# data[].attributes.body
Guidance on a wide range of topics including friendships, eating and extra support. Young people do not need to have a diagnosis in order to access support. Parents can book online information sessions and 1-1 drop in sessions.

# data[].attributes.attachment_link.title
Autism Central for Parents and Carers | Autism Central

# data[].attributes.attachment_link.description
Autism Central offers a wealth of resources for parents, carers and personal assistants of autistic people in England – from articles and learning materials to signposting you to services and support in your local area.

# data[].attributes.headline
Neurodevelopmental Pathways Parent Support and Information

# data[].attributes.subject
Neurodevelopmental Pathways Parent Support and Information

# data[].attributes.attachment_link.description
We provide an assessment only service for children and young people who are showing possible signs of autism and/or Attention Deficit Hyperactivity Disorder (ADHD). We also support children and young people who are on ADHD medication reviews. Our service covers Bath and North East Somerset (B&NES) and Wiltshire.

# data[].attributes.attachment_link.description
A website about autism, for autistic young people - so that everyone can gain a better understanding of what autism actually is.

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.headline
Developmental Language Disorder - How to support your child

# data[].attributes.subject
Developmental Language Disorder - How to support your child

# data[].attributes.attachment_link.title
Special Educational Need or Disability (SEND) Rainbow Resource

# data[].attributes.attachment_link.description
Rainbow Resource is Bath and North East Somerset's SEND Local Offer. It provides children and young people (aged up to 25) with special educational needs and disabilities (SEND) and their families with information to help them find the right help and support. To find out more, please watch our short video below.

# data[].attributes.headline
SENDIAS - BANES SEND impartial advice, information and support for parents

# data[].attributes.subject
SENDIAS - BANES SEND impartial advice, information and support for parents

# data[].attributes.attachment_link.title
Supporting children and young people with special educational needs and disabilities (SEND) | sendbathnes.gov.uk

# data[].attributes.attachment_link.description
We offer free, impartial and confidential information, advice and support to children and young people between the ages of 0 to 25 with special educational needs and disabilities (SEND) and their parents/carers.

# data[].attributes.headline
The Fizzy Programme - NHS practical support

# data[].attributes.subject
The Fizzy Programme - NHS practical support

# data[].attributes.attachment_link.readable_text
If you think that your child may be autistic, or are going through the diagnosis process, or have just or recently received a diagnosis of Autism Spectrum Condition for your child, you are in safe hands with us.

Bristol Autism Support is a registered charity that has been supporting parents and carers of autistic children, diagnosed or undiagnosed, living in BS postcodes, since 2012. You can read more about us here.
We are here to help you, to support you, to answer your questions and guide you every step of the way.
For now, let's get you started with the most important information you need to know.

First things first:

If you are concerned about your child, these posts may be helpful:

If you are looking for ways to help you child, see:

Struggling with school? Have a look at these:

Other important information:

# data[].attributes.attachment_link.description
We are here for you every step of the way of your autism journey with your child. This page is your quick start guide to the help and support available.

# data[].attributes.headline
Autism Guidance - support and management

# data[].attributes.subject
Autism Guidance - support and management

# data[].attributes.attachment_link.readable_text
Introduction

This guidance has been developed by the National Institute for Health and Care Excellence (NICE) in collaboration with the Social Care Institute for Excellence (SCIE).

The term autism describes qualitative differences and impairments in reciprocal social interaction and social communication, combined with restricted interests and rigid and repetitive behaviours, often with a lifelong impact. In addition to these features, autistic children and young people frequently experience a range of cognitive, learning, language, medical, emotional and behavioural problems, including: a need for routine; difficulty in understanding other people, including their intentions, feelings and perspectives; sleeping and eating disturbances; and mental health problems such as anxiety, depression, problems with attention, self-injurious behaviour and other challenging, sometimes aggressive behaviour. These features may substantially impact on the quality of life of the individual, and their family or carer, and lead to social vulnerability.

