidance

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Childhood trauma is linked to ADHD, and vice versa. They share similar symptoms that are often confused and misdiagnosed. Each also amplifies symptom severity in the other. These are just a few reasons why clinicians must increase their understanding of trauma and adopt an informed approach when assessing and treating children for ADHD.

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Supporting children with attachment difficulties – information for parents/carers

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Supporting children with attachment difficulties – information for parents/carers

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Supporting children with attachment difficulties - information for parents/carers - Educational Psychology & Specialist Support

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As children grow up, they develop attachments to their main care givers. It is thought that children develop different types of attachments, depending on the relationships they have in their early life. 'Nurturing adult attachments provide children with protective, safe havens and secure bases from which to explore and engage with others and their environment'...

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Trauma and Mental Health - Guide for Parents 

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Trauma and Mental Health - Guide for Parents 

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All children and young people have difficult experiences sometimes. When this happens, they might feel more stressed or upset. But with a bit of support from those around them, they will usually feel better. However, when a child or young person experiences trauma, it can feel too big for their normal coping strategies.

If you're worried that your child or young person is struggling with trauma, remember that you can play an incredibly important role in helping them. By providing emotional support and a loving, safe relationship, you can help them to heal with time. You can also make sure they get the right professional support if they need it.

On this page, we've got information and advice to help you feel confident about supporting them.

A traumatic experience usually involves a threat to our sense of physical or emotional safety. We may also feel trapped, powerless or unsupported in the face of this threat.

Trauma describes both one-off events and things that happen over months or years - for example, within a young person's family or friend relationships. It can be something a young person experiences directly, or they might witness something happening to someone else.

These are some examples of things that a child or young person could find traumatic:

a violent event, such as an assault, car accident or natural disaster

experiencing racism, homophobia, transphobia or other forms of discrimination

experiencing domestic violence or abuse

being bullied

losing a family member or friend to suicide, or a sudden death in the family

going through a serious physical illness or time in hospital

being exposed to frightening or inappropriate online content

Ultimately, whether something is traumatic depends on how it makes an individual feel. There is no exact definition of the type of events that are traumatic. Our experiences of what happens to us can be affected by things like our life history, our perception of why it's happened, and the support available to us afterwards.

Trauma is not a mental health condition. But experiencing trauma can have long-term effects on someone's mental health. A wide range of mental health issues can be linked to trauma. This includes PTSD, anxiety, depression, OCD, eating disorders and self-harm.

Signs a child or young person is affected by trauma

Every child or young person's response to trauma will be different. They may show they're struggling straightaway. Or difficult feelings, thoughts and behaviours may emerge over time. Their reaction and how they cope might also change over time. For example, there may be times when things feel intensely difficult, and then they might feel better for a while.

This means it can be difficult to see the link between a previous traumatic experience and your child or young person's current behaviour. Sometimes they may not be aware of the link themselves.

In general, these are some of the things your child or young person may experience if they are struggling with trauma:

having thoughts or flashback images about the event or experience

finding it more difficult to manage their emotions, which can feel overwhelming

acting out or having angry outbursts

withdrawing from friends, family, school or activities they usually enjoy

avoiding thinking about, talking about, or being in situations which are related to the experience

seeming very sensitive or alert to what's happening around them

seeming zoned-out or disconnected from what's going on around them

finding it difficult to concentrate

not being able to sleep or having nightmares

turning to coping mechanisms such as self-harm, or using drugs or alcohol

blaming themselves, feeling guilty or struggling with their self-esteem

Some children and young people who go through trauma, experience post-traumatic stress disorder (PTSD). If this is the case, they may experience some of the symptoms listed above intensely. They may also start to negatively affect their day-to-day life.

Some people experiencing these symptoms are diagnosed with complex post-traumatic stress disorder (CPTSD). This diagnosis is often given when the traumatic experience has happened repeatedly over an extended period of time. This might include childhood trauma such as abuse or neglect.

If you are worried that your child or young person is experiencing PTSD or CPTSD, speak to a GP about getting an assessment and professional help. They will usually need professional support to feel better. You can find out more about getting help from GPs in our guide for parents and carers.

Supporting your child or young person to cope

It is normal for a child or young person to feel or behave differently after a traumatic experience. Remember that healing from trauma is a process.

It's important to give them time to adjust to what's happened, and not to expect things to get better straightaway. It's also a good idea to keep an eye on how they're doing, gently check-in with them and seek further help if it's needed.

Below, we've got some suggestions for things you can do as their parent or carer to make them feel safe and supported.

Helping them to make sense of what's happened and how they're feeling can make a difference. When they want to open up, let them speak as often and for as long as they need to. You can find advice to help you start a conversation with your child in our guide for parents and carers.

Reflect back the words they use to show that you get their experience. Don't be afraid of using words such as 'terrified', 'horrified', or 'furious' to show you understand how big their feelings are. You might also say 'it's really understandable that you're feeling...' to let them know that their feelings are okay.

You can find more advice about making your child or young person feel understood in our blog.

This can give them a break and help them to feel safe and relaxed, even if just for a little while. It might be:

drawing or colouring

making something like lego

playing sport

cooking or baking

watching a favourite film

Knowing what works, and trusting that they can help themselves, will build their belief in their ability to cope. This can make their feelings less overwhelming. Strategies could include:

running

drawing

listening to music

writing in a journal

talking to family or friends

watching a favourite film

reading a favourite book

They might want to make a self-soothe box. They can fill this with the things that help and use the box when they're struggling.

