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Parent workshops for guidance over the summer holidays 

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Parent workshops for guidance over the summer holidays 

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Explore Kooth - All kinds of articles, stories and content to help you through tough times

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Letting go (a 1-minute meditation) - Explore Kooth

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Find a mini moment of calm with this soothing 1-minute meditation.

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Should I let my child have a phone for his final year at primary?

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Should I let my child have a phone for his final year at primary?

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Childhood Trauma and the Brain (with English subtitles) | UK Trauma Council

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Center on the Developing Child at Harvard University

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New scientific research shows that environmental influences can actually affect whether and how genes are expressed. In fact, scientists have discovered that early experiences can determine how genes are turned on and off and even whether some are expressed at all. Thus, the old ideas that genes are "set in stone" or that they alone determine development have been disproven. Nature vs. Nurture is no longer a debate-it's nearly always both!

More Information on Epigenetics

Deep Dive: Gene-Environment Interaction
Learn more about the physical and chemical processes that take place as part of the creation of the epigenome.

Working Paper 10: Early Experiences Can Alter Gene Expression and Affect Long-Term Development
This in-depth working paper explains how genes and the environment interact, and gives recommendations for ways that caregivers and policymakers can effectively respond to the science.

During development, the DNA that makes up our genes accumulates chemical marks that determine how much or little of the genes is expressed. This collection of chemical marks is known as the " epigenome." The different experiences children have rearrange those chemical marks. This explains why genetically identical twins can exhibit different behaviors, skills, health, and achievement.

Correcting Popular Misrepresentations of Science

Until recently, the influences of genes were thought to be set, and the effects of children's experiences and environments on brain architecture and long-term physical and mental health outcomes remained a mystery. That lack of understanding led to several misleading conclusions about the degree to which negative and positive environmental factors and experiences can affect the developing fetus and young child. The following misconceptions are particularly important to set straight.

Contrary to popular belief, the genes inherited from one's parents do not set a child's future development in stone.
Variations in DNA sequences between individuals certainly influence the way in which genes are expressed and how the proteins encoded by those genes will function. But that is only part of the story-theenvironment in which one develops, before and soon after birth, provides powerful experiences that chemically modify certain genes which, in turn, define how much and when they are expressed. Thus, while genetic factors exert potent influences, environmental factors have the ability to alter the genes that were inherited.

Although frequently misunderstood, adverse fetal and early childhood experiences can-and do-lead to physical and chemical changes in the brain that can last a lifetime.
Injurious experiences, such as malnutrition, exposure to chemical toxins or drugs, and toxic stress before birth or in early childhood are not "forgotten," but rather are built into the architecture of the developing brain through the epigenome. The "biological memories" associated with these epigenetic changes can affect multiple organ systems and increase the risk not only for poor physical and mental health outcomes but also for impairments in future learning capacity and behavior.

Despite some marketing claims to the contrary, the ability of so-called enrichment programs to enhance otherwise healthy brain development is not known.
While parents and policymakers might hope that playing Mozart recordings to newborns will produce epigenetic changes that enhance cognitive development, there is absolutely no scientific evidence that such exposure will shape the epigenome or enhance brain function. What research has shown is that specific epigenetic modifications do occur in brain cells as cognitive skills like learning and memory develop, and that repeated activation of brain circuits dedicated to learning and memory through interaction with the environment, such as reciprocal "serve and return" interaction with adults, facilitates these positive epigenetic modifications. We also know that sound maternal and fetal nutrition, combined with positive social-emotional support of children through their family and community environments, will reduce the likelihood of negative epigenetic modifications that increase the risk of later physical and mental health impairments.

The epigenome can be affected by positive experiences, such as supportive relationships and opportunities for learning, or negative influences, such as environmental toxins or stressful life circumstances, which leave a unique epigenetic "signature" on the genes. These signatures can be temporary or permanent and both types affect how easily the genes are switched on or off. Recent research demonstrates that there may be ways to reverse certain negative changes and restore healthy functioning, but that takes a lot more effort, may not be successful at changing all aspects of the signatures, and is costly. Thus, the very best strategy is to support responsive relationships and reduce stress to build strong brains from the beginning, helping children grow up to be healthy, productive members of society.

For more information: Early Experiences Can Alter Gene Expression and Affect Long-Term Development: Working Paper No. 10.

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What is Epigenetics? The Answer to the Nature vs. Nurture Debate

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Scientific research shows that experiences can affect whether and how genes are expressed. Nature vs. Nurture is no longer a debate-it's nearly always both!

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Childhood Trauma and the Brain | Approximately one-third of all mental health problems are associated with exposure to childhood trauma & adversity. This animation shows what happens in... | By Anna Freud | Facebook

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Approximately one-third of all mental health problems are associated with exposure to childhood trauma & adversity. This animation shows what happens in...

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You are currently using a browser that is no longer supported, and may contain security vulnerabilities. To get the best experience with www.albertafamilywellness.org, we suggest using a newer version of Internet Explorer/Edge or using another supported browser such as Google Chrome.

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Huge thanks to our corporate partner, Furniture Village, who has helped us to launch a brand new National Sleep Helpline to ensure that everyone has access to high quality, evidence-based advice regardless of age, ethnicity, background or income.
"We've always believed that sleep is equally as important as diet and exercise yet we know the UK is really struggling to sleep, particularly with the ongoing effects of the pandemic" says Charlie Harrison, Furniture Village Commercial Director. "From my work as a doctor, I know how great the need for a National Sleep Helpline is. It will make a huge difference to so many people." Dr Ranj, Furniture Village Sleep and Wellness Advisor
Working together to improve the nation's sleep.

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National Sleep Helpline - The Sleep Charity

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Who do I talk to if I can't sleep? The National Sleep Helpline can help with your sleep problems, 7pm-9pm, Sunday to Thursday, 03303 530 541.

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Advice and support for your child’s development

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Parent course - Reducing coparenting conflict with your ex-partner

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Parent course - Reducing coparenting conflict with your ex-partner

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This is a 1 hour online course run by Ruth James.

Key Topics Covered:

1. Managing family emotions

2. How to focus on what is important and what isn't

3. Staying connected with your children and supporting smooth handovers and transitions.

4. Managing different parenting styles in different homes.

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Join us online to learn how to reduce conflict and build a stronger coparenting relationship with your ex-partner.

