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Are you or your child struggling with anxious thoughts? Psychologist Dr Anna Colton explains seven quick, easy and simple techniques that you can try at home, with your child or by yourself, to manage these thoughts and tackle day-to-day anxiety.

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How to tackle anxiety with Dr Anna Colton

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Are you or your child having trouble with anxious thoughts? Try these super-quick and easy techniques from psychologist Dr Anna Colton. Part of the Parents' Toolkit.

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As a parent, it can be hard to watch your child struggle with managing their emotions. Naturally, we want to comfort our children so we tend to use phrases like "don't worry" or "you'll be fine". When we do this, we miss an important opportunity to connect with our kids and understand the extent of their emotions. We've got some top tips from award-winning confidence coach Natalie Costa, also known as 'The Child Whisperer', to help you start managing uncomfortable feelings such as anxiety, worry and low self-esteem in your child.

4 tips to help manage your child's emotions

1. Validate their feelings

Whether your child is feeling bored, frustrated or anxious, allow them the space to feel their emotions to tell you why they might be feeling this way.

You can also help validate their feelings by reframing your words.  It can be tempting to say things like 'don't be upset', but by reframing your words to "I can see you're having a tough time right now because of..." or "It's ok to feel frustrated because...", you're letting them know that you get it. In turn, this helps them feel seen, heard and understood too.

2. Personify their feelings

Personifying your child's emotions into characters can help create space between them and their feelings.    This helps them acknowledge that those feelings are present but that they don't need to be completely consumed by them, and most importantly, that they don't have to believe every thought they think.  For example, if your child is worried about a test, try saying something like, "It looks like Mr Worry-Head is here with us. What is he trying to tell you?"   Keep the characters fun and playful by encouraging your child to come up with a silly voice and name - the funnier, the better!

3. Use self-soothing tools

When it all gets too much, you can help your child learn practical self-soothing tools to get them back to a space of calm.   One exercise you can try is 'Take Five' deep belly breathing. This exercise is just as effective for adults to try, so give it a go with your child too.

Hold out one hand and stretch it out like a star.

With your pointer finger on your other hand, slowly trace up and around to the top of your thumb and take a deep breath in through your nose and into your belly.

Then, as you trace down to the bottom of your next finger, slowly breath out .

Keep going all the way, tracing around each finger and taking deep breaths in and slowly breathing out.

4. Use yourself as a role model

Often as parents, we are learning alongside our children. Remember to be gentle with yourself. Giving yourself the space to feel your emotions and practicing self-soothing tools will not only help you mentally, but it will also help model healthy behaviors and strengthen your connection with your child.

Go on a 'Feelings Scavenger Hunt'

Our feelings are like visitors and we have many visitors in a day. Go on a scavenger hunt and try to see how many visitors you notice in a day.   Who comes to visit you in the morning when you wake up? Who do you notice when you have to do your learning? Who decides to hang around at lunchtime?   Draw and create a character for each different feeling that you notice. At the end of the day you may be surprised at how many came to visit!

Create a 'Calm Down Box'

Spend time talking to your child to find out what helps them feel calm and create a 'calm-down box'.   In the box, include a collection of personal items or tools that will help them in those moments when feelings become really big.   Some great items to include are, squishy putty or slime to release tension; a glitter jar to shake; paper and pencils to draw their feelings; their favorite book; a soft toy to use when they're doing their deep breathing, or even a football or skipping rope to get some fresh air.   Decorate the box with your child, including some positive words of affirmation.

Video Transcript Video Transcript

Natasha - ''I would like to ask the experts how they could help me with Rishi's emotions?''

Rishi - ''I'm bored I want to go in the garden.''

Natasha - ''I really worry about his wellbeing.''

Natalie - ''As parents we can all recognise these shifts in our children, just like Natasha's family here. One of the first things id suggest is to allow your child the space to feel their emotions, whether it is that they're feeling frustrated, bored or worried you want to try and validate their feelings - of course it may be tempting to say things like, ''don't get upset'' or ''don't worry, you'll be fine'' because we naturally want to help and protect them, but when we do this we miss an important opportunity to really connect with our children. So instead, try to reframe your words and say things like ''I can see you're having a tough time right now'' because we have to do our homework or ''its ok to feel frustrated because you can't go outside for longer'' by doing this you're letting them know that you get it, you understand, and this helps them to feel heard and understood too.''

Natalie - ''Another useful tip when it comes to managing some of the more uncomfortable feelings - such as feeling frustration when things feel too much, is to help your child learn self-soothing tools and one of my favourite exercises is 'take 5'. To use take 5 breathing hold out one hand and stretch it out like a star with your pointer finger on the other hand slowly trace up your thumb and take a deep breath in through your nose and into your belly and as you trace down your finger slowly breathe out so keep going all the way taking those deep breaths in and slowly breathing out. Take 5 breathing is brilliant it helps them to step out of the worry and overwhelm and brings them back to that space of calm.''

Natalie - ''When it comes to managing worry, feelings of frustration or boredom - help your child personify their feeling by creating it into a character. Keep this fun and playful, encourage them to give it a silly name and a voice, the funnier the better. So, when your child is worried about something like a test, you can help them create some space between them and their feelings by saying something like ''Oh it seems like 'Mr worry potato head' is here with us what's it trying to tell you?''

Natasha - ''What would your character be if they were helping you do your homework?''

Rishi - ''Super Mario!''

Natalie - ''By personifying their feeling they begin to recognise that they can think their thoughts, but they are not their thoughts and most importantly, they don't have to believe every thought they think.''

Rishi - ''He can give me a mushroom so I can handwrite neater cause I'm bigger.''

Natalie - ''Both you and your child can learn these tools together helping to strengthen your connection too.''

Natasha - ''How do you feel after doing that?''

Rishi and Sienna - ''Relaxed.''

Natasha - ''Yeah do you feel nice and calm now?''

Sienna - ''Yeah and we're cuddling mummy.''

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How can I talk to my kids about their emotions? - The Super Tutors - BBC Bitesize

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Natalie Costa, aka 'The Child Whisperer', explains how you can talk to your child about their feelings and manage their emotions.

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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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Speech and Language UK: Changing young lives

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Speech and Language UK: Changing young lives

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We are Speech and Language UK - we want every child to face the future with confidence. For 1.7 million children in the UK, learning to talk and understand words feel like an impossible hurdle.

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Speech and Language UK: Changing young lives

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Our guide to the typical stages of speech and language development in babies, children and young people.

Children develop their speech, language and communication skills at different rates. However, knowing what is typical can help you identify speech and language problems early. You can also find out how to help your child learn to talk and understand words.

Our progress checker will provide short questions you can answer to see how your baby or child is getting on with their talking and understanding of words.

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Ages and stages - Speech and Language UK: Changing young lives

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Our guide to the typical stages of speech and language development in babies, children and young people.

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A world where no child is left to grieve alone

We care passionately about helping bereaved children, young people and their families find hope and healing after the death of someone close.

Crises in the news

If you have been affected by the recent devastating events in the news, please read our useful guides or don't hesitate to reach out and call our helpline on 0808 802 0111 from 9am - 9pm weekdays.

This year, our theme is 'The Shape of Your Support'. We are focusing on the people around a bereaved child or young person, beyond their friends or family, that can be there to support them through their grief. At Grief Encounter, we help build compassionate communities that can provide the right support from the right people, at the right time. Find out more about how this special week supports bereaved children.

We use some necessary cookies which are essential for certain basic functionalities on our website. We would also like to set Google analytics cookies to help us improve our website by collecting and reporting information on how you use it. These cookies collect information in a way that does not directly identify anyone. For more information please see our Cookies Policy.

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Home SUPPORTING BEREAVED CHILDREN & YOUNG PEOPLE

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One child in every UK classroom will experience the death of someone close by the time they reach 16 years old. Grief Encounter is here to help with the confusion, fear, loneliness and pain, providing a lifeline to children and young people to cope with free, immediate, one-to-one support.

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Parenting and Family Support - Family Lives (Parentline Plus) | Family Lives

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Parenting and family support from Family Lives (formerly Parentline Plus) through our website, helpline 0808 800 2222, email service at askus@familylives.org.uk, live chat and local services.

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Right to choose - National Autistic Society

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Right to choose - National Autistic Society

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The Zones of Regulation - what are they?

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The Zones of Regulation - what are they?