Young people tell us they want adults supporting them to:

know that everyone's experience is different, and it doesn't define who I am

recognise all of my needs and see me as a whole person

understand my behaviour - when I'm shouting, crying, hiding, stealing, hitting out at myself or others, I'm just trying to make sense of everything I've gone through

find a way to communicate that works for me

include me in decisions about my life - ask me what I want to happen

build on my strength and help me find new ways to recover

Finding professional support

Counsellors and therapists can provide emotional support and help your child to make sense of their feelings. They can also help them find ways of coping. With younger children, therapists will do this this through activities such as play and drawing.

It's a good idea to look for someone who has training and experience in treating trauma. They will be able to take a trauma-informed approach. You can find out how your child or young person can access counselling in our guide for parents and carers.

If your child or young person is struggling, be open with the school about what's going on and what support they need.

Depending on their age, it can be important to make sure they feel some control over the information that's shared about them. Ask them whether there's a member of staff who they would feel comfortable for you to speak to.

Alongside counselling, schools can often provide things like:

support from the pastoral team

mentoring

peer buddying

clubs and activities that can help your child feel more relaxed

If your child is feeling anxious about school at the moment, you can find information and advice in our guide for parents and carers.

If you're worried about your child's mental health, it's a good idea to speak to your GP. This is usually the first step to accessing mental health services through the NHS.

The GP can find out more about how your child or young person is feeling. They can suggest what might help and where they can find support. If needed, they can refer them to the NHS mental health service for children and young people, known as CAMHS. Through CAMHS they can get a specialist assessment and further treatment.

For more information about GPs, have a look at our guide for parents and carers.

Supporting a child or young person who has gone through trauma can be a very emotional experience. So take time to look after yourself and rest when you can.

Remember that in order to support your child, you need to keep looking after yourself. Talk to trusted friends, family and anyone else in your support network. It's okay to ask for help and to take time out when you need it.

If you feel that you need more support, you can ask for counselling or other support through your GP. You can also access a private counsellor or therapist if this is an affordable option for you.

Useful helplines and websites

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 October 2023. It was created with parents and carers with lived experience of supporting their child or young person with trauma. We will next review the page in 2026. 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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Trauma and Mental Health | Guide For Parents

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If your child is struggling with the effects of trauma we have advice to help you support them to heal, and to find the right professional help if needed.

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Understanding Childhood Trauma: A Guide for Parents, Carers, and Guardians

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Understanding Childhood Trauma: A Guide for Parents, Carers, and Guardians

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Understanding Childhood Trauma: A Guide for Parents, Carers, and Guardians - Northamptonshire Safeguarding Children Board

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Information and advice about keeping children safe in Northamptonshire.

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FASD Network is an organisation that specialises in providing information, support and training on FASD. It was founded in 2011 in the Durham Tees Valley region which is an area that includes: Durham, Stockton-on-Tees, Middlesbrough, Hartlepool, Darlington and Redcar & Cleveland. Our work has since expanded into the north to include Northumbria, Tyneside and Wearside and also to the south to cover the Yorkshire, Hull and East Riding areas. Whilst we have a UK wide remit to press for change, our particular focus is on the Northern regions and we firmly believe that local services are best delivered by local people and local organisations.
Key Services
We provide support groups for families who are raising children with FASD on a termly basis. We also admin a closed Facebook group called FASD UK which provides daily peer to peer input for families which in turn breaks isolation and offers timely solutions to daily needs. If you are raising a child with FASD in the North East and Yorkshire then please click on this link to register with us so we can add you to the mailing list. ﻿
We provide bespoke training for organisations requiring further knowledge about FASD and how to support individuals and families more effectively. Training is regularly delivered to foster carers, adopters, kinship carers, birth families, social workers, alcohol professionals, midwives, health visitors, early years workers, teachers, police, policy makers, paediatricians and broader health agencies.
Please contact us to discuss your training requirements.

REGISTRATION ﻿

Strategic Development
We work with a range of partners to examine structural service deficits in the UK and advocate for change. Inter-disciplinary networks facilitate the ongoing development of strategic objectives to address this public heath concern and improve outcomes for people affected by FASD.

We conduct our own research and work with multi-agency partners to develop research opportunities which will address knowledge gaps and promote funding of services which are currently absent. If you are interested in research then please get in touch and let us know how we can partner with you.
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UK Based Foetal Alcohol Spectrum Disorder Family Support and Training Organisation.

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Understanding Fetal Alcohol  Spectrum Disorder (FASD)- Information for parents and carers (Guide) 

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Understanding Fetal Alcohol  Spectrum Disorder (FASD)- Information for parents and carers (Guide) 

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Find out about fetal alcohol spectrum disorder, which is a range of mental and physical problems that can affect a child if their mother drinks alcohol while pregnant.

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Information & advice for parents & carers

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Our services FASD Hub FASD Hub Scotland Insights, strategies and and top tips for parents, carers & children. WELCOME! On this page you’ll find lots of information about FASD, resources and advice that we think you’ll find useful.