Join me online for a live webinar designed to help separated parents navigate co-parenting challenges. The event aims to reduce conflict and build stronger co-parenting relationships.
Key Topics Covered:

1. Managing family emotions

2. How to focus on what is important and what isn't

3. Staying connected with your children and supporting smooth handovers and transitions.

4. Managing different parenting styles in different homes.

Facilitator: Ruth James, Reducing Parental Conflict Coordinator at Somerset Council, will share her expertise and top tips.

Please note that this webinare is not suitable for those currently experiencing domestic abuse (If you are in an abusive relationship please seek support from Somerset Domestic Abuse).

Ruth has been running courses to support separated parents for several years and the parents who come along say they would recommend the sessions to other parents. Here are some comments:

"Safe space to talk, no judgements."

"The content was very relevant and helped me focus on what I can do to support my children and move forward."

"I went away with practical ideas to improve my coparenting relationship"

Ruth is running 3 live webinars to help parents navigate their separation, putting the wellbeing of their children at the centre, the topic are:

A separated parents' guide to successful coparenting communications

Top tips for reducing coparenting conflict with your ex-partner

All webinars are FREE for any Somerset parent - for dates, times and to book your place please go to: https://www.cypsomersethealth.org/?page=events__parenting_cafes_and_parenting_when_separated_courses

Ruth James, Reducing Parental Conflict Coordinator, Somerset Council, ruth.james@somerset.gov.uk
https://www.cypsomersethealth.org/managing_relationship_conflict
For more information about relationship support for parents please go to:

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top tips for reducing coparenting conflict with your ex-partner

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top tips for reducing coparenting conflict with your ex-partner tickets

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Top tips for reducing coparenting conflict with your ex-partner

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Eventbrite - Ruth James, RPC Co-ordinator, Somerset Council presents Top tips for reducing coparenting conflict with your ex-partner - Wednesday, September 16, 2026 - Find event and ticket information.

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Parents/ Carers EBSA Guidance | Support Services for Education

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This webpage is designed to help parents/carers to support children who have concerns about going to school, known as Emotional Based School Avoidance.

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NIP in the Bud - Children Mental Health 

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NIP in the Bud - Children Mental Health 

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Learning about Children's Mental Health through Film

Nip in the Bud is regularly adding new FREE resources - short films and fact sheets - to raise mental health awareness among primary school staff, teacher trainees, anyone working with children, parents, carers and young people.

Early intervention is key, so the negative impacts of these conditions can be 'nipped in the bud' and so reduce the risk of them becoming entrenched. Our films cover Expert Information on different conditions, Real Life Experience, Emotional Wellbeing and Coping with the Aftermath of Covid.

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Nip in the Bud | Child Mental Health Resources for Parents and Teachers

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Nip in the Bud® works with mental health professionals of the highest standing to produce FREE short evidence-based films and fact sheets to help parents, educationalists and others working with children to recognise potential mental health conditions. The goal is to increase the prospects of early intervention and to avoid those conditions becoming more serious in later years.

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Working with online safety experts, we're here to provide parents & carers with guidance, advice and support to keep children safe online | Internet Matters

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WISE up workshops - Somerset Parent carer forum 

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WISE up workshops - Somerset Parent carer forum 

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Workshops for Information, Support and Education (WISE)

Being a parent carer of a child or young person with additional needs can bring extra situations which are challenging to know how to handle. To help support parent carers navigate these we have created a range of workshops based on the subjects you have told us would be helpful.

The workshop will have 2 main parts.

Part 1-will provide information and ideas of things you can try (strategies).

Part 2 - will give you time to discuss your own circumstances and form a plan of what you can try to help.

Alongside this we will also have a range of information workshops both face to face and online.

We are grateful to NHS Somerset for funding the program and to the organisations who are supporting the delivery.

If you are interested in attending any of the events please register.
How to register
Individuals on our database simply need to enter their email address to reserve a space.

Individuals not on our database with need to register first by clicking here.

If you are not sure if you are on our database don't worry just enter your email and we will contact you to complete the details needed.

You will receive an email confirming your place.

The list of available events are shown below. Please scroll to the end of the list after making your selection, to add your email and click on the register button. This list has multiple pages.

If you have any problems, please contact us on 01458 259384 or 07359 611454

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Workshops for Information, Support and Education that empower parent carers to succeed.

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Village Agents - Providing the community with support

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Village Agents - Providing the community with support

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Please refer yourself or another person using the form below.

Your local Village or Community Agent will call you back as soon as possible within working hours. Please note the team are not all full-time workers, so the most appropriate person may not be able to call you straight away.
Our normal hours of operation are:
Monday - Friday 9am - 5pm (4pm on Fridays).

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Your local Village or Community Agent will call you back as soon as possible within working hours. Please note the team are not all full-time workers, so the most appropriate person may not be able to...

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Parenting support provided my MHST for this Autumn

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Parenting support provided my MHST for this Autumn

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This booklet has the details of 1 hour long virtual courses that are being supplied to help you support your children.

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Rainbow Trust Children's Charity provides emotional and practical support to families who have a child with life-threatening or terminal illness.

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Rainbow Trust Children's Charity provides emotional and practical support to families who have a child with life-threatening or terminal illness.

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Gingerbread - Helping Children through separation

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Gingerbread - Helping Children through separation

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Log in to Gingerbread
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Not registered yet?

Our community membership is open to all single parents in England and Wales and gives you access to local and online support, news and events.

Register now

Talking to children

People often worry about how the breakdown of their relationship will affect their children. Even though it might seem it's better to hide things from them, this isn't usually the case. Talking with and listening to children can help them adjust. It may take months or even years. But with plenty of support, most children do come to terms with their parents' separation.

Try to be open to what your child has to say - and show that you're really listening. This will let your child know it's OK to talk about their emotions - whatever they are. If they don't want to open up, let it go and try again another time.

Family Lives also has some useful advice about what to tell children during a family breakup .

Voices in the Middle helps young people whose parents are splitting up. Their conversation guide has useful tips for planning how to talk to your children about separating, including advice from young people about what works. They also have lots of other short videos on questions to ask, active listening, and what not to do.

Understanding children's feelings

You'll be more able to help your child if you can understand how they're feeling. And showing them that you understand their feelings and needs can be an important way to help them come to terms with the change.

It's normal for children to go through a range of emotions when their parents separate. They might seem angry, resentful, sad, needy, upset, or quiet. They may act out their emotions in very different ways. It's best to try to understand and try to address what lies behind your child's behaviour. For example, they may be showing anger because they really feel frightened.

The relationship charity has lots of very useful information about understanding children's needs and behaviour during a separation.