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What are The Zones of Regulation? -Official Video-

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Videos, games and resources for helping your child at home

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Videos, games and resources for helping your child at home

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Guidance for Parents, Children & Young People | North Somerset Online Directory

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Internet and social media : Mentally Healthy Schools

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Social media and the internet can have both positive and negative effects on children and young people's mental health. Schools play an important role in educating pupils on how to stay safe online.

Research into the impact of internet and social media use on the mental health of young people is lacking. In a 2020 report, the Royal College of Psychiatrists called for more detailed and extensive studies in this area.

We know that the internet and social media can impact both positively and negatively on a young person's life and wellbeing.

For example, a 2019 review from the government's Science and Technology Committee found that the majority of teenagers said that social media improved their relationships with their friends. However, the same report also highlights research stating that young people with a mental health disorder were more likely to use social media, and more likely to be on social media for longer.

Increase in internet and social media use by age

5-7 year olds

8-11 year olds

12-15 year olds

5% have a smartphone

35% have a smartphone

83% have a smartphone

67% go online for nearly 9.5 hours a week

93% go online for nearly 12.5 hours a week

99% go online for nearly 20.5 hours a week

4% have a social media account

18% have a social media account

69% have a social media account

Source: 2019 OECD Report, What do we know about children and technology?

Impact on mental health and wellbeing

Young people utilise social media for a number of reasons. Using social media can help some young people access support, receive reassurance, feel connected or manage social anxiety.

But for others, using social media can become compulsive and fuel unhealthy comparisons. It can expose them to bullying and see them becoming more isolated, which can lead to their mental health deteriorating.

What schools and further education settings can do

If you are at all concerned about a child or young person, you should always speak to your designated safeguarding lead as a matter of priority. They will be able to advise on suitable next steps, and speaking to them about any concerns should always be the first action you take, ahead of any of the suggestions on this page.

As children and young people spend an increasing proportion of their time online, education settings have an important role to play in helping pupils to use the internet in a safe, responsible and positive way. Schools and colleges will often use digital devices as a tool for learning, so it's essential for them to teach children and young people about managing any risks online.

Search our resource library for tips, activities and lesson plans on how to keep children safe online and build their digital resilience.

There are lots of things that schools and colleges can do - here are a few approaches:

training school/college staff in online risks and safety issues, and on how to protect and support children and young people online. This can include how to notice when a young person feels emotionally unsafe online.

working with pupils to develop effective digital safety skills, policies and procedures to help children and young people stay safe online both inside and outside of the education setting

talking openly about cyberbullying to help children and young people understand what behaviour is not acceptable online, what the consequences are for violating these rules, and how they might report cyberbullying

working with and informing parents and carers on how they can reduce their child's exposure to online risks

encouraging peer support where pupils are trained and supervised to offer their peers advice on how to stay safe online. This Anna Freud Centre resource shares advice for young people on how to support a friend who may be having difficulties with their mental health

encouraging pupils to track how much time that they are spending online and to get a good night's sleep and switch off their phone an hour before they go to bed. This can include helping pupils to stagger and slowly reduce the time that they spend online and increase the balance with non-online activities

encouraging pupils to reflect on their use of social media - how they feel before they use it and how they feel afterwards. If they notice that it is having a negative effect on their emotions and behaviours, encourage them to review the people or accounts that they are engaging with, or speak to someone that they trust

primary schools should focus on strengthening children's digital safety prior to transitioning to secondary school.

Online counselling and support services

If a child feels worried, unsafe or needs to chat to someone, refer them to Childline where they can chat to a counsellor over the phone (0800 1111) or online. Older children may prefer to contact The Mix on 0808 808 4994 or online. You can also view our resource library for details of other more specialist helpline services.

NetAware is a helpful platform to signpost parents and carers to. This website reviews the most popular apps, games and social media platforms that children use, and provides useful information and advice on any potential risks to be aware of.

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Internet and social media : Mentally Healthy Schools

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Social media and the internet can have both positive and negative effects on children and young people's mental health. Schools play an important role in educating pupils on how to stay safe online.

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When it comes to navigating the online world, knowing what content is right for your child can sometimes seem a little daunting.

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Social media guides - UK Safer Internet Centre

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Screen time - safer internet & social media

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Screen time - safer internet & social media

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Social media guides - UK Safer Internet Centre

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Find out more about the safety features available on popular social networks.

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5 ways to well-being

Mental Health

Anxiety

After school collapse

Screen time, internet & social media

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Famous People With Dyslexia (OFFICIAL LAUNCH)

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Famous People With Dyslexia (OFFICIAL LAUNCH)

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ADHD

Autism Spectrum

Down Syndrome

Dyslexia

Dyscalculia

Dyspraxia

Hearing impairment

PDA

Selective Mutism / Situational Mutism

Speech and Language

Tourette Syndrome

Visual impairment

Williams Syndrome

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Take the stress out of summer - 6 tips for frazzled parents - BBC Bitesize

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School's out for summer, which means a lot of free time for our children. This downtime is essential for children to relax and rejuvenate, but it also means a lot of time to try to keep them entertained.
Whilst many parents will be looking forward to spending time with their kids every day, some have multiple commitments such as work or caring responsibilities that can leave them feeling a little burnt out.

Here are six tips to help buy you some time to work, unwind or catch up on some 'life laundry' as your children learn and have fun over the summer holidays.

Being in the right frame of mind is important for children and parents alike. Now that school's out, juggling parenting full time with other responsibilities can make you feel overwhelmed. Children can also pick up on a stressed parent which in turn can make them feel uneasy.

Good mental health is important as it allows us to develop the resilience to cope with various situations and challenges. Here are some ways the NHS recommends, to boost your own mental wellbeing:

Be active and find an activity you enjoy - like dancing, taking a walk, going cycling or playing a game of football. When you exercise your body releases endorphins, which results in a positive feeling. Exercising with your children can become a fun way of breaking up your day at the same time as getting rid of some of their excess energy, to help them play calmly.

Be mindful and more aware of the present moment, including your thoughts and feelings, your body and the world around you. Mindfulness can positively change the way you feel about life and how you approach challenges.

Give to others, whether it's something as small as a smile, a thank you or a kind word to a stranger. Positive interactions with other people help our own sense of wellbeing.

The NHS also suggest you should connect with the people around you like your family, friends, or neighbours and spend time developing these relationships so you can seek help if you need it.

Many parents can't afford to send their children to summer school or hire childminders, so informal arrangements with the people around you can really help. For many parents and carers, the parents of their child's friends can be a brilliant support network and it's great to arrange with other parents to share responsibility for hosting each other's children on different days.

Here's another Parent's' Toolkit article on how to grow your mental health support network.

3. Check out local summer schools and playgroups

Summer schools and playgroups are a great way to keep your children occupied, entertained and learning throughout the summer holidays. Check with your child's school about any summer activities they're holding as well as any other local tutoring clubs. This gives you time to focus on your other responsibilities during the day so that you can then spend quality time with your children later on.

4. Get your child to do a reading challenge

Set a reading goal with your child - perhaps that's six books over the six-week summer break? Reading will immerse them in new worlds and expand their vocabulary. After reading a book, you could encourage your child to write a book report explaining what happened, who their favourite characters were and drawing a picture of a scene.

To keep the momentum going, you could create a book chart with your child and add a gold star for every book read, eventually giving them a small prize once they reach their goal. Reading is a fun activity that your child can do alone, giving you a bit of quiet time to focus on other things.

Alternatively you might want to investigate the Reading Agency's Summer Reading Challenge or explore a creative writing challenge like the BBC's 500 Words.

There's so much to explore in our local areas. Many libraries, museums or galleries have free activities and classes for children over the summer.

Perhaps a family friend or grandparents can take them on a trip to give you some room, or you could even bring your work along and sit in the cafe whilst the activities take place.

These are low-cost ways to get out of the house and explore your surroundings whilst learning about history, geography, science and art. Visit your nearest town or city's website and learn about any one-off attractions coming to your local area too.

6. Encourage children to keep a diary

Keeping a summer diary is not only a great way to preserve memories, but it's also a tool that will help your children to articulate their thoughts. The free writing nature of diary-keeping will also inspire creativity when describing events or activities. This could take your child 15 minutes or even an hour, giving you some time to cook dinner or have a moment to yourself.

These tips should help you manage to balance spending summer with your child while working, caring or tackling other responsibilities. But if you feel that things are getting too much to cope with, here are some places you can seek further help:

Gingerbread have resources for single parents.