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Fetal Alcohol Spectrum Disorder (FASD) : A booklet for parents, carers and families of children and young people exposed to alcohol during pregnancy (Guide)

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Fetal Alcohol Spectrum Disorder (FASD) : A booklet for parents, carers and families of children and young people exposed to alcohol during pregnancy (Guide)

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Understanding ADHD Medications -Animated Video

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Understanding ADHD Medications -Animated Video

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ADHD Foundation The Neurodiversity Charity

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This website uses cookies

We use cookies to improve your experience. Strictly necessary cookies are on by default. Additional cookies are off by default.
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Animated video for Parents and Carers on understanding ADHD Medication.

Note: You can show captions by clicking 'cc' on the black bar at the bottom of each video.

Registered Charity 1120898 (England and Wales) 3rd Floor, 54 St James Street, Liverpool L1 0AB

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This website uses cookies We use cookies to improve your experience. Strictly necessary cookies are on by default. Additional cookies are off by default. Skip to content Animated video for Parents and Carers on understanding ADHD Medication. Note: You can show captions by clicking 'cc' on the black bar at the bottom of each video.

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Our guidance aims to help you address common eating difficulties for autistic people.

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Neurodiversity (ADHD and Autism) – A guide for teachers

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Neurodiversity (ADHD and Autism) – A guide for teachers

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Tees Esk and Wear Valley NHS Foundation Trust

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Neurodiversity (ADHD and Autism) - A guide for teachers - Tees Esk and Wear Valley NHS Foundation Trust

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Advice for teachers about working with children and young people with attention deficit hyperactivity disorder in the classroom.

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Find out about Tourette syndrome, a condition that causes tics, including its symptoms, treatment and causes.

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Tourette Syndrome and Me: What Makes Me Tic? Video 

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Tourette Syndrome and Me: What Makes Me Tic? Video 

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Meet Grace, Rupert and Connor, who all have Tourette's Syndrome.

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Tics are fast, repetitive muscle movements that result in sudden and difficult to control body jolts or sounds.
They're fairly common in childhood and typically first appear at around 5 years of age. Very occasionally they can start in adulthood.

Tics are not usually serious and normally improve over time. But they can be frustrating and interfere with everyday activities.

Tourette's syndrome, a term that's used when tics have lasted for more than a year, is covered separately.

Types of tics

There are many types of tic. Some affect body movement (motor tics) and others result in a sound (vocal or phonic tics).

Examples of tics include:

blinking, wrinkling the nose or grimacing

jerking or banging the head

clicking the fingers

touching other people or things

coughing, grunting or sniffing

repeating a sound or phrase - in a small number of cases, this may be something obscene or offensive

Tics can happen randomly and they may be associated with something such as stress, anxiety, tiredness, excitement or happiness. They tend to get worse if they're talked about or focused on.

They often start with an unpleasant sensation that builds up in the body until relieved by the tic - known as an urge - although they can sometimes be partly suppressed.

When to see a GP

Tics are not usually serious and they do not damage the brain.

You do not always need to see a GP if they're mild and not causing problems. Sometimes they can disappear as quickly as they appear.

See a GP if you're concerned about your or your child's tics, you need support or advice, or the tics:

occur very regularly, or become more frequent or severe

cause emotional or social problems, such as embarrassment, bullying or social isolation

cause pain or discomfort (some tics can cause the person to accidentally hurt themselves)

interfere with daily activities, school or work

are accompanied by anger, depression or self harm

A GP should be able to diagnose a tic from a description of it and, if possible, seeing it. Recording a short video can be helpful, but be careful not to draw too much attention to the tic while filming as this can make it worse.

Treatments for tics

Treatment is not always needed if a tic is mild and is not causing any other problems. Self-help tips, such as avoiding stress or tiredness, are often very helpful for the majority of people.

If a tic is more severe and is affecting everyday activities, therapies that aim to reduce how often tics occur may be recommended.

The main therapies for tics are:

Habit reversal therapy - this aims to help you or your child learn intentional movements that "compete" with tics, so the tic cannot happen at the same time

Comprehensive behavioural intervention for tics (CBiT) - a set of behavioural techniques to help learn skills to reduce tics

Exposure with response prevention (ERP) - this aims to help you or your child get used to the unpleasant sensations that are often felt just before a tic, which can stop the tic occurring

There are also medicines that can help reduce tics. These may be used alongside psychological therapies or after trying these therapies unsuccessfully.

Read more about how tics are treated.

How long do tics last?

In most cases, tics improve over time or stop completely.

Sometimes they may just last a few months, but often they come and go over several years.

They are normally most severe from around 8 years of age until teenage years, and usually start to improve after puberty.

Causes of tics

It's not clear what causes tics. They're thought to be due to changes in the parts of the brain that control movement.

They can run in families, and there's likely to be a genetic cause in many cases. They also often happen alongside other conditions, such as:

Tics can sometimes be triggered by taking illegal drugs, such as cocaine or amphetamines, and are occasionally caused by more serious health conditions such as cerebral palsy or Huntington's disease.

Page last reviewed: 05 April 2023
Next review due: 05 April 2026

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Tics are unintentional, fast and repetitive muscle movements. Find out how long they last, when to get medical advice and how they can be treated.

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Mental health charities for children and young people

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Mental health charities for children and young people

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As well as NHS mental health services there are lots of other organisations for children and young people that provide information and services to help you manage your thoughts and feelings.

If you are a parent or carer, you can suggest some of these to your child, or get advice for yourself.