Common myths around children and separation

There are lots of generalisations and false beliefs when it comes to separation and how it affects children. Here's how things really are.

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Helping children through separation | Gingerbread

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Going through a divorce or separation can be extremely hard for children. Here are some things you can do to help your child adjust.

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Somerset Young People Health & Well Being have shared support & training for parents on manging relationship conflicts

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Somerset children & young people : Health & Wellbeing : Managing Relationship Conflict

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Somerset children & young people : Health & Wellbeing

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This link provides parents with support from the NSPCC on a range of concerns or topics that parents may face - online safety, self harm, divorce, drugs and alcohol etc.

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Leaflets you can share with parents to help them care for their children safely

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Somerset children & young people : Health & Wellbeing : New Home

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Somerset children & young people : Health & Wellbeing

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What are The Zones of Regulation? -Official Video-

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Common difficulties in the early years - Anna Freud 

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Common difficulties in the early years - Anna Freud 

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Early years children can experience a range of difficulties including agression, anxiety, and tantrums. Find out more about some of the common difficulties that arise and how you can help with them.

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Exploring a range of difficulties children can experience.

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One of my personal favorites - AL

Sometimes my heart feels like a big yellow star, shiny and bright.
I smile from ear to ear and twirl around so fast,
I feel as if I could take off into the sky.
This is when my heart is happy.

Happiness, sadness, bravery, anger, shyness . . . our hearts can feel so many feelings! Some make us feel as light as a balloon, others as heavy as an elephant. In My Heart explores a full range of emotions, describing how they feel physically, inside. With language that is lyrical but also direct, toddlers will be empowered by this new vocabulary and able to practice articulating and identifying their own emotions. With whimsical illustrations and an irresistible die-cut heart that extends through each spread, this unique feelings book is gorgeously packaged.

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I feel surprised at your question! I think a child can definitely feel all the emotions that are talked about in this book.I feel surprised at your question! I think a child can definitely feel all the emotions that are talked about in this book.
By the age of 10 my own chi
By the age of 10 my own child had felt all these things. Even heartbroken after our dog died.
I think adults can underestimate the strength of a child's emotions.(less) ...more

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I feel surprised at your question! I think a child can definitely feel all the emotions that are talked about in this book.I feel surprised at your question! I think a child can definitely feel all the emotions that are talked about in this book.By the age of 10 my own chiBy the age of 10 my own child had felt all these things.

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Ruby loves being Ruby. Until, one day, she finds a worry.

At first it's not such a big worry, and that's all right, but then it starts to grow. It gets bigger and bigger every day and it makes Ruby sad. How can Ruby get rid of it and feel like herself again?

https://www.booktrust.org.uk/book/r/rubys-worry/

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When Badger dies, his friends are very sad, but one by one, they recall the special things he gave them during his lifetime. By sharing these fond memories, they realise that although he is no longer with them physically, he will always be in their hearts. A succesful book that deals gently and clearly with issues of loss and death for young children.

Now 35 years old, Badger's Parting Gifts has been used by countless families experiencing bereavement to help talk about their feelings. The publisher, Andersen, has also produced these resources in association with the charity Child Bereavement UK [PDF], which are aimed at helping to use the book with bereaved children.

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When Badger dies, his friends are very sad, but one by one, they recall the special things he gave them during his lifetime. Now 35 years old,…

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It takes a talented author to produce a novel for KS1 readers which sensitively addresses bereavement issues.

Newbery bases her novel around the legend of Lob-lie-by-the-fire. Lucy and her beloved grandfather enjoy gardening together through the seasons, and she becomes aware that she, like him, can sense-see a small figure who helps with the gardening.

When grandfather dies, Lucy fears that she has lost Lob for ever, and Lob himself seeks a new gardener to work with, rejecting those who do not allow him his freedom, until he discovers an elderly West Indian who gardens next to Lucy's family's new allotment.

Newbery relates Lob to the Green Man, and the book benefits from beautifully word-painted poems and Smy's atmospheric illustration.

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Lucy and her beloved grandfather enjoy gardening together, and Lucy becomes aware that she, like him, can sense-see a small figure who helps with t…

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Youngest children have a trying time of it. Sometimes it’s fun to be the family baby, but not when you’re too small for all the most exciting playground rides, when you come last in all the races and when your older brothers and sisters buy up all the ice-cream before you get to the van.

When Ravi has just about had enough of being last in line and too small for everything, he roars – and turns into a tiger! It’s great fun getting his own way, at least for a little while. Eventually, Ravi finds out that being the top predator is not as much fun as he thought, but sometimes he still needs to stand up for himself by giving a little roar.

Tantrums can be an overwhelming experience for the child having them, and the vivid illustrations in this enjoyable book are a great way to portray that. Ravi ends the book able to call on his inner tiger when he really needs to, but he also learns that being savage and violent can’t solve all his problems. There is a valuable message about the balance between standing up for yourself while also being a good playmate.

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Youngest children have a trying time of it. Sometimes it's fun to be the family baby, but not when you're too small for all the most exciting playground rides, when you come last in all the races and when your older brothers and sisters buy up all the ice-cream before you get to the van.

When Ravi has just about had enough of being last in line and too small for everything, he roars - and turns into a tiger! It's great fun getting his own way, at least for a little while. Eventually, Ravi finds out that being the top predator is not as much fun as he thought, but sometimes he still needs to stand up for himself by giving a little roar.

Tantrums can be an overwhelming experience for the child having them, and the vivid illustrations in this enjoyable book are a great way to portray that. Ravi ends the book able to call on his inner tiger when he really needs to, but he also learns that being savage and violent can't solve all his problems. There is a valuable message about the balance between standing up for yourself while also being a good playmate.

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Youngest children have a trying time of it. Sometimes it's fun to be the family baby, but not when you're too small for all the most exciting playground rides, when you come last in all the races and when your older brothers and sisters buy up all the ice-cream before you get to the van.

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Have you heard of My Family Coach? It's an incredible free platform supplied by Team Teach for schools and families to help and support with all areas of behaviour, school and family life.

The platform includes over 50 hours of free support content from the experienced team here at Team Teach. There's articles, podcasts, videos, ebooks and quarterly online parent classes that you and the families you support can attend and watch on-demand as well.

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We all have times when we need some parenting support. With My Family Coach, you get all the help you need with advice‌ ‌to support ‌every‌ ‌stage‌ ‌of‌ ‌your‌ ‌child's‌ ‌development.

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Young Minds have recently added a new guide for young people, helping to support in explaining what cultural identity is and how to find your place in more than one culture.