For information around anxiety and mental health for yourself or someone you know, the BBC Action Line has links to organisations that may be able to help.

If you like those six tips then you'll love the Parents' Toolkit Summer of Adventure. Packed with ideas for getting your child to play out and discover the world around them. Start their adventure here:

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Take the stress out of summer - 6 tips for frazzled parents - BBC Bitesize

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School's out for summer, school holidays mean lots of free time for our children, but it can be stressful if you're trying to work and entertain them. Here are 6 ways to get support.

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Selective Mutism Information & Research Association (SMIRA)

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Selective Mutism Information & Research Association (SMIRA)

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Selective Mutism (SM) is a communication anxiety disorder. This site contains information on and support for parents, people with SM, and professionals.

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Casey, Hannah and Lucy love spending time together and having fun like a lot of sisters. But Hannah has a condition called selective mutism, which means that the only people she speaks to are her family.

Hannah's condition means that she gets worried and anxious speaking in certain places like in public or at school.

Hannah says that she would like to talk, but her selective mutism makes it feel like the words get stuck.

Luckily, Hannah has her sisters Casey and Lucy who she can rely on to help her communicate, and explain why she isn't talking if people don't understand.

Casey and Lucy hope that Hannah will be able to talk to everyone in the future, but they are happy to wait until she is ready.

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Hannah has selective mutism which means that she finds it too difficult to talk to most people. Luckily, she has her sisters to help her communicate.

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Lewis Capaldi: Singer helping spread awareness for “misunderstood condition’

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Lewis Capaldi: Singer helping spread awareness for “misunderstood condition’

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A charity has said it’s “brilliant” singer songwriter Lewis Capaldi is raising awareness about Tourette syndrome.

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Dyslexia is a learning difficulty that lots of people have. It affects about one in ten people in the UK, including adults as well as children.

If somebody has dyslexia, they may have difficulties with their reading, writing or spelling.

It doesn't affect intelligence and it is not a disease or an illness - it is a condition that someone is born with.

The British Dyslexia Association hold an annual event called Dyslexia Week to raise awareness of the condition.

In 2020, the week will run from 5-11 October.

Read on to find out more about dyslexia and also check out our Newsround Special on it here.

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What is it like having dyslexia?

Some people learn special techniques to help them to live with dyslexia on their own, whilst others may need special support to help them to do this.

Figures suggest that even though the condition is quite common, there are a lot of people who are living with it without knowing that they've got it. This means that they are 'undiagnosed'.

As with many learning difficulties and conditions, not everybody with dyslexia has the same experience.

Some people might struggle with their reading and writing, while another person with dyslexia might find maths more tricky.

One experience that is quite common is finding it difficult to remember things.

This can affect tasks like going to the shop or remembering what to pack for a particular trip.

People with dyslexia often have good skills in other areas, such as creative thinking and problem solving.

Another way that people with dyslexia might experience the condition is finding that words move about on the page when they try to read.

This can make school work difficult to complete without special help and support.

Radio 1 DJ Mollie King, who has dyslexia, explained: "The prospect of reading out loud in class filled me with dread. It got to the stage where I was so panicked that I'd make up an excuse to leave the room when it was my turn. That's when my teacher suggested I get tested for dyslexia."

When I was diagnosed with dyslexia at the age of 10, it came as a huge relief. I'd been feeling like I was stupid and somehow worse than my classmates, and I didn't understand why. But with the diagnosis, everything clicked into place. I knew I wasn't worse than everyone else - I was just different.

How do you manage dyslexia?

There are lots of different ways that children with dyslexia manage their condition. It also depends on their experience of it and how it affects them.

Some children who struggle to remember things may use a voice recorder to set reminders.

Children who have trouble reading might use a coloured overlay over the top of their text to help them to read.

"Reading through a coloured sheet really helps - the colour that works for me is yellow," explains Mollie. "If I put it over, it means I can read from left to right and it stops the words popping out on the page."

Others may benefit from special learning techniques or personal tutoring.

Dyslexia is caused by differences in the language areas of the brain and the connections between them.

It often runs in families and it can affect people of any age from any country.

Dyslexia can't be cured and people who are born with dyslexia have it all their lives - but it can usually be managed if a person is given the right support.

People with dyslexia can go on to be as successful as somebody without the condition - like successful businessman Sir Richard Branson.

Speaking to BBC Newsbeat, Mollie King has some great advice for anybody who is living with dyslexia.

"You're not alone - it's something to be proud of we shouldn't be embarrassed or ashamed and really focus in on those things you are good at," she said.

"For me it knocked my confidence because I couldn't keep up with the pace they read at [in school]. Focus on those things that you're good at - maybe you're sporty or maybe you're very creative."

Dyslexia isn't something that defeats you. The key is being diagnosed as early as possible. It breaks my heart that there could be people out there struggling through life unnecessarily because they've not been diagnosed, and are still feeling stupid the way I did. The better we all understand dyslexia, the more we can help people who have it to reach their full potential.

Getty Images/BBC

If you watched CBBC's music talent show 'Got What it Takes?' then you may remember Georgie.

Georgie has dyslexia and finds it hard reading things like song lyrics.

"It's something that I've found difficult and people don't always understand what it means to have dyslexia" Georgie said.

Georgie says she didn't wanted 'to make a big deal' out of having dyslexia and says it's just something she has.

But she still finds it hard and and hopes that other kids know that it's ok to struggle sometimes.

"I've had so many supportive messages, it's been amazing and that's why I wanted to talk about having dyslexia, I want other people know it's a completely normal thing."

Georgie isn't alone, she even had a special message from musician Freya Ridings who also has dyslexia.

"It was so amazing to get the message from Freya, she has achieved all the things she's achieved.

"That makes you feel as if nothing can stop you from doing the things you want to do."

And, Georgie said Freya is right: "Dyslexia is a superpower!"

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Dyslexia is a learning difficulty that lots of people have. It affects about one in ten people in the UK, including adults as well as children. If somebody has dyslexia, they may have difficulties with their reading, writing or spelling.

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On Friday 2 April it's World Autism Awareness Day.

The aim of the day, which is organised by the United Nations, is to raise awareness of autism and highlight what can be done to improve the quality of life for autistic people.

Here's everything you need to know about the condition.

What is autism?

Autism spectrum disorder (ASD) - its medical name - is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

It's not a disease or an illness, but a condition that somebody is born with. People who are born with autism have it all of their lives. Some people prefer to call it 'autism spectrum condition' (ASC) instead of ASD.

You cannot tell that somebody is autistic by looking at them.

It is estimated that about one in every 100 people in the UK is autistic, with more boys than girls diagnosed with the condition - though there are lots of theories about why this may be.

No one knows why people are born with autism, but there's lots of research going on into what causes it.

What is Asperger syndrome?

One form of autism is called Asperger syndrome. Tyler is 11 years old and has Asperger syndrome.

Following the death of his grandma, Tyler suffered from depression and mental health problems.

But, with the help of counselling, he got better and has now written a book all about his condition, his life and how he overcame his problems.

Someone with Asperger syndrome may find it hard to express themselves and how they feel. They may want to make friends and socialise with people just like everybody else, but they might find it very difficult.

Generally, people with Asperger syndrome don't have as many problems with talking, but they might still find it difficult to understand language, so they could struggle to understand how other people are thinking or feeling.

They may have above average intelligence, as they don't have the learning disabilities that many autistic people might have.

However, they may have specific learning difficulties and could need additional support, just like anybody else who is autistic.

How does autism affect people?

Autism affects different people in different ways.

This is why it might take time for someone to be diagnosed, as there isn't one simple list of symptoms and signs to look out for.

Anne revealed that she didn't actually get diagnosed until she was 45, back in 2003.

It can affect the way someone communicates with people, so a person might seem more shut off from those around them because they struggle to interact with them.

Autistic children might choose to play on their own rather than in groups or they might be a lot quieter than everybody else.

It can also have an impact on how a person makes sense of the world around them.

Someone who is autistic might be over-sensitive or under-sensitive to sounds, touch, tastes, smells, light or colours. They might wear special headphones to cancel out sounds so that the noise of the world around them isn't overwhelming.

People who are autistic can be really good at remembering things so they might have a lot of knowledge about one particular subject.

Newsround explores mental health

Because autism affects people differently, some people don't need a lot of help, but others might need extra support throughout their life.

For someone who is autistic, everyday life can be confusing and chaotic.

Their brain works differently so just communicating with people can be really hard.