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These organisations provide support in a crisis

Papyrus

Papyrus (Prevention of Young Suicide)  provides advice and support for young people who feel like they want to take their own life.

You can:

call their free helpline on 0800 068 41 41 - lines are open from 9am to midnight every day

text them on 07786 209 687 or email pat@papyrus-uk.org

Samaritans

Samaritans  are an organisation you can ring at any time of the day or night. They'll help you and listen to how you're feeling.

You can:

call them free and confidentially on 116 123 - line are open 24 hours a day

email them at jo@samaritans.org

SHOUT

SHOUT  provides free, confidential, 24/7 text message support in the UK for anyone who is struggling to cope and anyone in crisis.

You can:

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Mental health charities for children and young people

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Find out what charities and organisations for children and young people provide support to help you manage your thoughts and feelings (your mental health)

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A series of online learning sessions with videos that have been specifically created to support families learn about co-ordination and motor skills.

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Complete the co-ordination and motor skills online training. Learn how to help your child with motor co-ordination difficulties and develop new skills.

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The Scottish ADHD Coalition was launched in June 2017 to bring together the voluntary organisations providing support to adults and children with Attention Deficit Hyperactivity Disorder (ADHD) in Scotland, and their parents, carers and families. Read more...

How can we help you?

Watch ADHD Europe's new short documentary, Shine a Light, explaining ADHD:

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The Scottish ADHD Coalition was launched in June 2017 to bring together the voluntary organisations providing support to adults and children with Attention Deficit Hyperactivity Disorder (ADHD) in Scotland, and their parents, carers and families. Read more... How can we help you?

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Are you using social stories with your students for school? Social stories are an evidence-based intervention for individuals with autism, no matter what their age. Research shows that social stories work, and I can attest to that! This list of stories will continue to be updated as I create more social stories to use in the classroom.

Carol Gray developed "social stories" in 1990. Her work as a pioneer in the field of autism is highly respected. To read more, learn about her resources, or sign up for a training, click here.

This list includes social stories that are useful in the school setting. For the full list of all of the Autism Little Learners social stories, click here. The full list includes stories for home, school, community, and all the stories related to COVID-19.

To read more about how to write a social story, check out this article from Autism Parenting Magazine!
Active Shooter Drill Alphabet Potty Book Calming Corner Story Earthquake Story Easter Bunny Story Eating At The Table Getting A Haircut Going Back To School - Separation Anxiety Going To Kindergarten Going To School Holding Hands (Elopement) How To Calm My Body Hurricanes Losing A Tooth Keeping My Clothes On My Friend Has A Cast Picking My Nose Picture Day Small Group Spring Break Summer Vacation Taking A Break Tornado Drill Touching Other People Transitioning To A New School Transitioning To The Bus Trick Or Treating Visiting Santa Wearing Headphones Wearing Shoes At School Winter Break

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Social Stories For School | Free Library

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Are you using social stories with your students for school? Social stories are an evidence-based intervention for individuals with autism, no matter what

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Supporting your Child/Adolescent to Regulate Their Emotions -  Workshop Video

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Supporting your Child/Adolescent to Regulate Their Emotions -  Workshop Video

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This introductory workshop will introduce what emotion dysregulation is and explore what things can impact on a child or young person’s ability to regulate their emotions. It will then focus on what you can do to support your young person and introduce you to some key self-regulation skills.

The Psychology in Schools Team is based in Suffolk, UK so resource information focuses on services local to there, but helpful national resources for parents, carers and young people are also shared. Since contact details change, do check the original source for the most up to date information about services

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Norfolk and Suffolk NHS Foundation Trust

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Supporting your Child/Adolescent to Regulate Their Emotions

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A short video about the importance of emotion regulation as a parent or carer and emotion regulation strategies.

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Our Mental Health Space - Sussex Partnership NHS Foundation Trust

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Emotion Regulation in Young Children - Guide

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Emotion Regulation in Young Children - Guide

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Emotion Regulation: What is it? Developing Skills in Children - Guide 

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Emotion Regulation: What is it? Developing Skills in Children - Guide 

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Information for Tablet / Capsule Swallowing -A training guide for parents, carers and children 

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Information for Tablet / Capsule Swallowing -A training guide for parents, carers and children 

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A Guide for Parents

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Our dedicated sleep service is here to help.

Alongside our Sleep Tips booklet and relevant guides, we also offer one-to-one support. This involves completing an application form for your child and two weeks' worth of sleep diaries which we'll send out to you as long as you come under our criteria for support.

If you need one-to-one support and are a parent/carer or a professional referring a family with their consent to having sleep support, please click the button below to contact the sleep service.

If you have a question or query about our services please email us at [email protected].

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Sleep tips Our Sleep Tips booklet introduces and explains different techniques for you to try that may improve your child's sleep. It covers ten main topics including bedtime routines, daytime napping, comfort objects and moving bedtime backwards or forwards. It gives lots of illustrated hints and tips for putting the...

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We are excited to announce that Sleep Scotland, the UK’s oldest sleep charity and leading provider of sleep support, training and resources, is now “Sleep Action.”

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Sleep Action, formerly Sleep Scotland, is the UK’s oldest sleep charity. We believe everyone should have the opportunity to thrive through healthy sleep.

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In July 2020, we joined forces with The Sleep Charity as part of a strong, ambitious mission to empower the nation to sleep better.