The clinical picture of autism is variable because of differences in the severity of autism itself, the presence of coexisting conditions and levels of cognitive ability, from profound intellectual disability in some people to average or above average intelligence quotient (IQ) in others.

Autism spectrum disorders are diagnosed in children, young people and adults if these behaviours meet the criteria defined in the International Statistical Classification of Diseases and Related Health Problems (ICD‑10) and the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM‑IV) and have a significant impact on function. Both these diagnostic classification systems use the term 'pervasive developmental disorder', which encompasses autism, Asperger's syndrome and atypical autism (or 'pervasive developmental disorder not otherwise specified'). For a diagnosis of autism to be made, there must be impairments present and an impact on the person's adaptive function. Both classification systems are undergoing revision and have announced that the term 'autism spectrum disorder' will be used in future editions. For this guideline we will use the term 'autism' to include all autism spectrum disorders.

Although autism was once thought to be an uncommon developmental disorder, recent studies have reported prevalence rates of at least 1% in children and young people. Autism is diagnosed more frequently in boys.

The core autism behaviours are typically present in early childhood, although some features may not manifest until a change of situation, for example, the start of nursery or school or, less commonly, the transition to secondary school. Regression or stasis of language and social behaviour is reported for at least a third of autistic children. This usually, but not exclusively, occurs between the ages of 1 and 2 years, and the reasons for regression and stasis are unknown.

The way in which autism is expressed will differ across different ages and therefore for any individual may change over time as they mature, in response to environmental demands, in response to interventions, and in the context of coexisting conditions.

Around 70% of autistic people also meet diagnostic criteria for at least one other (often unrecognised) psychiatric disorder that further impairs psychosocial functioning, for example, attention deficit hyperactivity disorder (ADHD) or anxiety disorders. Intellectual disability (IQ below 70) coexists in approximately 50% of autistic children and young people.

There are many claims of a 'cure' for autism, all of which are without foundation. However, there are interventions that can help some of the core features of autism, some of the behaviours and problems commonly associated with autism, and support families and carers. There is also evidence for treatment strategies to reduce behaviour that challenges. This guideline will summarise the different ways that health and social care professionals can provide support, treatment and help for autistic children and young people, and their families and carers, from the early years through to their transition into young adult life.

This guideline covers autistic children and young people (across the full range of intellectual ability) from birth until their 19th birthday, and their parents and carers. It should be used alongside the NICE guidelines on autism: recognition, referral and diagnosis of children and young people on the autism spectrum and autism: recognition, referral, diagnosis and management of adults on the autism spectrum.

Good communication between healthcare professionals and autistic children and young people and their families and carers is essential. It should be supported by evidence-based written information tailored to the person's needs. Support and care, and the information people are given about it, should be culturally appropriate. It should also be accessible to people with additional needs such as physical, sensory or learning disabilities, and to people who do not speak or read English.

No antipsychotic medication has a UK marketing authorisation specifically for autistic children. The prescriber should follow relevant professional guidance, taking full responsibility for the decision. The patient (or those with authority to give consent on their behalf) should provide informed consent, which should be documented. See the General Medical Council's Good advice on practice in prescribing and managing medicines and devices for further information. Where recommendations have been made for the use of drugs outside their licensed indications ('off-label use'), this is noted in the recommendations.

# data[].attributes.attachment_link.title
Autism spectrum disorder in under 19s: support and management

# data[].attributes.attachment_link.description
This guideline covers children and young people with autism spectrum disorder (across the full range of intellectual ability) from birth until their 19th

# data[].attributes.attachment_link.title
Supports Families Affected By Autism | Butterflies Haven | Keynsham

# data[].attributes.attachment_link.description
Supports Families Affected By Autism | Butterflies Haven | Keynsham

# data[].attributes.headline
Sensory Processing - Practical ideas for the home setting

# data[].attributes.subject
Sensory Processing - Practical ideas for the home setting

# data[].attributes.attachment_link.readable_text
What is ADHD?

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

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

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

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

What are the most common symptoms of ADHD?