Our cultural identity is a big part of who we are, which means it can affect our mental health and influence what support we need. Find out more about the relationship between cultural identity and mental health, how to navigate expectations and pressures, and how to get the support that’s right for you.

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Reflecting on your identity

Sometimes it can be tricky to unpick the different elements of our identity. Below is an exercise you can use to reflect on the different aspects that make you who you are.

Picture a tree. Imagine lots of leaves stemming from a sturdy trunk, with roots going deep into the ground. This tree represents your own personal culture. It's made up of three key parts: your roots, your trunk and your leaves.

Your roots represent your origins - the key building blocks of your identity. This could be your nationality, your religion or any other cultural group you belong to.

Your trunk represents the values that are important to you. These might be associated with a culture you belong to, or they might not. These could be things like kindness, hard work, having an open mind.

Your leaves represent the outward signs of your identity. This could mean things like the language or languages you speak, the way you dress or the food you like to eat.

Once you have thought about each of these elements, you can draw your tree and label each part. You can have as many roots or leaves as you want, and as many values as you want in your trunk.
Once you've finished, here are a couple of questions you can ask yourself:

Was this easy to do? Or did you find it difficult to think about the different parts of your identity?

Think about your leaves. Are there any that you find difficult to display? Why is that?

How might the values in your trunk affect your mental health? For example, if you put 'hard work', are you also finding time to relax and practise self-care?

There are many ways that your cultural identity can affect your mental health.

You may feel like your culture gives you tools to deal with difficult feelings and situations. But you may also experience challenges related to your cultural identity that impact your mental health.

Everyone can experience difficulties with their culture. However, when you belong to more than one culture, you might feel the impact of cultural identity on your mental health more strongly.

Diversity and difference are great things, and growing up with more than one culture can affect our mental health in positive ways. But, it can also lead to some challenges for your mental health.

It can give you access to different perspectives and different ways of looking at things.

It can help you feel part of a community.

It can give you a strong sense of identity and belonging.

It can give you an opportunity to experience other cultures, which can expose you to new ways of thinking about your mental health.

It can bring colour and joy to your life by exposing you to new art, music and literature.

You might feel like you're not sure where you belong.

You might feel like you sometimes have to choose between one culture or another.

Your cultures, beliefs or worldviews might sometimes feel like they conflict with one another.

You might feel certain pressures from one culture that people from outside that culture don't understand.

You might feel as though your family members, or other people from within your community, do not always understand your choices.

You might feel like you have to "code-switch" (express yourself in different ways depending on the setting).

You might experience discrimination tied to your cultural identity, such as racism.

If your culture is misrepresented in the media, it can make you feel like it is 'inferior' to UK culture. It can also lead to discrimination, stereotyping and racism.

Different cultures view and understand mental health in different ways, and you might come from a culture where mental health is not talked about openly, or is not understood in the same way it is in the UK. This can feel confusing and make it hard to talk about what you're feeling with friends and family.

Discrimination is never okay.

It's important to remember that discrimination of any kind is never okay, and it's never your fault. No culture is better or worse than another, and you deserve to feel proud of who you are.

Connecting with your cultural identity can give you a real sense of belonging, and help you find your place in the world. But it can be confusing if you feel as though you don't fit neatly into one culture. For example, if you have grown up in the UK but your family are from another country, you might feel a bit caught between these two cultures.

This can feel lonely if you don't have friends and family around you that understand both cultures. You might feel like nobody really gets you, like you have to constantly explain parts of your culture to others, or like you have to hide parts of yourself depending on where you are or who you're speaking to.

It can be really difficult feeling like you don't know where you fit in, but you are not alone. Lots of young people have this experience, and there will be people out there who get you; sometimes it just takes a little while to find them.

Here are some things that young people from a mixed cultural background have told us helped them to find their place:

Exploring parts of your cultural identity can be a really joyful and rewarding experience. Remember to be aware of your feelings as you go through this journey. Here are some self-love tips that might help:

It's really common to fixate on the things you don't like about yourself. Self-love is all about recognising the parts of you that you do love. Listing the things you love about who you are can remind you how unique and amazing you are.

Treat yourself to some you-time. Taking time to do something you love can reinforce that you are worthy and deserving of love and care.

When we're thinking about other people's needs, we often end up saying 'yes' to things that we want to say 'no' to. But setting boundaries can be a form of self-love. So, if someone asks something of you that you don't feel up to doing, try saying 'no'.

Every culture comes with its own set of norms and expectations. This can be difficult to navigate whatever your cultural background. But it can be particularly tough if you have grown up within more than one culture, especially if the expectations feel conflicting.

If you are struggling with the pressure of expectations, it can really help to talk to someone you trust from within your community. This could be:

a friend

a parent or carer

a sibling

a cousin, or another member of your extended family

a religious or faith leader

a teacher

This can really help you feel less alone. It can also help you think about how you want to respond to the expectations or pressures you are facing.

If nobody from within your community comes to mind, try speaking to anyone you trust. Most of us will have felt the pressure to live up to what we believe to be other people's expectations of us at some point or another, so even if the person you speak to doesn't fully understand your cultural identity, they may still be able to relate to your experience.

Sometimes, however, the person you talk to may not react the way you hope. This can be a really painful and confusing experience. If this happens, the important thing to remember is that their reaction does not make your experience any less valid. You deserve support and there are lots of people out there who want to support you. There is a list of helpline services at the bottom of this page that you can use to find someone to speak to.

Show/hide caption

Illustration by @fiorenza_art. A sitting fox has a thinking bubble with a heart inside and text on their tail reads, 'at this very moment, someone somewhere feels the same way you do. And that makes me feel a bit less alone.'

Pressure to represent your culture or community

When you're around people who aren't from your culture, you might sometimes feel like you're expected to represent or speak for your entire community. Or you might feel like you're expected to explain elements of your culture. This can be exhausting and make you feel like an outsider, or like people view you differently. But you don't have to educate other people if you don't want to.

If you feel uncomfortable about explaining elements of your identity, it's okay to say no.

Sometimes, if you and your parents or carers have grown up in different cultures, it can cause some tension and misunderstanding. You may feel like your parents don't always understand you, or you don't know how to talk to them about certain things. This can feel lonely and frustrating, but it's important to remember that cultures aren't static. Things change over time. And sometimes that starts with a single conversation.

It can feel daunting having a conversation with your family about mental health. This may be especially true if it's not something that tends to happen in your family or culture. But below are some tips that young people from a range of different cultures shared, which may help.