Both organisations have worked hard individually, over the years, to achieve change and support to those affected by lack of sleep. By merging, we have strengthened our complementary services to speak with one voice, improve the impact of our work and to raise the profile of sleep as a major factor for health and wellbeing.

The majority of content has now moved over to The Sleep Charity website where you will find a comprehensive resource of sleep information. The Sleep Council website will shortly be removed. Thank you for your support.

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In July 2020, we joined forces with The Sleep Charity as part of a strong, ambitious mission to empower the nation to sleep better. Both organisations have worked hard individually, over the years, to achieve change and support to those affected by lack of sleep.

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We are the only UK charity specifically focussed on the needs of children, young people and adults with severe learning disabilities whose behaviour may be described as challenging, and their families.

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Claire

Malachy

Laura

The 2022 Learning from Lives and Deaths (LeDeR) report, which looks at the deaths of people with a learning disability and autistic people and aims to improve health and care, has been published. We send our condolences to everyone who has lost a loved one.

The government has published the final report by Baroness Hollins on the Independent Care, Education and Treatment Reviews programme, which aimed to move people with a learning disability and autistic people out of long-term segregation, alongside its response to this report

Charities and organisations have written to the Prime Minister about the omission of the Draft Mental Health Bill from the King's Speech

Do you support someone with severe learning disabilities and behaviours that challenge? We can help.

If you are involved in supporting people with severe learning disabilities and behaviours that challenge, we can help.

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Homepage for the Challenging Behaviour Foundation

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The CBF aims to improve the life opportunities and quality of life for people with severe learning disabilities and their families.

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Living with Tourette and Tic disorders: A Guide for Patients and Families Guide

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Living with Tourette and Tic disorders: A Guide for Patients and Families Guide

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The Role of our Eight Sensory Systems in Learning

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Paediatric Occupational Therapist, Nicole Katzenellenbogen, discusses the role of each of our sensory systems and how they impact learning and engagement in the school environment.

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NHS England » Sensory-friendly resource pack

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Resources to improve the sensory environment for autistic people Classification: OfficialPublication reference: PR467_i Sensory sensitivities and autism Lifelong and persistent sensory sensitivities are a diagnostic characteristic of autism. Recent studies suggest prevalence in between 69% to 90% of autistic people.[i],[ii] There are three categories of autistic sensory sensitivities: Sensory sensitivities are related to the development […]

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Autism Explained in different languages- English, Urdu/Hindi, Punjabi, Guajarati and Bengali languages

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Autism Explained in different languages- English, Urdu/Hindi, Punjabi, Guajarati and Bengali languages

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Making friends - supporting your autistic child

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Making friends - supporting your autistic child

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Your autistic child might find social situations difficult. Other children may appear to know, intuitively, how to communicate and interact with each other. Many parents of autistic children find it hard to explain why their children find interaction difficult when they can have strong skills in other areas.

Autism and social interaction

The characteristics of autism vary from one person to another, but in order for a diagnosis to be made, a person will usually be assessed as having, along with other issues, persistent and significant difficulties with social interaction and social communication.

"It's as if everybody is playing some complicated game and I am the only one who hasn't been told the rules."

Martian in the playground, C Sainsbury, p8

Autistic children may:

appear withdrawn

appear indifferent to other people

prefer to play alone

accept contact if initiated by others but not initiate contact

be difficult to comfort

approach other children but in an unusual way

use overly formal language and be 'rule-bound.'

Trying to understand what others mean and how to behave can be bewildering, exhausting and stressful for autistic children. You can help with this by:

carrying, or giving your child, an autism alert card

using our communication tips

asking your child's schools to teach autism awareness and acceptance

suggesting things your child's school can do to support your child during unstructured times, as these can be harder for autistic children to cope with.

looking for social groups and leisure activities in your local community that are more autism-friendly.

Teaching social skills

Top Tips

reduce social stressors or triggers where possible

start with the basics, and progress in stages

practise any new social skills with your child in a number of different places, and with different people. Autistic children can find it hard to apply new skills in different contexts.

link skills to real tangible situations, refer to examples, and use people's names.

ask school staff, or others involved with your child, what particular social difficulties they have observed your child experiencing.

pick the time carefully when introducing new social skills. Avoid stressful times, or times when your child is distracted by a favourite activity.

find apps to support your child's communication and read app reviews.

get extra help in school  with what you are doing at home and ask them to reinforce the learning. This will help your child to generalise the skills.

You could also ask the school to discuss things like:

buddy programmes

circle of friends

structured social skills lessons

self-esteem and self-awareness lessons

disability awareness lessons

a specific class talk on autism to increase peers' awareness and acceptance of differences.

Does your child have an Education, Health and Care Plan (EHCP), statement, Coordinated Support Plan or Individual Education Plan?

It may be possible to add to the plan that your child needs extra support with social skills development, especially if your child's social skills are preventing them from learning.

Plans should also include how the child can express themselves appropriately if they are disappointed or upset during a social situation.

Practical ideas for developing different social skills at home

Understanding emotions

Many autistic children will have an emotional vocabulary of happy, sad and angry. Start with those and then branch out to other feelings such as surprised, confused.

Children on the autism spectrum often respond to tangible concepts, so once you've come up with a list of feelings, you could categorise and colour code the list. Write negative feelings in red and positive ones in green.  This concept is used in Comic Strip ConversationsTM but it can be done with a list of words too. As their understanding broadens, so can the number of categories.