Simple things like talking to other people, and reading people's body language and expressions can be difficult. Some people will be able to speak, while others may not be able to speak at all. They might use sign language to help with this.

An autistic person might seem like they're not interested in people and find it hard to make friends and meet new people.

They might also find it hard to use their imagination or be creative, so made-up games in the playground might be quite difficult for someone with autism to take part in.

Many autistic people find comfort in having a routine, so it is quite common to want to repeat things. Doing the same things every day can help - for example, playing the same games or eating meals at the same time - or they may engage in repetitive behaviours like turning light switches on and off, opening and closing doors, or lining up objects.

It can be frustrating not being able to communicate in the way that they might like, so this frustration might come out through their behaviour.

More of your inspiring stories

1. Be understanding - While you might find it difficult if somebody who is autistic doesn't want to talk to you or play with you, it's not their fault that they feel that way. They might even be frustrated about it themselves. Be patient and remember, the most important thing is not to take it personally. If you think someone is being rude or unfriendly to you, remember that they don't mean to be. If you're upset about anything, go speak to an adult that you trust about it.

2. Be accepting - The world can be a confusing place for autistic children and adults, and they may behave in a way that you think is a little strange. They might make noises or flap their hands, for example. Be kind and let them behave in a way that they are comfortable with. Don't stare or single somebody out because they are behaving differently.

3. Don't make assumptions - Don't make assumptions about what autistic people are like. It affects different people in different ways. For example, just because somebody who is autistic might struggle to communicate, it doesn't mean they struggle to understand what is being said around them.

4. Ask - If you are at all unsure about anything, go speak to an adult that you trust. You can speak to them about ways you might be able to help your friend with autism to make sure that they are OK.

World Autism Awareness Week 2021 takes place from 29 March to 4 April.

If you have any more questions about the condition or want to find out more, speak to an adult that you trust - maybe a parent, teacher or another relative - or you can speak to your local doctor, who will have lots of information and advice if you need.

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Autism spectrum disorder (ASD) is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

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A range of videos and articles from CBBC Newsround …

ADHD
Autism
Dyslexia
Cerebral Palsy
Down Syndrome
Selective Mutism
Tourette Syndrome

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Watch 'My Dyslexic Mind - A Newsround Special' - CBBC Newsround

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About one in every 10 children has dyslexia.

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

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

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

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

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

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Watch 'My Dyslexic Mind - A Newsround Special' - CBBC Newsround

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

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Newsround has made a special programme about autism.

It's a condition that affects the way you live your life and see the world around you.

Our presenter Rosie was born with it. She says even though living with autism is difficult, it makes her unique and who she is.

As well as telling her own story, you'll find out how Ben, Tony and Lenny are affected by the condition.

Lots of children with autism get bullied at school and find it hard to get jobs when they grow up.

In our special film Rosie wants to tell the world what autism is and help people understand what it's like to live with it.

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My Autism and Me - a Newsround Special - CBBC Newsround

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Newsround has made a special programme about autism. It's a condition that affects the way you live your life and see the world around you. Our presenter Rosie was born with it. She says even though living with autism is difficult, it makes her unique and who she is.

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Marcus has autism and ADHD. Symptoms of ADHD include inattentiveness, hyperactivity and impulsiveness.

He says some of the things people get wrong about ADHD are "we're just naughty, and obnoxious and don't listen at all".

He says these views can be quite "upsetting", but he sees ADHD as his super power.

Watch Marcus, who is an ADHD Foundation Young Ambassador, tell Newsround about how ADHD affects him and how his service dog Cocoa helps him

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

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Marcus has autism and ADHD. Symptoms of ADHD include inattentiveness, hyperactivity and impulsiveness. He says some of the things people get wrong about ADHD are "we're just naughty, and obnoxious and don't listen at all". He says these views can be quite "upsetting", but he sees ADHD as his super power.

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Schooling tips for parents of autistic children

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Autism - how to support your child at home

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Autism - how to support your child at home

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by Dr Anne Emerson, Associate Professor in Special and Inclusive Education at the University of Nottingham.

Autism is a very broad spectrum, and those who are autistic have a wide range of varied characteristics, just like all children. However, there are a number of aspects that many autistic people will have in common. One of these is a need to be clear about what is going to happen and to know what is expected of them. This can be seen as an 'intolerance of uncertainty' where unfamiliar places or events can cause anxiety.

This goes along with some challenges of socialising with other people because some aspects of communication, either the verbal or non-verbal aspects, or both, are difficult to understand or to do.

Most children who are identified as being on the autism spectrum, or who have autistic traits, attend mainstream schools. All schools have rules, which can often help autistic children to know what to do. However, unexpected things frequently happen, and when they do, autistic children tend to feel uncomfortable or frightened.

These tips will help you to support your child to feel safe and confident at home and at school. First, I will offer advice for children in mainstream schools and then tips for children in special schools.

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Schooling tips for parents of autistic children

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Advice for parents of autistic children aimed at helping them to navigate their way through school. With tips for parents of children in mainstream and special schools.

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School anxiety and refusal: How parents can help their child get through tough times - BBC Parents' Toolkit

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BBC - how to help your child with school anxiety

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BBC - how to help your child with school anxiety

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School phobia, or school-related anxiety - sometimes called 'school refusal' - is when your child feels fearful or anxious about school and/or is unable to go to school. It's also referred to as emotionally-based school avoidance (EBSA) or anxiety-related absence.
It can happen at any age, and it can be more common among children with additional or special educational needs (SEN). There can be many reasons why your child might experience school anxiety, but dealing with it can be stressful for you as a parent, as well as your child.

Parents' Toolkit has teamed up with educational psychologist Dr Amanda Furness and SEN advisory teacher Sarah Barton to give you advice on how to handle 'school refusal' and where to go for help.

'School refusal' is a catch-all term often used to describe when a child is anxious about or unable to attend school.

Dr Amanda Furness points out the term can be misleading because, "it implies that children and young people are making a choice not to attend", whereas in reality there are likely to be many interacting contributing factors. Therefore many people prefer to call it emotionally-based school avoidance (EBSA).

There's some evidence to suggest more pupils have experienced challenges getting in to school since the Covid-19 pandemic. In the autumn term of 2021, almost 1.7m children missed seven days of school or more. Even allowing for some Covid disruption, that figure is significantly higher than before the pandemic.

Dr Furness says difficulties attending school, whether primary or secondary, "can happen suddenly or build over time" and "can be very complex and are likely to be due to a range of interactive factors". However, reasons for not wanting to go back in can include anxieties around...

social and/or work pressures at school

difficulties maintaining positive relationships with peers or staff

unmet needs (eg: additional needs or feeling unsafe)

home and/or family factors

sensory needs making the environment feel overwhelming

Other reasons include a range of socioeconomic factors, plus some parents choosing to electively home educate their children because they feel their child's needs were no longer being met in school.

BBC News has reported that some schools have even started picking kids up from home to boost attendance.

Dr Furness says: "It's common for young people who feel unable to attend school to experience heightened anxiety," but it might not always show up in a " typical way". Some ways you might spot it in your child include...

not wanting to get up, get ready or go to school

anxiety and heightened emotions when getting ready to leave for school

physical symptoms like headaches, stomach ache or feeling sick

a change in behaviour either by becoming more withdrawn or acting out more

trouble sleeping or getting to sleep

not doing schoolwork or performing worse at school

not going into school without telling you

When a child elects not to go to school it can have a knock on effect for others - especially for a parent or carer who may then have to stay off work, but the resulting stress can then exacerbate feelings of guilt or worry in the child.

It can be a worrying time for you as a parent, so go easy on yourself and your child. The most important thing is to listen to your child and to try and be calm, patient and show empathy. It's also important to look after yourself and seek support when you need it.

Dr Furness says start by working together with your child and their school to identify patterns or possible triggers.

Consider whether there are any current social difficulties or learning challenges, or if there have been any events or triggers that could have caused a change in the way the child feels about school."

"It's important to have open and non-confrontational conversations with young people about what they're finding difficult, remembering that they may not be able to verbalise this fully themselves."

Start talking to your child's school as early as you can. "Most schools will suggest talking with the class teacher first, and this can be escalated to the school Special Educational Needs and Disability Coordinator (SENDCo), who will be able to advise on support. Also - have open conversations with school staff who monitor attendance."

If your child is able to make it into school, you can still support them by talking through the school day and discussing what might help at each stage, linking them up with a pastoral staff member and/or peer buddy at school, providing a safe space for them within school, and having a 'time-out' or 'exit' card they can use in class if they feel anxious.