Navigating cultural stigma

Different cultures have different ways of understanding mental health. Some cultures view it in medical terms, but other cultures might view it more in spiritual or religious terms. Unfortunately, mental health stigma exists to some degree in all cultures.

If cultural stigma towards mental health is making you worried to talk about how you're feeling with your family, the important thing to remember is that your feelings are valid. Whatever response you get doesn't change that fact.

Here are some tips that can help you to navigate cultural stigma when talking to your family. They might not all feel appropriate for you, and that's okay. Just try whatever feels right for your situation.

We asked a group of young people from a range of cultures what can help make that first conversation with your family about mental health easier. Here's what they said:

"As much as it shouldn't be your role, educating your family about mental health helps you and them."

"Exposing them to shows/documentaries about mental health can be an easy way to make them more aware."

"Times are always changing and views are always expanding. Things like this fall into place."

Image by @blairimani on Instagram. Text reads: "A guide for tough conversations by Blair Imani. 1. Start from a place of mutual respect. 2. Speak to share, not to change minds. 3. Be present and listen with intention. 4. Set boundaries and respect boundaries. 5. Speak from your personal experience, not on behalf of others. Be open to credible sources when discussing information that is not personal. 6. Be patient with yourself and others. Conversations do not need to be won."

Image by @spiritual.psychologist on Instagram. Text reads: "Notes to my White therapist. You are allowed to address the elephant in the room. I'd rather you ask me questions than pretend to know my culture. I would appreciate if you do some research so I can use my session. Honesty is better than fear of saying the 'wrong thing'. I might not fit in to your approach but we can still connect authentically."

Support that works for you

We know that support and advice that doesn't take into account your culture can be unhelpful. You deserve professional help that is culturally-informed, so you can feel truly understood and get the right support for you.

Unfortunately, you don't always get a choice when it comes to who you speak to within the NHS. But if it feels important to you to speak to someone who understands your background, it's okay to ask. Or, if the person you've been given to speak to doesn't feel right for you, you can ask to see someone else. This might not always work, but it's helpful for the people treating you to know.

However, if you're not able to speak to someone who shares your cultural background, try to keep an open mind. Mental health professionals are trained to be open-minded and non-judgemental, and they may well still be able to help you.

If you are seeing a mental health professional who doesn't share your cultural background or faith, and you feel this is having an impact on how they can support you, it's also okay to talk to them about how this makes you feel. It can feel uncomfortable at times, but there may be things they can do to show better cultural sensitivity and understanding. However, it's important to remember that it's not your responsibility to teach them about your faith, culture or background. When it comes to mental health support, it's important to think about what's right for you.

Find out more about how to access therapy on our guide to counselling and therapy.
This page was reviewed in June 2023. It was co-created by young people from a variety of cultural backgrounds. 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 you are in crisis right now and 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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Cultural Identity & Mental Health | Family Pressures

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What is cultural identity and how can it affect your mental health? Find help if you are struggling to manage cultural expectations from your family.

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I frequently refer back to the website Place2Be as it provides such valuable advice for both schools and families.  This link gives suggestions  on ways to support your child to make friends. As a parent or carer, you can play an important role in supporting your child with social interactions and establishing healthy friendships.

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This year's Children's Mental Health Week theme is Let's Connect, and we're encouraging people to make healthy, rewarding, and meaningful connections. We share some tips on how to support with children with friendships.
New Place2Be data, released today, shows that nearly 78% of the young people we supported last year have felt socially anxious.

As a parent or carer, you can play an important role in supporting your child with social interactions and establishing healthy friendships. Place2Be's Programme Leader for Family Work, Judah Racham, has shared some tips below.

Work together to grow their friendship skills

Talk to your child about what makes a good friend, and practice friendship skills such as listening, sharing, compromising, and negotiating.

Sit together and explore examples in everyday life and from TV and books. This will help your child think about what makes a good friend and feel less worried about friendship issues. You can also encourage friendships beyond school, like joining clubs or arranging play dates.

Help them to gain confidence

If your child is shy, this can make it feel more difficult to make and keep friends. Give your child lots of opportunities to connect and communicate with you in whatever ways you feel comfortable for them. Practising with you will give them more confidence to connect with others.

Have one-to-one play-dates to give your child a chance to practise social skills and deepen friendships without being in a crowd. If you base play-dates around activities your child enjoys, this can help your child overcome the initial struggle to engage.

Model positive and healthy relationships

Happy relationships between parents and significant adults lead to better mental and physical health for all involved. Children thrive emotionally when they see and are involved in warm and caring relationships where they are respected and valued.

By modelling positive relationships of your own, you can help your child to see what positive, healthy and meaningful relationships should look like - and to recognise when friendships aren't positive.

Reassure them that it's natural for friends to fall out sometimes

Children's friendships often change and can look different depending on your child's age and stage of development. While having friends at school is important, it is perfectly ordinary for your child to have difficulties with their friendships.

Let your child know that being friends doesn't always mean agreeing or getting along with others all the time.

Talk the talk

Sometimes children can find it difficult to know how what they can say when talking with their peers. You can help your child by practicing what they can say to introduce themselves to someone new or to make a new friend. Sometimes this involves them learning to ask a question or invite another child to play with them. Help children to think of questions they can use to make connections with friends, such as:

Would you like to play football or something else during break?

Can I sit next to you in class?

Do you want to play catch?

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5 ways to support your child to make friends | Children's Mental Health Week

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As a parent or carer, you can play an important role in supporting your child with social interactions and establishing healthy friendships.

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I have been made aware a few times over the past term of pupils experiences panic attacks. The following extract is taken from Dr Pooky Knightsmith who is the former chair of Children and Young People’s Mental Health Coalition.

Supporting a child through a panic attack can feel terrifying and you can often feel completely helpless – but there are several things you can do to help.

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Supporting a student through a panic attack can feel terrifying and you can often feel completely helpless - but there are several things you can do to help.

Just be there

Having a panic attack is a terrifying feeling and one that can make you feel very alone. Just being present can make a huge difference to the student. It will make them feel a little less out of control of the situation which is likely to shorten the duration of the attack.

Unless it is absolutely necessary, don't leave someone alone while they are having a panic attack. Call for help or send someone else if you need to but stay steadfast by the student's side and remind them that you are there and that you will not leave them. Phrases that might help include:

I'm not going anywhere.

You're not on your own.

I'll stay with you until you feel better.

I'm here to help you.

You're safe, it's okay.