Make biscuits with faces on them using icing/sweets/dried fruit. Discuss the different parts of the face, make different expressions, copy them, mirror to each other, talk about situations where you have made that expression or seen your child make that expression. The same kind of thing can be done with an art activity - making faces on paper plates, puppets, masks, face painting, drawing faces on flat surfaces using finger paints or shaving foam.

Cartoons are a great resource when it comes to teaching facial expressions as they are very over-exaggerated. Watch an episode of a cartoon together and pause at appropriate spots, talk through, copy facial expressions, see if you can predict what will happen next.

Take photos of you and your child or other people making a certain facial expression and get them to see the similarities in how their faces work. This will help with generalisation. Or print off photos and use them in a matching card game such as snap.

Entering games/situations

Make sure your child actually knows what a 'game' is. It is important they understand that in many games there will be a winner and a loser. Many autistic children will not understand this unless it is discussed with them first.

After establishing observational skills, teach your child how to choose children who might be compatible playmates with similar interests. For example, if your child wants to talk about football - choose a child playing football, rather than a child who is reading a book or playing with a computer game. Some autistic children will just assume everyone is interested in what they have to say, so by helping them guess what children are interested it might narrow this search down.

Teach your child a script that they can say if they want to play with someone and rehearse it with them. Make sure you practise alternative endings. eg what to do if they say no. Also explain that it's ok to spend time alone. Having a cue card with the key phrases on it that they can have in their pocket if they get nervous can be a good backup visual support too.

Encourage your child to go to a teacher if they don't get the response they are looking for and talk it over with them, rather than with the child themselves. Explain why having an argument may affect any future attempts to play with this child. Perhaps provide them with a card they can hand to a teacher asking for space when they are upset rather than having to talk through the issue.

Theory of mind

Autistic children can find it difficult to understand how others may be feeling and that their beliefs, interests and experiences may be different to their own. This is where a lot of children can face conflict and may behave inappropriately. Many autistic people can struggle with others coming to different conclusions or 'agreeing to disagree'. It may not be possible to teach your child to actually understand another person's point of view - the main goal early on is to get them to recognise that it may just be different and accept that.

You could do this by asking your child to compare a picture of a sibling or other family member with themselves and talking about how the two are different. You can discuss the physical differences then gradually move on to more abstract differences in line with how much the child understands.

Discuss everyday experiences that show people making choices and highlight them to your child. eg when picking out clothes, food preferences, choice of film/TV programme.

Conversational skills/turn taking

Conversations are not predictable and involve an immediate response. This is why many autistic people avoid conversations with their peers and will often talk to adults or children much older or younger than themselves.

To help your child with this, you could:

use a 'talking stick' that someone must be holding to have their turn at speaking, and timers to indicate the end of their turn

play board games. These help to teach your child turn-taking, as they are visual, and have real things that show that it's your turn (eg dice, counters)

use pictures of people and draw blank speech bubbles. The child needs to use their observation skills to establish what the context is and work out what they might be saying or thinking

play the 'never ending story' game. One person starts and says one word only, such as "one". The next person says another word such as "day", and you keep going between yourselves adding one word at a time. This requires the both of you to listen to what the other person has said and tailor your response to keep the story going. These stories can end up being very silly and fun - but they can help to develop listening skills.

Making mistakes, coping with losing, and conflict resolution

When it comes to making mistakes, autistic children might run away rather than asking for help or screw up a whole piece of work rather than put a line through a mistake.

You could:

dramatise your own mistakes so they can see it happens to others, and that it can be fixed

help them to identify emotions

label any feeling which they don't recognise for them and direct them to a calming activity

give them a tangible 'HELP' card if they cannot verbalise their feelings themselves

talk about publicly scrutinised wins/losses in the news, eg sports, awards, etc. Pointing out the mistakes of a person your child admires might help them to accept their own

keep conflict resolution factual. Emotional pleading will not work with autistic children. Stick to the facts if you are debriefing a child about an incident and help them address different parts of the argument that they may have missed, such as the other person's point of view and misinterpretations of words

draw an incident with speech and thought bubbles. If two children have had a disagreement, draw them and their thoughts/feelings/actions/speech. Having something visually to refer to can help reinforce recognition it can be done as a comic strip conversationTM, movie script, cartoon or story

work on boosting their self-esteem and creating more predictability in the general environment to help minimise the impact of mistakes

talk through a game or an activity before it starts. If they are about to get involved with something where the goal is winning, talk them through 'being a good loser' and the nature of the game they are playing. They might be surprised to find out someone has to lose.

Your next steps

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Making friends - supporting your autistic child

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Your autistic child might find social situations difficult. Other children may appear to know, intuitively, how to communicate and interact with each other. Many parents of autistic children find it hard to explain why their children find interaction difficult when they can have strong skills in other areas.

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Autism Social Skills: How to Improve Social Interaction

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Autism Social Skills: How to Improve Social Interaction

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What Are Social Skills?

Social skills refer to a child's ability to communicate with others in a way that is acceptable and appropriate for social situations. When a child has social skills, he/she can form friendships and can carry a simple conversation.

Social Skills and Autism

It's a common misconception that children with autism do not make friends because they are anti-social. This is not the case. Children with autism want to make friends and talk to others, but they don't always know how to do it properly. They often struggle with being able to maintain eye contact and understand social interaction.