Some children may also benefit from extra responsibilities at school, or involvement in sport or extracurricular activities. Discuss what might work best with your child's teacher or SENDCo.

If your child isn't able to get into school, avoid arguing with them and be supportive of any small achievements they make, like putting their uniform on or walking to the school gates, even if they can't go in.
Keep in regular contact with school and work with them on strategies to help your child, including work for them to do at home if necessary. Keep a note of your correspondence as you may be asked to provide evidence that your child isn't well enough to be in school.

Sarah Barton works with children and parents in Rochdale who've decided to electively home educate their child, often due to emotionally-based school avoidance. She advises getting help whilst your child is still enrolled at school...

"See what's available at your local Child and Adolescent Mental Health Service (CAMHS) - do they have a drop-in centre? Look into local charities like Thrive that can support you. Talk to school about what support will look like, how it can be measured - in terms of goal-setting - and how you'll adjust things as you go along."

Get in touch with CAMHS as early as possible if you have any concerns about your child's mental health - waiting times for CAHMS have risen since the pandemic with the average wait last year being more than two months, topping eight months in some areas. Our mental health first aid kit for parents can guide you through steps to take and offers some things you can do whilst you and your child are waiting to access these services.

It's also worth making an appointment with your GP to check for any neurological issues and to discuss next steps.

Dr Furness says children with special educational needs (SEN), "may experience heightened anxiety due to social factors, environmental factors (e.g. sensory needs), or learning barriers."

"Some children with social, emotional and mental health needs can experience high levels of stress. They may mask these needs in school and show them more at home until they're no longer able to maintain their masking. This often leads to a seemingly sudden change in their attendance or behaviour."

Take things slowly with your child and gradually introduce tasks for them to complete, to help them get to school or cope once they're in school.

Whilst each child's needs will be individual to them, Dr Furness recommends identifying a 'safe place' and 'safe adult' in school, particularly around transitions. "If you know your child is anxious about school, be proactive in getting support in place before this escalates. Work with the SENDCo to identify potential barriers and reasonable adjustments that can be made."

Sarah Barton adds: "Talk to the school about a bespoke support package for your child, for example: who do they report to when they get into school? Should we have a phone call with the family at the end of the day? What plan is in place if your child doesn't go in that day?"

You can also apply to your local authority for an education, health and care plan (EHC) which will work out your child's educational, health and/or social needs and set out the additional support needed to meet those needs.

Dr Furness says support will look different for each child, but some ideas include...

Ensure each day is a fresh start. Often pupils who've been unable to attend school then feel they can't reintegrate.

Try to avoid a 'shame cycle'. Acknowledge their difficulty, validate their feelings and explain that you can work together to overcome barriers.

Work with the school to identify learning that can be done at home. This will help to ensure that your child doesn't feel like they've fallen behind too much.

Be proactive in lowering baseline levels of anxiety. For example, through mindfulness activities around transition points.

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School anxiety and refusal: How parents can help their child get through tough times - BBC Parents' Toolkit

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Emotionally-based school avoidance, or 'school refusal', has increased since the pandemic. Here are tips to help parents to understand what causes it and to help their child cope.

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Five ways to support your child with dyslexia at home

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Dyslexia - how to support your child at home

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Dyslexia - how to support your child at home

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by Karen Mace Head of Assessment, Education and Training, British Dyslexia Association

Multisensory simply means using more than one of a child's senses at a time. Because of the way the dyslexic brain works, learning this way is far more effective.
For example, if your child just reads a book they are using one sense - sight. But if they read along with an audiobook, they are using two senses - sight and hearing. This would be multisensory learning and would mean your dyslexic child absorbs and retains the information in the book far better.

An activity should include at least two senses -seeing something (visual), hearing something related to what is seen (auditory), some form of related movement of muscles, for example speaking or writing (kinaesthetic), and touching or feeling something (tactile).

Here is an example of how you might apply multisensory learning if your child needs to do some alphabet work...

1. Lay out an alphabet arc by putting the letters of the alphabet into an arc shape

2. Sing the alphabet song while touching each of the letters in turn

3. Discover the letter being introduced by taking items out of a bag that begin with the same letter

4. The learner feels the objects, names them and pulls them out to check if they are right

5. Identify the target sound and letter name

6. Demonstrate how to form the letters on a whiteboard

7. The learner explores forming the letter in sand, shaving foam, wiki sticks or similar

Multisensory learning is useful for children of any age. For an older child, multisensory teaching can be as simple as, instead of getting them to read a book about Ancient Egypt, do a virtual tour of the British Museum and discuss the topic with them as you take a virtual walk through their Ancient Egypt galleries. At the moment, lots of galleries and museums are offering free virtual tours on their websites. There is lots of information out there on multisensory teaching.

Nowadays, there are so many free programs our computers, tablets and smartphones that can make a huge difference to young people with dyslexia.
In particular, the ones to look out for are text to speech programs, which read out written words on the device; speech to text, which allows your child to dictate their work to a device; and advanced spelling and grammar checkers. All the big technology companies have these features now and you will find lots of information out there about how to use them to support dyslexic learning.

Learning to touch type is one of the big skills that we find helps young people with dyslexia in education and on into the workplace. There are many free options available including the BBC's Dance Mat Typing.

Whilst they might not necessarily enjoy reading books, young people with dyslexia often take to listening to audiobooks and find a love of literature that way. Many audiobook companies even offer free children's books. This would be a fabulous activity to do as a break from other learning, or at the end of the day.

Karen Mace is Head of Assessment, Education and Training at the British Dyslexia Association. She has 25 years teaching experience in primary schools - both in the UK and abroad - including four years as a deputy headteacher and seven years as a SENCO.
If you're looking for more on dyslexia and how to support your child, the British Dyslexia Association website is full of practical information and includes the latest information on the support available for parents.

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Five ways to support your child with dyslexia at home

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Karen Mace from the British Dyslexia Association provides tips on home schooling your child if he or she has dyslexia.

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ADHD Support For Your Child | Parents Advice Guide

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ADHD - how to support your child at home

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ADHD - how to support your child at home

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What is ADHD?

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

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

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

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

What are the most common symptoms of ADHD?

A child with ADHD may be:

easily distracted, finding it difficult to start or finish tasks

often unable to concentrate

often restless or fidgety

very talkative, often interrupting or blurting things out

impulsive, acting before considering consequences, prone to taking risks

easily angry or frustrated, struggling to deal with emotions

finding making or maintaining friendships difficult

disorganised, for instance often losing things or being late

lacking awareness of time

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

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

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

What to do if you think your child might have ADHD

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

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

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

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

ADHD diagnosis, support and treatment

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

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

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

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

Support and treatment options

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

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

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

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

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

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

What you can do to support your child with ADHD

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

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

The impact of ADHD on your child's mental health

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

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

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

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

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

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

Working with school if your child has ADHD

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

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

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

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

ADHD in teenagers and beyond

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

Looking after your own wellbeing

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

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

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

Where to get further support

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

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

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

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

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ADHD Support For Your Child | Parents Advice Guide

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

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1. Encourage good sleeping habits
We know lots of children with ADHD struggle with their sleep and this can cause problems concentrating at school. Speak to your GP or paediatrician if your child has persistent problems with sleep.
2. Make instructions simple
Avoid giving them long, complicated or multi-part instructions. Make their tasks small and give them lots of praise when they get it right.
3. Offer breaks
If you think an activity is going to be demanding, be proactive and build in short breaks. This will help make the activity feel more manageable.
4. Keep a simple routine
Routines help children, including those with ADHD, focus on one thing at a time. If they know what they are doing every day, this helps them to keep organised. Make sure their meals are regular, including a good breakfast so that they are not hungry at school.
5. Help them understand their ADHD
As a parent, you should talk to your child about their ADHD. You could focus on the positives of having ADHD and highlight your child's unique strengths - from their personality, to their passions. Your doctor can help support you in this with age-appropriate resources for children about ADHD.

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1. Encourage good sleeping habits We know lots of children with ADHD struggle with their sleep and this can cause problems concentrating at school. Speak to your GP or paediatrician if your child has persistent problems with sleep. 2. Make instructions simple Avoid giving them long, complicated or multi-part instructions.

