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Neurodiversity

Neurodiversity refers to the natural variation in how human brains function. It includes differences such as: 

    • Autism Spectrum Condition (ASC)
    • ADHD
    • Dyslexia, Dyscalculia, Dyspraxia
    • Tourette Syndrome
    • Sensory Processing Differences.

Differences in how neurodivergent children and young people present are are not illnesses; they are variations in brain function. Neurodivergent people bring a different way of looking at the world which is often a huge strength. Many thrive in careers and relationships, often excelling in areas of interest or creativity.

 

Greta Thunberg
Known around the world for her headstrong environmental activist, Greta Thunberg has autism. She has described her autism as a ‘superpower’ and says it helped her get the support that she needed. 

Billie Eilish
Diagnosed with Tourettes at age 11, singer Billie Eilish has said in an interview that she does not want the conduction to define her. Billie has made astonishing contributions to music and her accomplishments include winning 9 Grammy awards. 

Tim Burton
His most notable works include ‘Beetlejuice’ and ‘Corpse Bride’, which have cemented Tim Burton’s place within the film industry. The famous director believes himself to have autism and has spoken openly about his experiences in various interviews and many note his unique perspective as the key to his creativity as a director.

Lizzie Acker
Lizzie came to our attention in 2021 when she competed on the popular TV show Great British Bake Off. The Liverpool native was diagnosed with dyslexia at an early age.

Daniel Radcliffe
Growing up before an audience as the lead in the Harry Potter film series, Daniel Radcliff has opened up about living with OCD and dyspraxia - a condition that affects movement and coordination. 

Plumbella 
Jesse McNamara, better known online as Plumbella has over 700,000 subscribers on their YouTube channel. In a video from 2022, they went in-depth about their experience and journey with autism. 

Richard Branson 
British businessman Sir Richard Branson has been open about his difficulties at school and has shared that he does not see his dyslexia and ADHD as a ‘disability’. Dropping out of school at 15 and starting his first company at 16, Richard has achieved many great feats across various industries. 

David Beckham 
Easily one of the biggest household names, former professional footballer, David Beckham has OCD and Tourette syndrome. He has commented in many interviews that he finds conditions “tiring” but he cannot help it. 

Greta Thunberg
Known around the world for her headstrong environmental activist, Greta Thunberg has autism. She has described her autism as a ‘superpower’ and says it helped her get the support that she needed. 

Billie Eilish
Diagnosed with Tourettes at age 11, singer Billie Eilish has said in an interview that she does not want the conduction to define her. Billie has made astonishing contributions to music and her accomplishments include winning 9 Grammy awards. 

Tim Burton
His most notable works include ‘Beetlejuice’ and ‘Corpse Bride’, which have cemented Tim Burton’s place within the film industry. The famous director believes himself to have autism and has spoken openly about his experiences in various interviews and many note his unique perspective as the key to his creativity as a director.

Lizzie Acker
Lizzie came to our attention in 2021 when she competed on the popular TV show Great British Bake Off. The Liverpool native was diagnosed with dyslexia at an early age.

Daniel Radcliffe
Growing up before an audience as the lead in the Harry Potter film series, Daniel Radcliff has opened up about living with OCD and dyspraxia - a condition that affects movement and coordination. 

Plumbella 
Jesse McNamara, better known online as Plumbella has over 700,000 subscribers on their YouTube channel. In a video from 2022, they went in-depth about their experience and journey with autism. 

Richard Branson 
British businessman Sir Richard Branson has been open about his difficulties at school and has shared that he does not see his dyslexia and ADHD as a ‘disability’. Dropping out of school at 15 and starting his first company at 16, Richard has achieved many great feats across various industries. 

David Beckham 
Easily one of the biggest household names, former professional footballer, David Beckham has OCD and Tourette syndrome. He has commented in many interviews that he finds conditions “tiring” but he cannot help it. 

Neurodivergent individuals bring unique perspectives and strengths, but often face barriers created by environments and expectations. These challenges – such as differences in communication, social interaction, sensory processing, and executive functioning can be supported through accommodations, adaptations, and a shared understanding of each other. Support for neurodivergent children and young people should be tailored to their individual needs as no two neurodivergent people are the same.