A child with ADHD may be:

easily distracted, finding it difficult to start or finish tasks

often unable to concentrate

often restless or fidgety

very talkative, often interrupting or blurting things out

impulsive, acting before considering consequences, prone to taking risks

easily angry or frustrated, struggling to deal with emotions

finding making or maintaining friendships difficult

disorganised, for instance often losing things or being late

lacking awareness of time

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

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

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

What to do if you think your child might have ADHD

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

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

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

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

ADHD diagnosis, support and treatment

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

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

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

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

Support and treatment options

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

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

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

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

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

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

What you can do to support your child with ADHD

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

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

The impact of ADHD on your child's mental health

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

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

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

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

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

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

Working with school if your child has ADHD

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

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

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

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

ADHD in teenagers and beyond

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

Looking after your own wellbeing

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

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

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

Where to get further support

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

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

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

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

# data[].attributes.attachment_link.title
ADHD Support For Your Child | Parents Advice Guide

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

# data[].attributes.headline
Overcoming Fears and Worries - NHS Resource

# data[].attributes.subject
Overcoming Fears and Worries - NHS Resource

# data[].attributes.body
A fantastic resource that is supportive for all children. Find information relating to behaviours, withholding and sensory needs. There are a range of links to visual resources that can be used in the school and home settings.

# data[].attributes.attachment_link.readable_text
One of the most important things to consider is how your child's sensory issues may affect toilet training. We have on this and also ways to lots more information and tips reduce toilet anxiety, and other stresses.

Help your child to understand toileting and become used to going to the toilet in different places such as nursery, friend's houses, and public toilets. Remember signs can be different in public toilets and other settings outside your home.

Try to use the same words and language to talk about wee and poo and going to the toilet.

Use our Toileting Social Script and Toileting Visual Schedule as part of the programme.

You can also download this social story created by one of ERIC's Trustees, Dr Eve Fleming, about understanding how children can learn to use the toilet.

If you are a professional working with a child and their family, remember that families and education settings often need regular and ongoing support. It is always helpful to have a clear plan and explanation, with regular reviews of progress.

Try to see toileting experiences from your child's perspective. Help your child to become comfortable in bathrooms and sitting on toilets.

Think about anxiety and how to reduce this. Children often need a great deal of reassurance, games and songs.

Keep the toilet experience fun and relaxed. Consider using special fiddle toys, or books to practice sitting on the toilet.

Check your child's position on the toilet. Let them use a footstool so their knees are raised, and often leaning forwards. This makes sure the large bowel is at a good angle for emptying.

Some children may like a toilet seat with padding, or a different shaped toilet seat to feel secure.

Help your child understand about weeing and pooing in the toilet. Pictures stories and picture cards will help your child to understand how their body works, and where wee and poo comes from.

Break up the toileting programme into small steps.

Withholding
Lots of children withhold their poo, by tightening their abdominal and bottom muscles. The triggers for this are constipation and anxiety, and both very common in autistic children.

Look out for signs of straining while your child is sat on the toilet or standing up. Usually, they are not trying to pass their poo, but trying to stop it from coming out. They may cross their legs and lean backwards, making all their muscles become tight to hold the poo in.

Children don't do this on purpose or to be naughty. Withholding is a learned reaction which usually happens after a child passes a poo which they found uncomfortable or painful.

Get more information about withholding poo and how to support your child so the cycle of holding on can be broken.

For autistic children, it is essential to treat the physical causes of constipation in combination with strategies to help their anxiety. Once their poo is helped to be soft, it is easier to help them relax and let it go. Read more about supporting austistic children with constipation.

Sensory differences/needs are very common in autistic children and may be linked to distress if your child is upset by too much sensory stimulation.

Anxiety is often a cause of avoidance of toileting, bathrooms and toilets. It's important to try to find out what makes your child uncomfortable in bathrooms and make adjustments to make the environment feel safer and more comfortable.

Lack of sensation often leads to the child seeking additional sensations to help give adequate feelings and awareness, which are needed to develop toileting skills.