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Sam Thompson Talks ADHD, Autism and Tic Syndrome | Self Talk | E4

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Sam Thompson Talks ADHD, Autism and Tic Syndrome | Self Talk | E4

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Young Carers
Single Parents
Separation and Divorce
Bereavement and Loss

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News
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Local Health services in

North Somerset / B&NES / Bristol

(access to health professionals is usually based on GP address)

(access to school nursing is based on school address)

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Local SEND services in

North Somerset / B&NES / Bristol

(access to SEND professionals is usually based on home or school address)

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If seeking diagnosis you can ask your GP about “Right to Choose”

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Right to Choose - If you are based in England under the NHS you now have a legal right to choose your mental healthcare provider and your choice of mental healthcare team.

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A young carer is someone aged 25 and under who cares for a friend or family member who, due to illness, disability, a mental health problem or an addiction, cannot cope without their support. Older young carers are also known as young adult carers and they may have different support needs to younger carers.

What might a young carer do?

Practical tasks, like cooking, housework and shopping.

Physical care, such as helping someone out of bed.

Emotional support, including talking to someone who is distressed.

Personal care, such as helping someone dress.

Managing the family budget and collecting prescriptions.

Helping to give medicine.

Helping someone communicate.

Looking after brothers and sisters.

How many young carers are there?

The 2011 Census identified 177,918 young carers in England and Wales. One in eight of those were aged under eight.

Scottish Government recognises that there are at least 29,000 young carers in Scotland.

This is widely believed to be the tip of the iceberg, with some estimates suggesting that as many as one in five schoolchildren are young carers (University of Nottingham 2018), with this number increasing during the COVID-19 pandemic.

Being a young carer can have a big impact on the things that are important to growing up

Young carers are already likely to have significantly lower educational attainment than their peers.

With the added complications of COVID-19, young carers have missed out on even more school than before and urgent support is needed if they are not to be left behind their peers.

Caring can also be an isolating experience but having the right support in place can give young carers a better chance of succeeding in all parts of their lives.

How we support young carers

Young Carers Action Day

Young Carers Action Day is an annual event led by Carers Trust. It raises awareness and calls for action to increase support for young people with caring responsibilities. On Young Carers Action Day 2022, we are calling on all governments across the UK to commit to taking action to reduce isolation for young and young adult carers including access to short breaks, These are important in providing much-needed freedom from caring responsibilities, as well as reducing isolation and promoting wellbeing.

Specialist services for young carers

Carers Trust helps young carers to cope with their caring role through specialised services delivered by its network of local carer organisations across the UK. They are independent charities. Activities offered include:

Activities and breaks.

Peer and community support, including young carer groups and peer mentoring schemes.

Information, advice and guidance, including one-to-one support and age appropriate information.

Emotional support.

Advocacy.

Brokerage and support planning.

Training in subjects such as health and safety, wellbeing and life skills.

Supporting families and young carers to apply for appropriate benefits.

Emergency planning support.

Whole family support.

Engaging young carers in informing service development.

I think I might be a young or young adult carer, where can I go for support?

The responsibilities of young and young adult carers vary greatly, so you may be eligible for support, even if you don't feel like you do a lot of caring. If you think that you might be a young or young adult carer, get in touch with your local carer service. Support workers will be able to ensure that you receive the support you need.

Find your local carer service

There are also lots of organisation that can support young carers with a range of issues.

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A young carer is someone aged 25 & under who cares, unpaid, for a friend or family member who cannot cope without their support.

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A child can't be forced to see the non-resident parent but if there's a court order in place, the resident parent must follow the agreed arrangements.

It's really important that you ask your child and explore what's bothering them before you think about stopping contact with a parent or another family member.

Both parents should work towards helping the child feel safe and happy in their care. A child's feelings are important but contact should be encouraged as long as it does not place them at harm.

If a young person doesn't feel their voice is being heard, they can contact an advocacy service such as NYAS, which helps young people in England and Wales express their wishes.

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Divorce and separation can be hard, but it's important that your child gets the right support. Know your rights and get advice on helping your child.

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School Aged Health Service (5 – 19 Years) - Banes Child and Family

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We understand the importance of ensuring that all school-aged children and young people in schools and academies have access to a school nurse. We believe that every child deserves the best possible care and support to grow into a happy and healthy adult.

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NHS - North Somerset, Bristol, South Glos

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NHS - North Somerset, Bristol, South Glos

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Welcome to the BNSSG Integrated Care Board, the ICB is the new organisation responsible for the day-to-day running of the NHS in the area.

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If seeking diagnosis you can ask your GP about “Right to Choose”

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Top tips, expert advice and fun activities to help you support your child's wellbeing and learning in a changing world. Parents, we've got you.

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Christmas with autism and other additional needs: How families cope with sensory overload at Christmas

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With bright lights, crowds, unfamiliar noises, routine changes, and over-excited family members, Christmas can be an overwhelming experience for children and adults with sensory sensitivities. But there are ways you can steer through the disruption and keep the Christmas magic alive.
We've got a Santa's sleighful of useful tips from both parents and experts to help you manage the overload.

Christmas can still be special but keep it as relaxed as possible

Corinne and her partner Luke have three sons, Caleb (6), Roman (4) and Hugo (3). Caleb and Roman both have autism. Corinne is also waiting for an autism assessment herself.
"There are so many expectations and pressures at Christmas. My advice is do it on your terms and try not to worry if things don't go the way you hoped."

Keep things familiar and relaxed

"To minimise surprises, we stick with our routines during Christmas, otherwise it can lead to meltdowns and everyone feeling dysregulated. So, we'll have mealtimes at the same time and the boys still eat the foods they're comfortable with.

"We limit other people coming to our house and make sure that if anyone does want to see us, it's only when the boys feel comfortable."

Gradually introduce festivities

"Our boys are very aware of changes at home, so we're careful about not springing anything on them. We keep them aware, step by step, of what's going on. We gradually introduce decorations - they help us put them up and we spread them out so none of the rooms are too crowded. And instead of one big and overwhelming reveal of presents, we stagger them, give the boys as much time as they need, and make sure gifts are unboxed and ready to go with batteries if needed. This way, we avoid frustration and anxieties around getting things out."

Adapt traditions to stay in your comfort zone

"Find ways to make Christmas special that work for you and your family. Not all children with autism like lights, but mine do, so we have sensory festive lights up in the house. We also give the boys a Christmas Eve box containing small gifts like pyjamas and books. It introduces what's going to happen the next day in a slow, easy way."

Find SEN-friendly festive events

"We try to avoid busy and hectic places - if you do need to get out, my advice is to go for early mornings and evenings. Look for Christmas events like Santa meet and greets that offer special educational needs sessions, this way your children get a real festive experience but in a quieter and less rushed way."

Relax when your plans change

"When the boys were younger, I spent so much time imagining the perfect Christmas Day. But I've learned that it's best not to heap too many expectations on yourself. Accept that things won't go a certain way and embrace it.

"If your child is happy to see Santa and get all the pictures, then that's great. But if they are struggling and you have to leave early, that's totally fine too. Go easy on yourself."

Make your own festive traditions

Andi and his husband Darren have two adopted children - a 3-year-old son and a 5-year-old daughter, who has been diagnosed with autism, sensory processing disorder, fetal alcohol syndrome and other invisible disabilities.
"It may be a joyful time of the year, but your child's sensory issues don't suddenly disappear at Christmas. If anything, they're heightened. As much as we'd love a big, busy family Christmas, we are led by what our daughter is comfortable with."

Keep things as 'normal' as possible

"Christmas is usually the four of us doing regular Christmas things, but they're dialled down. If we see family members, then it's usually for an hour or so. We have presents in the morning but without a fanfare - and sometimes we space them out over the day and maybe Boxing Day too. When it comes to lunch, our children love a roast dinner but we don't go to town - just a few Christmassy touches."

Flex around different needs in your family

"It's really important to us that our daughter is included in everything we do. But it has to be meaningful for her. If we know she's not going to enjoy an activity, then one of us will stay home with her, while the other takes our son.

"We don't view this as excluding her from things - it's actually much kinder for her to be at home and feel safe with one of her dads. At home, she can do an alternative activity that is fulfilling."

Do your research about festive events

"Find out if there are SEN sessions for festive films, Santa meets, or pantomimes, which are set up to reduce anxieties. We tend to go to Santa's grotto at a garden centre because it's a tranquil place.

"We're going to a panto this year but rather than a SEN session, we're taking another adult to help manage our daughter's needs. I've booked seats next to the aisle and I'm planning to speak to theatre staff beforehand to explain that our daughter may have to leave and come back in. If you have a child with additional needs, I'd encourage you to have these chats - in most cases, people are happy to help."