Neurodivergent individuals bring unique perspectives and strengths, but often face barriers created by environments and expectations. These challenges – such as differences in communication, social interaction, sensory processing, and executive functioning can be supported through accommodations, adaptations, and a shared understanding of each other. Support for neurodivergent children and young people should be tailored to their individual needs as no two neurodivergent people are the same.

Early signs of a neurodiversity may appear in infancy (for example, limited eye contact, overwhelm in noisy and bright environments or showing signs of distress when transitioning between tasks), but many parents first notice differences once their child is in a preschool or school setting. 

What to do if you are concerned about your child’s development

What is Autism?

Autistic Spectrum Condition (ASC) is a lifelong neurodevelopmental condition. It is not an illness or disease, so there is no cure. People with ASC experience the world differently, which can affect communication, social interaction, imagination, and sensory processing.

Every child’s brain is unique; autism presents differently in each child. Differences in people with autism are not always negative—autistic children can thrive with the right support.

The National Autistic Society has a great series of videos.

Common Characteristics of Autism Spectrum Condition

Communication Difficulties

    • Taking language literally, struggling with jokes or sarcasm.
    • Difficulty interpreting facial expressions, tone, and gestures.
    • Preferring factual conversations and repeating phrases.

Social Interaction Challenges

    • Avoiding eye contact, feeling awkward in social situations.
    • Difficulty making and maintaining friendships.
    • Preferring solitary activities and resisting physical contact.

Imagination

    • Struggles with pretend play or storytelling.
    • Difficulty predicting others’ thoughts or feelings.

Special Interests

    • Intense focus on specific topics, often becoming highly knowledgeable.

Sensory Differences

    • Over- or under-sensitivity to sounds, lights, textures, smells, or pain.

Need for Routine

    • Discomfort with change; prefers predictable, structured environments.

Impact

  • Everyday activities like school, meeting people, or trying new things can feel overwhelming.
  • These challenges can lead to stress, anxiety, low mood, and low self-esteem.

Top Tips for Support

Communication:

    • Use clear, concrete language; avoid sarcasm or ambiguous phrases.
    • Give instructions in small steps and correct order.
    • Use visual aids and props to support understanding.
    • Use your child’s name to get attention before speaking.
    • Speak clearly using short, simple sentences.
    • Start with single words (e.g., “car”) and gradually add one extra piece of information (e.g., “blue car”).
    • Be clear and specific: say “Put your coat on” instead of “Stop wasting time.”
    • Avoid sarcasm, humour, irony, or metaphors—they can confuse your child.
    • Match words with tone, facial expressions, and body language.
    • During anxiety or distress: use a calm voice, calm body language, and reduce eye contact.
    • Break tasks into small steps.
    • Offer limited choices (e.g., “Do you want cereal or toast?”).
    • Use pictures and drawings alongside words if helpful.
    • Allow processing time: speak, wait 6 seconds, then repeat if needed.

Structure & Predictability:

    • Prepare for changes using visual timetables and inform your child in advance if plans change to reduce anxiety.
    • Reduce sensory overload
    • Use timetables and calendars with pictures to show daily activities.
    • Maintain consistent routines for mornings, meals, and bedtime.

Positive Approach:

Focus on the child's strengths and talents and give them plenty of praise and rewards. Plan coping strategies for transitions and new situations to help them cope with things they find difficult.

What is Autism?

Autistic Spectrum Condition (ASC) is a lifelong neurodevelopmental condition. It is not an illness or disease, so there is no cure. People with ASC experience the world differently, which can affect communication, social interaction, imagination, and sensory processing.

Every child’s brain is unique; autism presents differently in each child. Differences in people with autism are not always negative—autistic children can thrive with the right support.

The National Autistic Society has a great series of videos.

Common Characteristics of Autism Spectrum Condition

Communication Difficulties

    • Taking language literally, struggling with jokes or sarcasm.
    • Difficulty interpreting facial expressions, tone, and gestures.
    • Preferring factual conversations and repeating phrases.