Assert control

There are several feelings that accompany a panic attack, but one universal feeling is a loss of control, both of the general situation and of the student's own body. When your heart is racing, your breathing is out of control and you feel like you might die, it is hard to feel in control of things.

Try to gently assert control of the situation as this can feel deeply reassuring for the student. You might not feel very in control but it's time to employ your best acting skills. Talk in a calm, measured manner; explain simply and carefully what is happening now, what you are doing to help, and what will happen next. It almost doesn't matter what you say so long as you say it calmly and with authority. Phrases that might help include:

You're having a panic attack, it will pass with time.

We're going to walk over there where it's a little quieter.

I've sent Ahmed to get Ms Benjamin who will be able to help us.

Jasmine will tell your history teacher you're with me.

Don't panic

Panic fuels panic so it is important that you control your own anxiety when responding to someone else's panic attack. If necessary, you may also need to take active steps to calm down other students too. This is a moment to really assert your control and appear authoritative. Be polite but firm in telling other people to move away from the student, to give them some space. Encourage people not to crowd, run, scream or otherwise panic.

Phrases that might help include:

The best way you can help is to give him some space, he's going to be fine.

Aida, please can you stand here and encourage your friends to move away.

I understand that you're worried about your friend, she'll be just fine.

Please walk calmly, that way, to your next lesson.

Convey calm

As well as asserting calm authority, if you are able to proactively think about conveying calm, this can help the student to calm as their body will mirror yours. Think about your body language and breathing. Try to adopt calm, open body language - this will say "I'm here, and I'm not scared" and try to slow down and deepen your breathing. Breathing slowly in and out tells our bodies that we are safe which can help to calm the panic. You can proactively encourage the sufferer to breathe with you once they have calmed a little. You could try this script or a variation of it:

You're safe, let's help your brain realise that by taking control of your breathing.

Close your mouth and breathe in through your nose for four: 1,2,3,4.

Now hold that breath for seven: 1,2,3,4,5,6,7.

Now breathe out slowly through your mouth for eight: 1,2,3,4,5,6,7,8.

And again, in through your nose; 1,2,3,4.

As the student's breathing calms you can lose some of the script and simply lead them by breathing alongside them to this pattern.

Give the student space and time

Once the immediate signs of the panic attack have passed, many people assume that the student should be able to continue as normal, but often this is not the case. It can take quite some time to "come down" from a panic attack and if possible the student should be given space and time to recover before being expected to continue with the rest of their day.

During this time, it is helpful if they can be accompanied and be somewhere where they feel safe without feeling they have to talk about anything unless they want to.

Some people find walking is helpful while others like to read or listen to music to help take their mind off whatever it was that triggered the attack. A school library, wellbeing space or outdoor space can all work well here.

Don't be afraid to talk about it

Panic attacks are horrible experiences and sufferers often feel embarrassed or ashamed by them. Ensure that the student does not feel stigmatised by their attacks by being willing to talk about it with them and trying to understand more about how they feel and how you can help.

The more we talk about these things the more we understand and the better we are able to help. Additionally, the more open a student is able to be about their panic attacks, the more likely they are to be able to feel confident telling someone when they feel the early signs of an attack coming on which gives us a better chance of being able to prevent attacks from escalating in the first instance.

-
This article was originally written for SecEd Magazine. You can read my past SecEd articles here.
Downloadable version

Here is a PDF of this article which you are welcome to download and share.
***If you'd like to support my work, you can do so by sharing my resources; by joining me on Patreon for £1 a month or by inviting me to speak at your setting or event.***

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ARTICLE | Exams Season: Responding to a Panic Attack

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Would you know how to support a student who is having a panic attack? Here are some pointers for helping anyone who is struggling

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Highbridge Area Foodbank | Helping Local People in Crisis

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Find out how to get help from our foodbank

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The Warm Home Discount Scheme for winter 2021 to 2022 has closed. The scheme will reopen again in November 2022. This page will be updated soon.

If you live in England and Wales

If you do not get the Guarantee Credit element of Pension Credit, you may still be eligible if on 21 August 2022 all of the following apply:

your energy supplier is part of the scheme

you (or your partner) get certain means-tested benefits or tax credits

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your name (or your partner's) is on the bill

This is known as being in the 'core group 2'.

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You could also qualify if your household income falls below a certain threshold and you get either:

Child Tax Credit

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How to get the discount

The scheme for 'core group 2' opens on 14 November 2022. You'll receive a letter between November 2022 and January 2023 telling you about the discount if you're eligible.

Most eligible households will receive an automatic discount. Your letter will say if you need to call a helpline by 28 February 2023 to confirm your details.

If you're eligible, your electricity supplier will apply the discount to your bill by 31 March 2023.

If you live in Scotland

If you do not get the Guarantee Credit element of Pension Credit you may be able to apply directly to your electricity supplier. All the following must apply:

Your supplier may have additional criteria so you need to check with them if you're eligible.

This is known as being in the 'broader group'.

To get the discount you'll need to stay with your supplier until it's paid.

How to get the discount

Your electricity supplier decides who can get the discount in Scotland.

The number of discounts suppliers can give is limited. Check with your supplier as early as possible to see if you're eligible and how to apply.

Check with them even if you were eligible for a discount last year.

If you are eligible, your electricity supplier will apply the discount to your bill by 31 March 2023.

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This programme provides essential items that no child should be without, such as a safe bed to sleep in, a cooker to provide a hot meal, to other items and services critical to a child's wellbeing.
Please note: All applications must be made by a registered referrer, and programme funding is limited.
Current Programme Status

The BBC Children in Need Emergency Essentials Programme has now reopened, operating as normal, and we aim to process applications within 10 working days.

As usual, please only contact us about an application if absolutely necessary, to prevent delays to the application being processed.

You can contact us via email (stating your application ID if possible) at emergencyessentials@familyfundservices.co.uk or call us on 01904 550011 between 9:30am and 3.00pm, Monday to Friday

Programme Longevity - Our Tiered Strategy

To ensure we can achieve programme longevity and reach underrepresented areas, we use a tiered strategy across regions and nations. Tier allocations may change as the funding year progresses.

We recommend that you read our tiered strategy guidance for referrers , to check for any changes to this tier allocation before registering as a new referrer or making an application.

Referrer Registration

BBC Children in Need Emergency Essentials Programme is a referrer only scheme and applications can only be made by an approved referrer.

If you work for an organisation that supports families, children and young people and are capable of assessing their needs, you can register to become a referrer before you making an application.

Your organisation should also be able to administer and supervise the grant on our behalf.