Use calming techniques that work for you

"Lean on any tips and tricks to diffuse anxiety - it takes trial an error to find what works for you and your family. For example, if we need to go somewhere potentially hectic, we'll work out when the quietest time is and take a buggy for our daughter. We've learned that sitting down reduces sensory input and grounds her, and she can cuddle her comforter or blanket if she wants."

Go for minimal, indestructible decorations

"Our daughter can sometimes be quite impulsive and throw objects. So, we go minimalist with any decorations, apart from a few things placed high up. And we make sure anything that's within reach is indestructible - soft toys and cushions are perfect because it doesn't matter if your child wants to move, cuddle, or throw them."

Communicate with loved ones

"Be open and honest, explain that they need to be flexible about Christmas plans. Don't worry about letting anyone down, they'll understand. Ultimately, your child's needs are the priority.

"If we're invited to someone's house, we find out how many people there'll be and what kind of event it is. This way, we can make an informed decision about going. It is always with the caveat about seeing how our daughter is on the day and that one of her dads might stay home with her, while the other attends with our son. If people come round to us, we ask that it's in smaller groups and that they're mindful of their excitement levels."

How to have an autism-friendly Christmas

"The main thing is not to feel pressured into doing things just because everyone else is doing them," says Tom Purser, Head of Guidance, Volunteering and Campaigns at the National Autistic Society.

"It's absolutely key for parents and carers to think about ways to enjoy the festive season that work for them and their families. Good planning and small adjustments can make all the difference. Every autistic person is different, so it's really important that there's no pressure to do Christmas the 'right' way."

Get support to take the pressure off. Wherever possible, involve your family, friends and any support services in your festive plans.

Clear communication is key. When you talk to loved ones about how you will be celebrating, remember there may be certain things they may not fully understand.. This includes the complex issue of presents - the number of them, the wrapping and unwrapping, and the expectations around how to respond.

Use visual aids such as calendars, lists and schedules to help plan your Christmas. Try and plan for the whole break; that way, you can give yourself a couple of quiet days to recoup if needed.

Think ahead about any sensory sensitivities that could cause you or your loved ones distress or discomfort and what can bring relief. For example, you may want to consider ear defenders, or turning off the Christmas lights at times of overload.

Make sure there's a quiet space to relax if someone's feeling overwhelmed and stressed. This could be a completely Christmas-free area.

Check with local venues about their Christmas events. Even if they don't have specific autism-friendly times, you can ask the best time to visit when it's quieter or less busy.

For more tips and advice on how to enjoy an autism-friendly Christmas visit the National Autistic Society website Follow both Andi and Corinne's families via our Instagram page

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Christmas with autism and other additional needs: How families cope with sensory overload at Christmas

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Parents of kids with SEN offer advice on managing sensory overload during Christmas

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How to help vulnerable children feel safe during the winter break

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How to help vulnerable children feel safe during the winter break

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How parents and carers can help vulnerable children cope as Christmas approaches, with clinicians from the Anna Freud Centre. Part of Parents’ Toolkit.

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School Nursing Service – Children and Young People’s Services

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School Nurses work with children, young people, and their parents/carers to maximise their health and well-being. School Nurses can meet with children and young people in groups, for example in school, or individually in several venues such as at school, at home or another venue in your local community. School Nurses provide information and support on several topics that children or young people come across that can affect their health.

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North Somerset Council - SENDCAS (SEND Clubs and Activities Service)

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North Somerset Council - SENDCAS (SEND Clubs and Activities Service) | North Somerset Online Directory

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The SEND Clubs and Activities Service (SENDCAS) run a variety of out of school term time clubs and holiday activities and outings in Weston-super-Mare and Portishead. The activities support a range of additional needs from ages five (school year 1) to 18 years old (school year 13). These events are organised by age, ability or friendship group, and planned trips can be tailored to a child or young person’s individual needs.

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Five tips on how to handle the after-school 'meltdown' or 'restraint collapse'

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BBC - 5 tips for handling after-school collapse

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BBC - 5 tips for handling after-school collapse

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Picture the scene: your child comes out of school and the teacher says they've behaved like the perfect child all day, but the moment you get home they have a complete meltdown. Your child screams, shouts, lashes out, sulks or generally acts in an unruly manner.
If that scene is familiar to you, you're not alone. This type of behaviour is what some psychologists refer to as 'after-school restraint collapse' and it's not unusual. It happens because your child has been busy managing their emotions all day as they navigate the complexities of school life.

When they get home, that's their safe space to let it all out!

So, now you know what it is, what can you actually do about it? Parents' Toolkit has been speaking to educational and child psychologist Dr Anisa-Ree Moses, for some tips on how to handle these outburst of emotions after-school.

1. Understand how hard school can be for some children

Dr Anisa-Ree Moses says that children can feel emotional, physical and mental exhaustion at the end of the school day. They have been trying to manage a mix of things like learning, social expectations, their own growing social awareness and all the feedback they're getting from teachers and peers.

"When they come out of that environment a pressure valve is released. If kids feel safe to express themselves, they will do so!"

The transition from school to home can also be challenging for some children: "Some kids may have difficulty separating from their parents. It's a relief when they see them, because their parent or carer represents a level of safety, but they're frustrated at the same time - the child wants them but is finding connection difficult at that moment. It's a positive reunion but it's also really emotional and can be hard for some children to channel."

Dr Moses adds that it can be particularly difficult for neurodiverse children who are coping with sensory sensitivities and the effort of containing a lot of emotions. When they come out of school they often can't hold it all in any longer.

For older children, she also says the transition home can be tricky too. They need space and time after school - they might not want to talk to you about it or will go to their room for a bit first.

Dr Moses suggests having a think about what your child needs when they come out of school.
"Do they need to go and run around the school playground a few times and let go for a bit before they walk home? Do they need movement or do they need a healthy snack? Or quiet time alone with no music or no chatting on the way home in the car or bus?"
It will be different for different kids, but Dr Moses suggests trying to be quiet on the walk or ride home.
"Connect with your child. Not by asking 'how was your day?' but through genuine emotional connection. You could say 'I'm so happy to see you, I'm glad we get to go home together, it made me happy coming out of school this way'. Being calm and using supportive words is important for your children."

She adds: "Include some downtime rather than moving straight on to homework or out to a club, so that your child can decompress. They might enjoy their clubs but still feel anxious, so build in downtime first and make their routine clear, visual and written down if they need that. You can also ask them what will help, for example drawing, reading a book or even just relaxing for a bit. Do it with them and help them to see they can do things to support themselves."

"Be understanding of their emotions - help them feel listened to if they want to talk about what's gone on, or be angry."
"You could say 'I can see you're shouting. I can see you want to be really loud, maybe let's go to the park on the way home'. Validate how they feel rather than try and control it. If they are impolite in the moment, come back to that later - talking at that moment won't help."

"Help them feel listened to and respected and make a genuine connection."
Dr Moses says the after-school 'meltdown' is an expression of emotion that often comes out physically. As parents you can recognise and label it so your child can see if for what it is.
"For example, 'I can see you are kicking the bin, I can see you're clenched and red, I can hear you're shouting and that's making me think you're angry, so I want to help you. However, here's not the safest place to do that, let's go to the park, etc.'"

"Build their emotional vocabulary and link it to the emotion - then they can tell you what they're feeling. You can say things like 'I want to help you. I can't do that when you're screaming. Let's take a deep breath, both of us.' Acknowledging it helps children to not feel alone."
With older children, Dr Moses says it's often more about them not wanting to talk or engage in any discussion about school.
"Especially for those who see school and home as two completely separate things. Just encourage them to build their emotional vocabulary, and be interested in what's happening in general in their life."

She adds: "Questions like 'how was your day?' will get a grunt or 'it's fine'. Think about what you are trying to find out. Can you remember an assignment they had or what they were going to be talking about with their friends? And connect by saying 'I'm happy to see you and hope you've had a good day' until they feel ready to come and have a conversation. Then offer yourself as being there, offer yourself as someone who wants to help and is interested in what's going on.

"Help them feel listened to and respected and make a genuine connection."

Dr Moses says your child might also be upset when they come out of school if there were any difficulties that day that weren't addressed, or there's something unresolved that's happened.

If your child's behaviour after school changes or is different to what's usual for them, try and find out if there are things happening during the school day that are affecting them.