Social Interaction Challenges

    • Avoiding eye contact, feeling awkward in social situations.
    • Difficulty making and maintaining friendships.
    • Preferring solitary activities and resisting physical contact.

Imagination

    • Struggles with pretend play or storytelling.
    • Difficulty predicting others’ thoughts or feelings.

Special Interests

    • Intense focus on specific topics, often becoming highly knowledgeable.

Sensory Differences

    • Over- or under-sensitivity to sounds, lights, textures, smells, or pain.

Need for Routine

    • Discomfort with change; prefers predictable, structured environments.

Impact

  • Everyday activities like school, meeting people, or trying new things can feel overwhelming.
  • These challenges can lead to stress, anxiety, low mood, and low self-esteem.

Top Tips for Support

Communication:

    • Use clear, concrete language; avoid sarcasm or ambiguous phrases.
    • Give instructions in small steps and correct order.
    • Use visual aids and props to support understanding.
    • Use your child’s name to get attention before speaking.
    • Speak clearly using short, simple sentences.
    • Start with single words (e.g., “car”) and gradually add one extra piece of information (e.g., “blue car”).
    • Be clear and specific: say “Put your coat on” instead of “Stop wasting time.”
    • Avoid sarcasm, humour, irony, or metaphors—they can confuse your child.
    • Match words with tone, facial expressions, and body language.
    • During anxiety or distress: use a calm voice, calm body language, and reduce eye contact.
    • Break tasks into small steps.
    • Offer limited choices (e.g., “Do you want cereal or toast?”).
    • Use pictures and drawings alongside words if helpful.
    • Allow processing time: speak, wait 6 seconds, then repeat if needed.

Structure & Predictability:

    • Prepare for changes using visual timetables and inform your child in advance if plans change to reduce anxiety.
    • Reduce sensory overload
    • Use timetables and calendars with pictures to show daily activities.
    • Maintain consistent routines for mornings, meals, and bedtime.

Positive Approach:

Focus on the child's strengths and talents and give them plenty of praise and rewards. Plan coping strategies for transitions and new situations to help them cope with things they find difficult.

What is ADHD?

ADHD (Attention Deficit Hyperactivity Disorder) is caused by differences in brain wiring; there is no cure as ADHD is not an illness, but symptoms can be managed through strategies, school support, and sometimes medication.

ADHD symptoms:

  • Attention (difficulty focusing, easily distracted)
  • Hyperactivity (restlessness, fidgeting)
  • Impulsivity (acting without thinking).

Many children show these behaviours occasionally, but ADHD is diagnosed when symptoms are persistent, severe, and impact daily life (school, social, family).

Diagnosis:

There is no single test for ADHD, instead diagnosis is based on:

  • Symptoms being present for at least 6 months
  • Symptoms being observed in two or more settings (home, school, clubs)
  • Other issues (e.g., hearing problems) being ruled out first.

With mild symptoms, some parents may feel a diagnosis is not important; this is totally fine and behaviours can sometimes be managed with self-help strategies and limited extra support. Even without a diagnosis, children are entitled to support in school if this is needed.

Symptoms 

  • Inattention: Forgetfulness, easily distracted, difficulty concentrating, poor organisation, difficulty sitting still, struggles to follow instructions.
  • Hyperactivity: Restlessness, excessive talking, fidgeting, “always on the go.”
  • Impulsivity: Acting without thinking, difficulty waiting turn, interrupting others.
  • Social challenges (turn-taking, following conversations).

Long-Term Outlook 

  • About 1 in 3 children do not need treatment or support for the symptoms of ADHD as adults.
  •      Many children and young people benefit from early support as this improves learning, friendships, and coping skills.
  •      Some may continue to struggle into adulthood with relationships, work, and mood.

Common Health Concerns Resulting from ADHD

  • Sleep difficulties
  • Emotional regulation challenges
  • Risk of anxiety or low mood if needs are unmet.