Family Fund Business Services has to work within specific criteria whilst aiming to provide a flexible grant programme to assist those most in need. Please read our guidelines before making a registration application.
Read our Emergency Essentials Referrer Guidelines
For more information, please call 01904 550011 between 9.30am and 3.00pm, Monday to Friday, or email emergencyessentials@familyfundservices.co.uk

Information for Parents and Carers

To apply for support, a professional referrer must complete the application on your behalf. This could be a support worker, social worker or health professional for example.

Unfortunately, parents and carers cannot apply directly , and we're unable to make exceptions.

Eligibility

Who we can help

Children and young people up to and including the age of 17 who are experiencing a crisis or emergency and live in the UK

We can only accept one application per household within a 12 month period

Who we are unable to support

Adults aged 18 and over

Children and young people who do not live in the UK

Those who are leaving care who have access to separate, specific statutory provision

Children and young people who do not meet the residence criteria as defined by the programme

Full details can be found in our Emergency Essentials Referrer Guidelines .

How we can help

We can deliver or fund essential items, including:

Cookers

Kitchen equipment and small appliances

Furniture

Children's beds and bedding (including cots)

Washing machines and tumble dryers

Fridges, freezers and fridge-freezers

Baby equipment

Clothing in emergency situations

How to apply

Applications must be completed by a registered referrer from an organisation supporting the family or young person. The organisation must be able to:

Assess the family's needs

Administer the grant

Supervise spending where required

Referrer feedback and family voices

Have you referred a family for support through the BBC Children in Need Emergency Essentials Programme? We would love to hear about your experience and the difference this support has made for the child, young person or family you referred.

Contact us

If you have any questions, you can contact us via email (stating your application ID if possible) at emergencyessentials@familyfundservices.co.uk or call us on 01904 550011, between 9.30am and 3.00pm, Monday to Friday.

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BBC Children in Need Emergency Essentials Programme - Family Fund Business Services

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Together with our parent charity, we deliver the BBC Children in Need Emergency Essentials Programme.

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Citizens Advice Somerset - Free, confidential, advice to help you.

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Citizens Advice Somerset is an independent charity that is part of the Citizens Advice network across England and Wales. We work in partnership with other agencies and groups to provide free, confidential, advice to help people resolve their problems.

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My familys changing older children leaflet - separation divorce

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Me,+My+Kids,+My+Ex divorce - guides for parents.PDF

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Mind - How to support your child's self-esteem and confidence

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Mind - How to support your child's self-esteem and confidence

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how to support your childs self esteem and confidence

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I Can Cope With Frustration- Guided Reflection - Big Life Journal Parenting section also - instead of saying ......

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A guide for parents and carers with children starting primary education

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The concept of 'two great choices' works well for many children. Rather than allowing your child to choose not to do the next activity, if you give them choices it can still lead to them the desired effect, whilst giving your child control over the situation.

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Most of us follow routines in our daily lives and children thrive on routines. Here's our advice on setting routines and boundaries for your pre-schooler.

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Avoidant restrictive food intake disorder, more commonly known as ARFID, is a condition characterised by the person avoiding certain foods

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Young Somerset - Supporting young people with mental health

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Young Somerset - Supporting young people with mental health

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Bridgwater Community Counselling is an independent service provided by counsellors in your community who care about the wellbeing of adults, children and families.

We deliver counselling and therapeutic services to families, children and young people who are disadvantaged and vulnerable and live primarily, but not exclusively, in Bridgwater Somerset, and the surrounding area.

Bridgwater Counselling has been set up with the express purpose of offering free and/or affordable family and therapeutic services. It believes that healthy and strong families make for a strong and healthy community.

We are a friendly and professional counselling service that is committed to removing the barriers to equal access to mental health. We provide counselling that is affordable and available when and where it is needed, making wellness possible for everyone... wherever they are.

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well adults - well children - well families - well communities

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From eating disorders, to abuse, anxiety, and depression – suggests support for a huge range of difficulties for young people and their parents/carers.

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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01823 276 892 – Local or 0800 138 1692 - Freephone
Our Mindline Emotional support and mental health helpline is open 24 hours a day, 7 days a week.

Mindline is a confidential listening service which provides a safe place to talk if you, or someone you know, is in distress. We can also give basic information about mental health and local support services.

Also give advice on - local services, how to get help, basic information on mental health issues.

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Mind in Somerset | For better mental health

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Mindline Somerset

01823 276 892

0800 138 1692
Our Mindline Emotional support and mental health helpline is open 24 hours a day, 7 days a week.

Mindline is a confidential listening service which provides a safe place to talk if you, or someone you know, is in distress. We can also give basic information about mental health and local support services.

Our listeners treat all callers, regardless of background, in a non-judgmental way with dignity and respect. When our lines are busy, or closed, our switchboard can connect you to our sister service, the Samaritans.

As well as listening to your issues we can also give information about;

local services

how to get help

basic information on mental health issues.

If you are looking for a helpline to talk to someone that will listen to you, Mindline has volunteers that provide a listening ear for you or someone you know.

When you call we do not trace our calls and your number will not display on our phones. We will not ask for personal details to be shared unless you or someone you know would like us to find immediate help from other services for you or them and that you agree to giving it. We will not pass on any information unless you have said it is ok to do so.

Our Listeners

Mindline volunteers are just everyday people like you who decide they can offer their time and support to listen to others. Some may have a particular interest in mental health, while others may be survivors or have looked after someone close to them who has experienced distress. The volunteers are fully trained and receive ongoing training and support. All have an understanding of what mental distress means for others.

Why some people may call Mindline

Some people really need someone to talk to, to get things off their chest as they don't have someone to talk to about whatever is on your mind. Some people may feel desperate and don't know what to do about a situation or where they can go for help or support in Somerset. Some people may feel isolated or alone and really want to talk about their day or their problems with a person in confidence. Others may be worried about their family or friends and don't know where they can find help for a family member or friend. Some may have a low self-esteem or feel worthless. Mindline is also for people that may just want some emotional support and just want a chat with a friendly ear to talk about their day.

Volunteering for Mindline

If you are interested in Volunteering for Mindline please click here to visit our volunteering page.

Our volunteer, Keith, has written an article for Networker magazine about his experiences while working as a Mindline Volunteer. Click here to read the article.

Mindline Plus

This service provides weekly emotional support by telephone for up to 12 sessions on a Wednesday or Friday between 4pm - 7pm. You must be referred by NHS professional.