Think about the different sensations and profile of your child. A detailed sensory assessment by an Occupational Therapist may be very helpful for creating a programme that meets your child's need.
Read more about sensory issues and toileting.

# data[].attributes.attachment_link.title
Toileting support for autistic children - ERIC

# data[].attributes.attachment_link.description
Though it is sometimes difficult, nearly all autistic children do become toilet trained. Read our advice about strategies and tips for supporting toileting challenges.

# data[].attributes.attachment_link.readable_text
If your child is, or may be, dyslexic then we have information, resources and training available to help you to ensure that your child is able to reach their full potential.

You can also find information in our Supporting a Child or Young Person: A Guide for Parents booklet on how to support your child at home, working with your school to secure a diagnosis and support, and what support the law entitles a young person with dyslexia to and how to access it.

# data[].attributes.attachment_link.description
Information, resources and training to help parents ensure their child can reach full potential.

# data[].attributes.attachment_link.title
Connecting Families - Leaflet for Families 

# data[].attributes.headline
SASS (Specialist Autism Support Service) BANES

# data[].attributes.subject
SASS (Specialist Autism Support Service) BANES

# data[].attributes.attachment_link.description
Samaritans works to make sure there's always someone there for anyone who needs someone. Read more.

# data[].attributes.attachment_link.description
Grief can be overwhelming - you don’t have to deal with it alone. Cruse Bereavement Support is here. Call our helpline or chat online.

# data[].attributes.attachment_link.description
Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

# data[].attributes.attachment_link.title
Be your child's superhero and help them to stop bedwetting

# data[].attributes.attachment_link.description
This message is only visible to admins: Problem displaying Facebook posts. Backup cache in use. Error: Error validating access token: Session has expired on Friday, 07-May-21 04:00:00 PDT. The current time is Thursday, 15-Jul-21 05:02:38 PDT. Type: OAuthException Bedwetting can be caused by? Visit stopbedwetting.org to find out more.

# data[].attributes.attachment_link.description
Abuse costs us all. But it shouldn't cost this much.Take action today Abuse costs us all. But it shouldn't cost this much.Take action today We're working together against domestic abuse until wo...

# data[].attributes.attachment_link.description
Find out everything you need to know about drugs, their effects and the law. Talk to Frank for facts, support and advice on drugs and alcohol today. | FRANK

# data[].attributes.attachment_link.description
Struggling with an eating disorder? Caring for someone who is? Beat is here to support you.

# data[].attributes.attachment_link.description
A national voluntary organisation and charity dedicated to supporting parents and their lesbian, gay, bisexual and Trans sons and daughters

# data[].attributes.attachment_link.description
Welcome to the UK Safer Internet Centre, where you can find online safety tips, advice and resources to help children and young people stay safe online.

# data[].attributes.attachment_link.readable_text
How to not need a holiday after the holidays

The holidays can be a stressful time for single parents, Natalie is a volunteer in our Wellbeing Digital Group and recently held an online workshop where she shared her 'go to' tools for managing the...

Read more

# data[].attributes.attachment_link.description
We are Gingerbread, the charity for single parent families. We provide expert advice and practical support for single mums and dads in England and Wales.

# data[].attributes.attachment_link.title
What is an Education, Health and Care plan?

# data[].attributes.attachment_link.description
You can appeal to the SEND Tribunal against certain decisions made by the local authority (LA) about a child’s or young person’s EHC needs assessment or EHC plan.

# data[].attributes.headline
Mentoring Plus - Student and Family Support

# data[].attributes.subject
Mentoring Plus - Student and Family Support

# data[].attributes.attachment_link.title
Student & Family Support (SAFS) | Mentoring Plus

# data[].attributes.attachment_link.description
SAFS provides students, their families and schools with individualised packages of mentoring support to reintegrate pupils back into school

# data[].attributes.attachment_link.description
The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

# data[].attributes.attachment_link.description
All of the worksheets are in PDF format.