•     Strategies that might help:

  • Visual aids, lists, and breaking tasks into small steps.
  • Minimise distractions during the day.
  • Encourage physical activity and social clubs.
  • Role-play social skills and safety behaviours.
  • Consistent schedules help reduce stress.
  • Use reminders, alarms, planners.
  • Praise effort and progress.
  • Share strategies with teachers and other people who spend time with the child.
  • Medication may be recommended; see the Childmind Institute's guide for more info.

What is ADHD?

ADHD (Attention Deficit Hyperactivity Disorder) is caused by differences in brain wiring; there is no cure as ADHD is not an illness, but symptoms can be managed through strategies, school support, and sometimes medication.

ADHD symptoms:

  • Attention (difficulty focusing, easily distracted)
  • Hyperactivity (restlessness, fidgeting)
  • Impulsivity (acting without thinking).

Many children show these behaviours occasionally, but ADHD is diagnosed when symptoms are persistent, severe, and impact daily life (school, social, family).

Diagnosis:

There is no single test for ADHD, instead diagnosis is based on:

  • Symptoms being present for at least 6 months
  • Symptoms being observed in two or more settings (home, school, clubs)
  • Other issues (e.g., hearing problems) being ruled out first.

With mild symptoms, some parents may feel a diagnosis is not important; this is totally fine and behaviours can sometimes be managed with self-help strategies and limited extra support. Even without a diagnosis, children are entitled to support in school if this is needed.

Symptoms 

  • Inattention: Forgetfulness, easily distracted, difficulty concentrating, poor organisation, difficulty sitting still, struggles to follow instructions.
  • Hyperactivity: Restlessness, excessive talking, fidgeting, “always on the go.”
  • Impulsivity: Acting without thinking, difficulty waiting turn, interrupting others.
  • Social challenges (turn-taking, following conversations).

Long-Term Outlook 

  • About 1 in 3 children do not need treatment or support for the symptoms of ADHD as adults.
  •      Many children and young people benefit from early support as this improves learning, friendships, and coping skills.
  •      Some may continue to struggle into adulthood with relationships, work, and mood.

Common Health Concerns Resulting from ADHD

  • Sleep difficulties
  • Emotional regulation challenges
  • Risk of anxiety or low mood if needs are unmet.

•     Strategies that might help:

  • Visual aids, lists, and breaking tasks into small steps.
  • Minimise distractions during the day.
  • Encourage physical activity and social clubs.
  • Role-play social skills and safety behaviours.
  • Consistent schedules help reduce stress.
  • Use reminders, alarms, planners.
  • Praise effort and progress.
  • Share strategies with teachers and other people who spend time with the child.
  • Medication may be recommended; see the Childmind Institute's guide for more info.

Specific Learning Difficulties

Specific Learning Difficulties (SPLD) are difficulties affecting one or more aspects of learning (e.g., dyslexia, dyspraxia, dyscalculia). All children learn differently and at different rates but sometimes children may struggle in unexpected areas. For example they might excel at maths but struggle with reading or be good at science but find maths really difficult.

Specific Learning Difficulties are often genetic and run in families. They are neurological and persist throughout life. They can occur even in people who are really bright and excel academically.

Things to Rule out Before Diagnosing a Learning Difficulty

  • Sight & Hearing: Issues like poor tracking or glue ear can affect learning.
  • Physical Development: Core strength and fine motor skills matter.
  • Language: Problems with understanding, grammar, or speech can hinder progress.
  • Emotional Factors: Anxiety or family stress impacts learning.
  • Teaching Gaps: Missed instruction can cause setbacks.

Children Specific Learning Difficulties often struggle with executive function skills—planning, attention, memory, and self-regulation.

Things that might help are:

Helping with Attention and Focus

  • Create a calm space: Reduce distractions (noise, clutter, screens).
  • Teach “STOP and THINK”: Before starting tasks, encourage your child to pause and plan before they act.
  • Movement breaks: Short physical activities between tasks help reset focus.
  • Use sensory tools: Stress balls, fidget toys, or quiet corners can help.

Supporting Emotional Regulation

  • Spot triggers: Notice what causes stress (e.g., loud sounds, changes in routine).
  • Talk about feelings: Use simple analogies like “car and brakes” to explain calming down.
  • Practice calming techniques: Breathing exercises, mindfulness, or “body scans.”