For more information about the other services we offer and how we can help please visit our services page

Mindline Trans +

0300 330 5468

Mindline Trans+ is a confidential emotional, mental health support helpline and signposting service for people who identify as Trans, A Gender, Gender Fluid, Non-binary. Find out more

Mindline

0800 138 1692
or 01823 276 892

Our Mindline Emotional support and mental health helpline is open 24 hours a day, 7 days a week. Find out more

Live Chat

Our Emotional support and mental health helpline is now available as a live webchat !
Available every day from 8-11pm.

Find out more

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01823 276 892 0800 138 1692 Our Mindline Emotional support and mental health helpline is open 24 hours a day, 7 days a week. Mindline is a confidential listening service which provides a safe place to talk if you, or someone you know, is in distress.

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Supporting relationships -- past, present, or future. Whatever the circumstances, including:

relationship counselling

family counselling

mediation

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Relate offers counselling services for every type of relationship nationwide. We provide advice on marriage, LGBT issues, divorce and parenting.

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Anna Freud - supporting worry and anxiety

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Anna Freud - supporting worry and anxiety

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Self Harm - 'Harmless' Family & Friends Leaflet

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Self Harm - 'Harmless' Family & Friends Leaflet

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To help you understand about self harm.

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Self Harm - 'Harmless' Family and Friends leaflet

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Contented child - Mindfulness pack - calming anxieties exercises

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My Worry Monster An Anxiety Coping Tool - feed worries to the monster

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Tilda doesn't like change. Why would she, when her life is great just the way it is? But one day, Tilda's world turns completely UPSIDE DOWN. All of a sudden, everything is topsy-turvy, and nothing feels right. Things that were once easy now seem incredibly challenging. Everything is just so different and hard. Can Tilda discover a way to move forward and embrace all this change?

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Read 54 reviews from the world’s largest community for readers. From the creator of Ruby Finds a Worry, the perfect picture book for helping children embra…

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Norman had always been perfectly normal. That was until the day he grew a pair of wings!

Norman is very surprised to have wings suddenly - and he has the most fun ever trying them out high in the sky. But then he has to go in for dinner. What will his parents think? What will everyone else think? Norman feels the safest plan is to cover his wings with a big coat.

But hiding the thing that makes you different proves tricky and upsetting. Can Norman ever truly be himself?

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Read 223 reviews from the world's largest community for readers. Norman had always been perfectly normal. That was until the day he grew a pair of wings! ...

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One day, Colour Monster wakes up feeling very confused. His emotions are all over the place; he feels angry, happy, calm, sad and scared all at once! To help him, a little girl shows thim what each feeling means through colour. What is the Colour Monster feeling? And can you help him feel a little less mixed up? A gentle exploration of feelings for young and old alike.

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Read 245 reviews from the world’s largest community for readers. One day, Colour Monster wakes up feeling very confused. His emotions are all over the plac…

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Starting a conversation about mental health

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Starting a conversation about mental health

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Parents, educators, therapists, and social workers alike have declared ‘The Invisible String’ the perfect tool for coping with all kinds of separation anxiety, loss, and grief. In this relatable and reassuring contemporary classic, a mother tells her two children that they’re all connected by an invisible string. “That’s impossible!” the children insist, but still they want to know more: “What kind of string?” The answer is the simple truth that binds us all: An Invisible String made of love.

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The Invisible String by Patrice Karst – The Book Nook

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Parents, educators, therapists, and social workers alike have declared ‘The Invisible String’ the perfect tool for coping with all kinds of separation anxiety, loss, and grief. In this relatable and reassuring contemporary classic, a mother tells her two children that they’re all connected by an invisible string. “That’s impossible!” the children insist, but still they want to know more: “What kind of string?” The answer is the simple truth that binds us all: An Invisible String made of love.

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This collection of advice sheets has been produced by the Children and Young People's Therapy Service in Somerset NHS Foundation Trust. They can be used by schools, parents and carers.

You can also find a collection of Early Years advice sheets here.

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Practical advice and ideas to help support the physical, occupational and communication development of a child

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SHOUT - A text support service to help with Mental Health 

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SHOUT - A text support service to help with Mental Health 

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Safeguarding at Shout: information for children and young people

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Safeguarding at Shout: information for children and young people

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How professionals can support Somerset parents and carers this winter

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Winter can be a difficult time and Somerset partners are here to help. We’ve listed some of the most popular services and support that could help families you work with over the holiday season. #Help4All is part of the Connect Somerset programme, which aims to make it easier for Somerset families and residents to get the help they need and to get it early.

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Building Connections is an online service for young people up to the age of 19, empowering them to find a way through loneliness.

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Building Connections is an online service for young people up to the age of 19, empowering them to find a way through loneliness.

Young people work with a trained befriender, who guides them and champions them each step of the way. Building Connections gives young people tools that can help them build their confidence and better equip them to manage loneliness.

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Building Connections | Support service for young people | NSPCC Learning

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This online service empowers young people aged up to 19 to find a way through loneliness. Young people work through the 11 week programme with a trained befriender who guides and supports them each step of the way.

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This printout is a great way for pupils to think about the worries they have and identify ways to help themselves or how they would like to be helped.

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Who are Somerset's Mental Health Support Team?

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Signposting support for children and young people by the Neurodevelopmental Partnership.

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Signposting support for children and young people by the Neurodevelopmental Partnership.

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This document was co-produced with representatives from the Children and Young People’s Neurodevelopmental Partnership. Although it was produced with Neurodiversity in mind, we advise exploring the following services and resources for a broad range of support that can support you and your children.

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CYPNP Child and Young Person Neurodevelopmental  - Support and Resources Signposting Booklet - NEW 2025

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Somerset October Half Term Activities - for young people with disability or additional need.  

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Somerset October Half Term Activities - for young people with disability or additional need.  

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Please find our inclusive activities calendar for October Half Term attached, which is full of fun activities for children and young people who have a disability and/or additional need. Activities

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Support for Parents from Action For Children

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How do I use a sleep diary with my child? - Support for Parents from Action For Children

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It's common for children to have disturbed sleep from time to time. If you're worried, a sleep diary can help you understand what's causing difficulties.

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Helping your child to sleep - information pack

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Helping your child to sleep - information pack

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The sleep charity - Creating a good bedtime routine

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The sleep charity - Creating a good bedtime routine

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The Sleep Charity - Creating a good bedtime routine

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Sleep, regulation for bedtime - Beacon House

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Sleep, regulation for bedtime - Beacon House

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Sleep, regulation for bedtime - Beacon House