"Think about whether you need a home-school communication book, so that you know whether what's been happening in school could trigger what happens at home. Information from school can help parents know how to approach a situation and whether there's something that needs resolving."

Connection is a great way for your child to know they're loved and that you're there for them, no matter what.
It could be snuggling up in bed, reading a book together, playing a quick game, or just having a chat.

Dr Moses suggests thinking about what your morning routine is like: "Is there anything you can build in there that can help them feel connected to you? I know this can be hard, I know how frustrating and annoying school runs can be! Let them know you're looking forward to seeing them later, just for who they are, not for what they've achieved."

She adds: "If your child is finding separation difficult, can you give them a note or something of yours to have in school? For some children, knowing that Mum or Dad is a phone call away and it won't be withheld from them helps them more.

"Also think about whether you have conversations about emotion at home. It's about helping your children with emotional literacy, building resilience and problem-solving skills, as well as building in transitioning - learning how to make things more predictable so that transitions are not as big and scary. Children are better able to manage their emotions if they know what's going to happen."

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Five tips on how to handle the after-school 'meltdown' or 'restraint collapse'

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'After-school restraint collapse' isn't unusual. Your child has been busy managing their emotions all day and when they get home, it's time to let it all out! Here are some expert tips on how to cope as a parent.

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CLICK HERE to watch the Bristol Parent Carers Event
Bristol Parent Carers exists to help improve the services provided for children with disabilities or additional needs in Bristol.
Telephone: 07306 650222 | Email: bristolparentcarers@gmail.com
Address: Phoenix Social Enterprise, 5 Russell Town Avenue, Bristol BS5 9LT

Who we are

We are a friendly and active group of parent carers of children and young people, 0-25 years with disabilities, special educational needs, and life-limiting conditions. We come from different backgrounds and communities across Bristol.

What we do

We work together as partners with Bristol City Council and NHS Bristol to shape the services provided for our families - this is called 'parent carer participation'.

Why it matters

By participating, parent carers can have a voice and make a difference. Our involvement gives these service providers a greater understanding and insight into our needs. Participation empowers parent carers and brings about improved service provision, and hopefully improved outcomes for the whole family.

What is participation?

Think of parent carer participation as a way to get us where we need to go - to a place where our lives are improved. To do this we must consider how involved we, the users of a service, are with providers of the service?

This is a better way of working, with good results. So, parent carers, support agencies and officials, please join us!

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CLICK HERE to watch the Bristol Parent Carers Event Bristol Parent Carers exists to help improve the services provided for children with disabilities or additional needs in Bristol. Telephone: 07306 650222 | Email: bristolparentcarers@gmail.com Address: Phoenix Social Enterprise, 5 Russell Town Avenue, Bristol BS5 9LT We are a friendly and active group of parent carers of children and young people, 0-25 years with disabilities, special educational needs, and life-limiting conditions.

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(see also health and well-being section for links to advice and support)

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(see also health and well-being section for links to advice and support)

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Neurodiversity Celebration Week aims to bring about worldwide neurodiversity acceptance, equality and inclusion in schools and workplaces.

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​Visual difficulties - British Dyslexia Association

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​Visual difficulties - British Dyslexia Association

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Some people experience visual discomfort or disturbance when they read. Common symptoms that may significantly impair reading ability, or make reading…

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Gingerbread - single parents, equal families

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Gingerbread - single parents, equal families

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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

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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.

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This website places cookies on your computer to improve your experience. By continuing to browse the site, you are agreeing to our use of cookies. For more details, see our privacy policy. I agree

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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

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Advice if you’re upset by the news - CBBC Newsround

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If you are upset by the news, it's important to know that you are not the only one and it's OK to have those feelings.

You can rely on Newsround to tell you the important facts about a story - but some things you hear might be scary or make you feel worried.

This section gives you some tips about what to do if you are feeling sad about what you've seen, heard or read.

What to do if you're upset by the news

Sometimes things that happen in the world can make us sad, anxious or confused.

It's important to remember that upsetting stories are in the news because they are rare - they don't happen very often.

But what can we do when the news makes us feel this way?

If the news has upset you, talk to an adult you trust about it. It's important to share what is troubling you.

It's normal to feel upset

It's important to remember that being sad, worried or angry about awful things that happen in the world around you is okay and perfectly normal.

You won't be the only one who feels that way.

Adults get sad and confused too, so there is nothing wrong with feeling like this.

Do things that make you happy

Doing things that make you happy can help you to feel better.

Watch your favourite film, take your dog for a walk or read some of your favourite book.

Try to balance the news you read. If you read a sad story, then try and read a happy one before you go to bed

If being worried is making it more difficult to sleep or if you are having nightmares, it's really important to speak to an adult about this too.

Here are some things you can do if you are having worried thoughts when you go to bed:

Remember things that make you happy and think about these as you're going to bed, so your head is full of positive thoughts

Surround yourself with nice things by your bed - perhaps a happy photo that makes you smile - so this is the last thing you see before you sleep

Read a book you love that will help to settle your thoughts

If you have bad dreams, talk about it or even try drawing it. This will help you to confront your fear

Keep things with you that make you feel secure - even if it is your old teddy bear that you keep hidden from your mates!

Don't forget - terrible things are on the news because they are rare and do not happen very often.

Although people are spending a lot of time talking about it, it is still very unlikely that events like this will affect you or your family.

The most important thing is that if you are feeling upset, don't keep what's troubling you about the news to yourself.

Talk to an adult about the issue in the news that is worrying you.

That can help you to understand what is upsetting you, and help those feelings of sadness, anger or confusion to go away.

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Advice if you're upset by the news - CBBC Newsround

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If you are upset by the news, it's important to know that you are not the only one and it's OK to have those feelings. You can rely on Newsround to tell you the important facts about a story - but some things you hear might be scary or make you feel worried.

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Activities for Siblings and Young Carers

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How it works

We know that it's not easy being a young carer or sibling of a disabled child. Their wellbeing and happiness is just as important.

That's why our activities and sessions are based on their interests and any support they might need.

Fill in the form below.

One of our team will be in touch to arrange a good time to chat about your child, their interests and wellbeing.

We'll email you a timetable of online activities every month for your child to choose from. They can sign up for as many or as few as they wish.
As friendships grow, we can support your child to keep in touch with other siblings and young carers they get on with
We'll check in with you regularly to see how your child is enjoying and if they need any extra support.

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Activities for Siblings and Young Carers

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We know that it's not easy being a young carer or sibling of a disabled child. Their wellbeing and happiness is just as important. That's why our activities and sessions are based on their interests and any support they might need. Fill in the form below.

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- a helpful video for helping your child understand their diagnosis

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NCMH (National Centre for Mental Health)

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“every tool has a rule”

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B&NES - Specialist Autism Support Service (SASS)

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B&NES - Specialist Autism Support Service (SASS)

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We work closely with B&NES settings to provide support at SEN/Targeted support level where needed, which includes assessing needs and providing recommendations, support with understanding diagnosis, contributing to the EHCP process and attendance at subsequent annual reviews and multi-agency meetings.

We contribute to the EHCP Needs Assessment process as requested by the SEND Team in the Local Authority.

We provide support around key transitions in some cases where a young person requires additional, specialist support, alongside attending key Annual Reviews and multi agency meetings to support our young people.

We provide bespoke training and support to professionals and parents/carers to meet the needs of specific young people where required, which includes working in partnership with specialist colleagues, assessing needs and providing recommendations and working with individual students and their families to support them in understanding their diagnosis.

The SASS team also provides direct, time limited support for some autistic individuals at specialist level where there is a significantly increased need for intensive support. The need for this will be assessed on an individual basis and specific support may be provided.

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We work closely with B&NES settings to provide support at SEN/Targeted support level where needed, which includes assessing needs and providing recommendations, support with understanding diagnosis, contributing to the EHCP process and attendance at subsequent annual reviews and multi-agency meetings. We contribute to the EHCP Needs Assessment process as requested by the SEND Team in the Local Authority.

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SEN support, the graduated response, and EHCPs

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SNJ Flow charts 2018 single charts - Special Needs Jungle

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News, resources and articles about special educational needs, disability, children’s health, mental health, rare disease, undiagnosed conditions, Education, Health and Care plans and SEN Support

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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

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Moving Up! Transition to Secondary School

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Moving Up! Transition to Secondary School

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Anna Freud

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Moving Up! The transition to secondary school (SUBTITLED)