·       Adapt the environment: Soft lighting, noise-cancelling headphones, or tactile objects.

Building Planning and Organisation Skills

  • Break tasks into steps: Use checklists or visual charts.
  • Use timers and reminders: Help manage time for homework or chores.
  • Practice planning through play: Cooking, crafts, or building games teach sequencing.

Boosting Memory

  • Write it down: Encourage notes, sticky reminders, or diaries.
  • Use visuals: Charts, pictures, and colour coding aid recall.
  • Rehearse and repeat: Practice instructions together.

Extra Tips

  • Celebrate strengths: Focus on what your child does well.
  • Collaborate with school: Share strategies with teachers for consistency.
  • Stay positive: Progress takes time—small steps matter.

Specific Learning Difficulties

Specific Learning Difficulties (SPLD) are difficulties affecting one or more aspects of learning (e.g., dyslexia, dyspraxia, dyscalculia). All children learn differently and at different rates but sometimes children may struggle in unexpected areas. For example they might excel at maths but struggle with reading or be good at science but find maths really difficult.

Specific Learning Difficulties are often genetic and run in families. They are neurological and persist throughout life. They can occur even in people who are really bright and excel academically.

Things to Rule out Before Diagnosing a Learning Difficulty

  • Sight & Hearing: Issues like poor tracking or glue ear can affect learning.
  • Physical Development: Core strength and fine motor skills matter.
  • Language: Problems with understanding, grammar, or speech can hinder progress.
  • Emotional Factors: Anxiety or family stress impacts learning.
  • Teaching Gaps: Missed instruction can cause setbacks.

Children Specific Learning Difficulties often struggle with executive function skills—planning, attention, memory, and self-regulation.

Things that might help are:

Helping with Attention and Focus

  • Create a calm space: Reduce distractions (noise, clutter, screens).
  • Teach “STOP and THINK”: Before starting tasks, encourage your child to pause and plan before they act.
  • Movement breaks: Short physical activities between tasks help reset focus.
  • Use sensory tools: Stress balls, fidget toys, or quiet corners can help.

Supporting Emotional Regulation

  • Spot triggers: Notice what causes stress (e.g., loud sounds, changes in routine).
  • Talk about feelings: Use simple analogies like “car and brakes” to explain calming down.
  • Practice calming techniques: Breathing exercises, mindfulness, or “body scans.”

·       Adapt the environment: Soft lighting, noise-cancelling headphones, or tactile objects.

Building Planning and Organisation Skills

  • Break tasks into steps: Use checklists or visual charts.
  • Use timers and reminders: Help manage time for homework or chores.
  • Practice planning through play: Cooking, crafts, or building games teach sequencing.

Boosting Memory

  • Write it down: Encourage notes, sticky reminders, or diaries.
  • Use visuals: Charts, pictures, and colour coding aid recall.
  • Rehearse and repeat: Practice instructions together.

Extra Tips

  • Celebrate strengths: Focus on what your child does well.
  • Collaborate with school: Share strategies with teachers for consistency.
  • Stay positive: Progress takes time—small steps matter.

What is Tourette Syndrome (TS)?

  • TS is an inherited neurological condition affecting about 1 in 100 school-aged children, similar in prevalence to autism but is less widely recognised.
  • More common in boys (around 75% of people diagnosed are boys).
  • Symptoms include tics (involuntary movements or sounds) that will often come and go.
  • Tics often start around age 6–7 and peak in early adolescence; about 50% of people will improve by adulthood.
  • Triggers for tics: stress, anxiety, excitement, tiredness, hunger, sensory changes.
  • Tics can decrease with exercise, distraction, or deep concentration.
  • Coprolalia (involuntary swearing) is rare—only affects about 10% of people with TS.

Impact of Tourette’s on children

  • TS is a spectrum condition; symptoms range from mild to severe.
  • Children may also have sensory issues, anxiety, or co-occurring conditions.
  • Tics can increase during transitions or stressful events.
  • Suppressing tics at school often leads to a rebound at home—this does not mean home is the problem.
  • Tics may cause discomfort or embarrassment, especially in social settings.