When someone says a child lacks social skills, it means he/she does not display expected behavior around other children, making it harder to make friends.

For instance, an autistic child might take another child's toy without asking for permission. This is viewed as negative behavior by most people, but a child with autism might not understand.

What Social Skills Are Affected by Autism?

Teaching a child with autism social skills can be a challenge sometimes. This is mainly because one of the key symptoms of autism spectrum disorder (ASD) is a lack or delay in social and communication skills.

The symptoms that affect a child's social skills are:

Delays in speech development

Inability to read non-verbal cues

Failure to understand the feelings of others

Difficulty understanding jokes, sarcasm, or teasing

Unable to carry a conversation

Repeats words and phrases over and over (echolalia)

Gives unrelated answers to questions

Looking at these symptoms, it is understandable how a child with autism can have a hard time interacting with others. This is why he/she might not make friends easily at school. At home, playing with his/her siblings can seem next to impossible.

What Social Skills Does a Child With Autism Need?

Children with autism need the same level of social skills as their neurotypical peers. Social skills are important for a child to develop confidence, form friendships, and get along with people around him/her.
Author and autism advocate Temple Grandin, who was diagnosed with autism as a toddler, strongly believes children should be taught social skills to help them become more independent.

In an Autism Parenting Magazine interview, Grandin explains that too much alone time for a child on the spectrum is not advisable. "I had a tendency to become a recluse in my room and that wasn't allowed. If I wanted to play outside for hours experimenting on my kite designs then that was fine. I was not allowed to stay in my room," she said.

According to Grandin, social skills are not just important for building relationships, but to develop life skills that kids need as adults. "They need to know how to show up on time, learn discipline and responsibility," she said.

On a social level, a child with autism should learn to:

Play with others (sharing, taking turns, pretend play)

Talk to others

Manage emotions

Solve problems

Once these basic skills are identified, it's easier to come up with a plan to improve a child's social skills.

How To Improve Your Child's Social Skills

Over the years, scientists and researchers have studied different methods of enhancing social skills for children with autism.

Research on social skills interventions in children with autism has progressed in the last decade. A review of group-based social skills training for school-age children on the spectrum from 1985 to 2006 showed that the data is too small to be conclusive, but ideal methods of research were identified.

Today, parents and caregivers have access to new treatments that have been proven to give children with autism the ability to interact in social situations.

Social Skills Therapy for Autism

To teach a child with autism social skills, parents can seek help from social skills therapists. These experts come from different backgrounds but share the same knowledge and competencies needed to help people with autism develop social skills.

Social skills therapy is mostly based on a concept called Social Thinking. Michelle Garcia Winner, a speech-language pathologist, coined the phrase "social thinking" and transformed it into a strategy to improve the social skills of people on the spectrum.

Therapists use different teaching strategies for students to cope with common social situations. This would include teaching a child with autism how to play, talk, share, and work with other children his/her age. Some sessions are also conducted in a group setting to encourage children to apply what they have learned.

Most schools with autism programs have social skills training available. You can visit the Autism Society of America to check for social skills therapists in your area.

Strategies for teaching and developing social skills

Therapy sessions and expert interventions can improve the social skills of children with autism. But, it is equally important that parents and caregivers reinforce social skills training at home to achieve optimum results.

Here are some strategies that parents and caregivers can use:

Role-play

Role-playing can help a child learn expected and unexpected behavior in a given scenario. For instance, if a child is going to school for the first time, role-play can help him/her practice the actual event of going to school.

Play games together

Before a child is sent out to play with others, it's a good idea to "practice" playing with a parent or sibling. Parents can explain how the game works and observe the child's behavior throughout the game.

Some games to play are:

Kicking a ball back and forth

Simon Says

Hide and Seek

Simple board games like Jenga or Connect Four

Playing games will teach a child about the importance of rules, taking turns, and being a good sport.

Watch videos or observe others

If a child is anxious about a social activity, such as going to the dentist, you can watch videos of people or kids during a dental visit. It is helpful if you explain to the child what to expect when he/she arrives in the clinic. It can also help the child recognize basic courtesy skills like greeting the doctor and following instructions.

Social Stories™

In 1991, consultant and writer Carol Gray came up with Social Stories™ to help children with special needs with self-care and social skills.
A social story is a story with a social element. These stories will further illustrate how people behave when interacting with others and the best ways to work with others to solve problems.

Social stories are great if you want a child with autism to:

Develop social skills (sharing, asking for help, saying thank you)

Understand the feelings of others

Understand one's own feelings

Cope with unexpected changes

Regulate emotions

There are many books that teach social skills to children with autism spectrum disorders. If your child is an avid reader, then this approach is the most sensible way to go.

Parents can also learn to write their own social stories based on their child's behavior. To do this, parents should familiarize themselves with the basics of creating social stories including choosing the types of sentences to be used, creating characters, and identifying the purpose of the story.

Interaction With Neurotypical Children

Children with autism can learn from their neurotypical peers when it comes to social skills. If the child with autism is not yet exposed to children his age (that are not on the spectrum), then a parent can arrange playdates to make this happen.

How to Teach Social Skills In Different Environments

Some children with autism can learn a skill within a certain environment but will stop applying the skill when the situation changes. Parents, teachers, and caregivers must all work together to help a child with autism become regular with his/her ability to socialize.