Things that can help

  • Avoid punishing tics—they are involuntary.
  • Provide safe spaces for children to manage tics discreetly.
  • Ask for extra support during transition periods (e.g., moving to secondary school).
  • Encourage simple explanations of Tourette’s to other children to reduce bullying and stigma.
  • Accept and ignore tics at home and encourage teachers to do the same in school.
  • Allow time for your child to release tics after school.
  • Inform teachers about TS to prevent misunderstanding and reduce stigma.
  • Gentle massage may help if tics cause pain.

Management and Support

  • Tourette's treatment options are detailed on Tourette's Action.
  • If tics are painful or severely disruptive, medication may be considered.
  • Psychological strategies (e.g., relaxation, exercise) can help, though evidence is limited.
  • Habit reversal therapy (practicing tics before stressful events) may reduce tic severity.

What is Tourette Syndrome (TS)?

  • TS is an inherited neurological condition affecting about 1 in 100 school-aged children, similar in prevalence to autism but is less widely recognised.
  • More common in boys (around 75% of people diagnosed are boys).
  • Symptoms include tics (involuntary movements or sounds) that will often come and go.
  • Tics often start around age 6–7 and peak in early adolescence; about 50% of people will improve by adulthood.
  • Triggers for tics: stress, anxiety, excitement, tiredness, hunger, sensory changes.
  • Tics can decrease with exercise, distraction, or deep concentration.
  • Coprolalia (involuntary swearing) is rare—only affects about 10% of people with TS.

Impact of Tourette’s on children

  • TS is a spectrum condition; symptoms range from mild to severe.
  • Children may also have sensory issues, anxiety, or co-occurring conditions.
  • Tics can increase during transitions or stressful events.
  • Suppressing tics at school often leads to a rebound at home—this does not mean home is the problem.
  • Tics may cause discomfort or embarrassment, especially in social settings.

Things that can help

  • Avoid punishing tics—they are involuntary.
  • Provide safe spaces for children to manage tics discreetly.
  • Ask for extra support during transition periods (e.g., moving to secondary school).
  • Encourage simple explanations of Tourette’s to other children to reduce bullying and stigma.
  • Accept and ignore tics at home and encourage teachers to do the same in school.
  • Allow time for your child to release tics after school.
  • Inform teachers about TS to prevent misunderstanding and reduce stigma.
  • Gentle massage may help if tics cause pain.

Management and Support

  • Tourette's treatment options are detailed on Tourette's Action.
  • If tics are painful or severely disruptive, medication may be considered.
  • Psychological strategies (e.g., relaxation, exercise) can help, though evidence is limited.
  • Habit reversal therapy (practicing tics before stressful events) may reduce tic severity.

What is Sensory Processing?

Sensory processing is how we receive, interpret, and respond to information from our senses:

You will know about our 5 senses (sight, hearing, touch, taste and smell) but do you know that we have three additional senses?

These are:

      • Proprioception (body awareness and position)
      • Vestibular (balance and movement)
      • Interoception (internal signals like hunger or tiredness)

Some children have difficulty processing one or more types of sensory input, leading to over- or under-reactions to sensory input.

More information

Signs of Sensory Processing Difficulties

  • Over-responsive: Easily overwhelmed by sounds, textures, lights.
  • Under-responsive: May not notice pain, temperature, or movement.
  • Sensory seeking: Craves intense sensory experiences (e.g., spinning, loud noises).

Impact on Daily Life

  • Affects learning, play, social interaction, and emotional regulation.
  • Can lead to anxiety, meltdowns, or avoidance of certain environments.

Occupational therapists often use sensory profiles and observation to identify patterns and make a diagnosis.

Strategies for Parents

  1. Prepare in advance: Warn your child about changes or sensory challenges such as going to a busy place.
  2. Create safe spaces: Quiet areas for calming down which children can retreat to if they need to.
  3. Use sensory tools: Weighted blankets, noise-cancelling headphones, sunglasses.
  4. Build resilience gradually: Slowly introduce challenging environments while teaching coping skills.
  5. Encourage self-regulation: Teach calming techniques like deep breathing or “body scans.”
  6. Adapt environments: Reduce clutter, adjust lighting, and manage noise levels.

Interventions need to be based on the child’s sensory profile (e.g., sensory seeking vs. sensory avoiding). It can help to identify triggers and calming strategies by observing your child and choose sensory activities that are safe, enjoyable, and practical for home and fit into your daily life.

Examples of Sensory Diet Activities

    • Proprioceptive: Jumping on a trampoline, carrying groceries, wall push-ups.
    • Vestibular: Swinging, spinning in a chair, riding a bike.
    • Tactile: Playing with playdough, sand, or water.
    • Calming: Weighted blankets, deep pressure hugs, quiet time in a cosy space.

Integration into Daily Life

    • Activities can be short (2–5 minutes) and fit into routines.
    • Combine with transitions (e.g., movement break before homework).

See our Helpful Links for more ideas on supporting sensory integration.

What is Sensory Processing?

Sensory processing is how we receive, interpret, and respond to information from our senses:

You will know about our 5 senses (sight, hearing, touch, taste and smell) but do you know that we have three additional senses?

These are:

      • Proprioception (body awareness and position)
      • Vestibular (balance and movement)
      • Interoception (internal signals like hunger or tiredness)

Some children have difficulty processing one or more types of sensory input, leading to over- or under-reactions to sensory input.

More information

Signs of Sensory Processing Difficulties

  • Over-responsive: Easily overwhelmed by sounds, textures, lights.
  • Under-responsive: May not notice pain, temperature, or movement.
  • Sensory seeking: Craves intense sensory experiences (e.g., spinning, loud noises).

Impact on Daily Life

  • Affects learning, play, social interaction, and emotional regulation.
  • Can lead to anxiety, meltdowns, or avoidance of certain environments.

Occupational therapists often use sensory profiles and observation to identify patterns and make a diagnosis.

Strategies for Parents

  1. Prepare in advance: Warn your child about changes or sensory challenges such as going to a busy place.
  2. Create safe spaces: Quiet areas for calming down which children can retreat to if they need to.
  3. Use sensory tools: Weighted blankets, noise-cancelling headphones, sunglasses.
  4. Build resilience gradually: Slowly introduce challenging environments while teaching coping skills.
  5. Encourage self-regulation: Teach calming techniques like deep breathing or “body scans.”
  6. Adapt environments: Reduce clutter, adjust lighting, and manage noise levels.

Interventions need to be based on the child’s sensory profile (e.g., sensory seeking vs. sensory avoiding). It can help to identify triggers and calming strategies by observing your child and choose sensory activities that are safe, enjoyable, and practical for home and fit into your daily life.

Examples of Sensory Diet Activities

    • Proprioceptive: Jumping on a trampoline, carrying groceries, wall push-ups.
    • Vestibular: Swinging, spinning in a chair, riding a bike.
    • Tactile: Playing with playdough, sand, or water.
    • Calming: Weighted blankets, deep pressure hugs, quiet time in a cosy space.

Integration into Daily Life

    • Activities can be short (2–5 minutes) and fit into routines.
    • Combine with transitions (e.g., movement break before homework).

See our Helpful Links for more ideas on supporting sensory integration.

Neurodiverse children can at times struggle living with their natural variation in brain function. The world is not always as accommodating as it should be for neurodiverse people and this can create some challenges. 

It might help to explain their neurodiversity to them and the people who interact with them.

You might use videos to do this. For example:

Mentally Healthy Schools - Videos to explain neurodiversity to children

There are also books that you might use. For example:

Read books that explain neurodiversity in a positive way

For older children or young people, they may like to watch the series Divergent Voices where many different neurodivergent people speak about how they experience their neurodiversity.

More ideas for supporting the mental health of children with SEND 

Neurodiverse children can at times struggle living with their natural variation in brain function. The world is not always as accommodating as it should be for neurodiverse people and this can create some challenges. 

It might help to explain their neurodiversity to them and the people who interact with them.