Social Skills In the Classroom

For school-age children with autism, attending school itself is a challenge they face every day. In addition to academic challenges, they also deal with other children in their class. Teachers can help children with autism with their social skills by:

Making the classroom comfortable (no loud noise or bright lights)

Encourage the child to take part in activities

Pick topics and toys that he/she might have a great interest in

Model good social skills

Social Skills at Home

Home is where most children spend their time. Often, it is where they learn basic social skills.

Parents and caregivers are expected to reinforce what a child is learning from social skills training or school. Talking to the child's therapist or teacher will help parents create their own ways to teach social skills at home.

Games and visual aids can be used to help a child learn how to read emotions, communicate with others, understand social rules, and solve problems.

Social skills are vital to everyday life. Children with autism may have difficulty acquiring these skills in the beginning. But with the help of qualified experts and educators, it can be done.

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Autism Social Skills: How to Enhance Social Interaction - Autism Parenting Magazine

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Like most people, children with autism want to make friends and express themselves. Sadly, this is not always the case as many people with autism lack the skills to thrive in social settings.

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Eating and drinking information for autistic people

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Eating and drinking information for autistic people

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Eating and drinking information for autistic people | Autism Space | Leicestershire Partnership NHS Trust

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Exploring some of the difficulties faced by autistic people at mealtimes with tips on how to help

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If you are autistic, you may have difficulty with communication and social interactions with others. This Fact Sheet looks at the most common dietary problems affecting autistic people and how dietitians can help.

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Eating Disorders and Autism - Supporting a loved one that is autistic with an eating disorder

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Eating Disorders and Autism - Supporting a loved one that is autistic with an eating disorder

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Struggling with an eating disorder? Caring for someone who is? Beat is here to support you.

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Lots of children go through periods of eating. For many, this phase will pass as the child gradually learn s to accept new foods . F or autistic ch ildren and their families, overcoming eating challenges can be more difficult.
Over two third s of parents of autistic children report that their child is reluctant to try new food s¹ . Moreover, o ther behaviours such as eating or mouthing non-edible items , and extreme food selectivity can make providing sufficient nutrition hard.

Continue below for a range of resources for understanding, identifying and tackling eating challenges.

Understanding eating difficulties

89% of autistic children display some form of difficulty with eating². This can range from selective eating, to anorexia or ARFID (Avoidant/restrictive food intake disorder). Find out more about the common food disorders for autistic people.

Spotting the signs

There are many behavioural and physical signs that might indicate if a person is having issues around eating. This may indicate that they have an eating disorder or they may simply need some additional support. Find out more about what to look out for. Providing early support can be crucial and particularly in young people could help to reduce the impact on their education.

If you are concerned about your child's eating i t's important to talk with your child's GP, paediatrician or a dietitian. This will help to rule out any underlying causes such as gastrointestinal problems and allergies.

How to address eating difficulties

There are a number of things you can do to try and increase variety within a diet and promote healthy eating. Take a look at our resources below to find out what steps you could take.
A small ask...
If you have found any of the information in this section useful, please consider making a contribution to help us create more resources like this.

1. Rogers, L.G., Magill-Evans, J. & Rempel, G.R. Mothers' Challenges in Feeding their Children with Autism Spectrum Disorder-Managing More Than Just Picky Eating. J Dev Phys Disabil 24, 19-33 (2012).
2. Ledford, J. R., & Gast, D. L. (2006). Feeding problems in children with autism spectrum disorders a review. Focus on Autism and Other Developmental Disabilities, 21(3), 153-166

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Lots of children go through periods of eating. For many, this phase will pass as the child gradually learn s to accept new foods . F or autistic ch ildren and their families, overcoming eating challenges can be more difficult.

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I'm More Than Just a Picky Eater!: Living with Avoidant Restrictive Food Intake Disorder (ARFID)

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I'm More Than Just a Picky Eater!: Living with Avoidant Restrictive Food Intake Disorder (ARFID)

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Miss Betsy Matilda Shelley (Author), Miss Chloe Davies (Author)

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I’m More Than Just a Picky Eater!: Living with Avoidant Restrictive Food Intake Disorder (ARFID)

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Buy I’m More Than Just a Picky Eater!: Living with Avoidant Restrictive Food Intake Disorder (ARFID) by Shelley, Miss Betsy Matilda, Davies, Miss Chloe (ISBN: 9798346030119) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Supporting autistic people with eating difficulties

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Supporting autistic people with eating difficulties

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Supporting autistic people with eating difficulties

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Dr Elizabeth Shea discusses autism and eating difficulties and how best to support autistic people

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Feeding Challenges and ARFID in People with Autism Video

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Feeding Challenges and ARFID in People with Autism Video

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An Affirming Approach to Supporting Interoception, Feeding Challenges & ARFID

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Autism Understood - A website about autism, for autistic young people

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Autism Understood - A website about autism, for autistic young people

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A website about autism, for autistic young people - so that everyone can gain a better understanding of what autism actually is.

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Advice and Guidance for Students with ADHD

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Advice and Guidance for Students with ADHD

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"If you're a young person being called weird or different, I'm here to tell you that your critics do not count. Their words will fade. You will not." Why we love Justin Timberlake, Simone Biles, Adam Levine, and these other inspiring celebrities and famous people with ADHD.

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