You might use videos to do this. For example:

Mentally Healthy Schools - Videos to explain neurodiversity to children

There are also books that you might use. For example:

Read books that explain neurodiversity in a positive way

For older children or young people, they may like to watch the series Divergent Voices where many different neurodivergent people speak about how they experience their neurodiversity.

More ideas for supporting the mental health of children with SEND 

It is relatively common for children with a neurodiversity to also have difficulties with speech and language. This can range from the child having no or limited verbal language and needing to communicate using Makaton for example to no obvious signs of a language delay but struggling to understand word play leading to misunderstandings. 

Here are some practical tips for you to experiment with to support your child’s speech development.

Foster Open Communication
Encourage all forms of communication—whether through words, gestures, or alternative methods like leading you to an object.

Use Visual Schedules
Visual aids like picture cards and schedules can make a big difference. They help children understand routines and anticipate what’s coming next, reducing anxiety and supporting communication.

Incorporate Structured Play
Games with clear rules—such as board games or puzzles—are excellent for practicing speech. The predictability of structured play can be reassuring and encourage interaction.

Explore Sensory Activities
Sensory-rich experiences like finger painting, sand play, or water games can help children feel more comfortable with different textures and sensations, which can positively influence speech development. Making slime, baking and playing with play dough are all great sensory activities.

Make Music Part of Learning
Songs and rhymes are powerful tools for language growth. Singing together helps children develop rhythm, vocabulary, and confidence—all while having fun.

Enjoy Storytime Together
Reading books with colourful illustrations and simple language is a classic way to boost speech skills. Ask questions and invite your child to join in the storytelling. For older children who might want to read books themselves but struggle, here are some cool books for teens with a low reading age.

Encourage Social Interaction
Group activities provide opportunities for children to learn from peers, build confidence, and practice communication in real-life settings.

Use Visual and Tactile Aids
Flashcards featuring everyday objects or emotions can make learning interactive and enjoyable, helping children expand their vocabulary. You can make your own or buy a set. More ideas on how to expand your child's vocabulary.

Practice Patience and Positivity
Celebrate every milestone, no matter how small. Your encouragement and understanding are key to helping your child progress at their own pace.

Check out our other resources on supporting language development: 

Hampshire Happy Talkers

Portage Support Platform

Communication

It is relatively common for children with a neurodiversity to also have difficulties with speech and language. This can range from the child having no or limited verbal language and needing to communicate using Makaton for example to no obvious signs of a language delay but struggling to understand word play leading to misunderstandings. 

Here are some practical tips for you to experiment with to support your child’s speech development.

Foster Open Communication
Encourage all forms of communication—whether through words, gestures, or alternative methods like leading you to an object.

Use Visual Schedules
Visual aids like picture cards and schedules can make a big difference. They help children understand routines and anticipate what’s coming next, reducing anxiety and supporting communication.

Incorporate Structured Play
Games with clear rules—such as board games or puzzles—are excellent for practicing speech. The predictability of structured play can be reassuring and encourage interaction.

Explore Sensory Activities
Sensory-rich experiences like finger painting, sand play, or water games can help children feel more comfortable with different textures and sensations, which can positively influence speech development. Making slime, baking and playing with play dough are all great sensory activities.

Make Music Part of Learning
Songs and rhymes are powerful tools for language growth. Singing together helps children develop rhythm, vocabulary, and confidence—all while having fun.

Enjoy Storytime Together
Reading books with colourful illustrations and simple language is a classic way to boost speech skills. Ask questions and invite your child to join in the storytelling. For older children who might want to read books themselves but struggle, here are some cool books for teens with a low reading age.

Encourage Social Interaction
Group activities provide opportunities for children to learn from peers, build confidence, and practice communication in real-life settings.

Use Visual and Tactile Aids
Flashcards featuring everyday objects or emotions can make learning interactive and enjoyable, helping children expand their vocabulary. You can make your own or buy a set. More ideas on how to expand your child's vocabulary.

Practice Patience and Positivity
Celebrate every milestone, no matter how small. Your encouragement and understanding are key to helping your child progress at their own pace.

Check out our other resources on supporting language development: 

Hampshire Happy Talkers

Portage Support Platform

Communication

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