Advice and information

Information for schools, parents, carers and young people

Plan and prepare

• Talk about and warn the child about loud noises where possible, e.g. school bells or fire alarms. Use soft, calm communication.
• Use tcalming and regulating before and after expected loud noises to support keeping the child in a 'just right' state of alert and calm.

Changes to the environment

• Consider surrounding noise levels and reduce auditory stimuli in and around the classroom. Consider competing noises such as a radio, another person talking, children tapping, clicking pens, sharpening pencils or an open window. Can these be reduced, or can the child or young person be positioned away from them?
• Provide a quiet corner in the classroom to reduce exposure to noise and movement. Use a small sensory tent with calming tools inside, if appropriate.
• Use a privacy board or shield to reduce surrounding noises.
• Make attempts to reduce reverberation within the classroom (the amount sound echoes or bounces off smooth walls, floors and ceilings). Adding room dividers, bookshelves, acoustic tiles, carpet, wall hangings and bulletin boards can reduce reverberation in the classroom.

Access to quieter spaces

• Can the child or young person go on an errand when the class is changing tasks, to avoid the sound of desks and chairs scraping and other children's chatter? Or can they use an ‘out of class pass’ for busier, noisier times?
• Lunchtimes, assemblies and PE can all be loud busy environments, so can the child or young person stay in a quieter area of the hall or just outside the noisy room?
• Can the child or young person come into school a few minutes early or late to avoid the busy noise when entering and exiting school? Can they use a quieter entrance?
• Can the child or young person use an individual or accessible toilet area to avoid unexpected hand dryer or flushing noises?

Ear defenders

• Ear defenders, ear loops, or noise-cancelling headphones can be used for certain activities. It's important not to use them all the time and to be aware of safety and communication - the child should be able to hear traffic noises when crossing the road and hear you talking.
• Ear muffs or headbands can be used to muffle some of the sound but still allow the child/young person to hear.

What if a child or young person doesn't seem to hear or listen?

If the child or young person is under-responsive and not registering noise, they may need additional support to hear and focus.

• Can you position them near the source of the information? e.g. near the smart board or blackboard? 
• You could also provide them with written or pictorial instructions to supplement verbal instructions.
• Call their name to ensure you have their attention before giving any instructions.
• It is always useful to have a hearing check with your health provider to rule out any hearing difficulties.

Before bathtime

• Use calming and regulating ideas before and after the task of washing and bathing to support keeping the child in a 'just right' state. Look at our calming activity sheet.
• Have a cuddle and read a book.
• Let them choose: can they pick a bath or a shower, what bubble bath to use, or any toys to pop in there?
• Prepare the room: run the bath before taking your child into the bathroom. Check the room temperature and use dim lights. Turn off any noisy fans.

During bathtime

• Shower choices: a big shower head spreads water more gently. If they can, let your child hold the shower head and control the water.
• Bubble bath and shower gel: can your child choose the bubble bath or shower gel? If they find smells difficult, use unscented soaps and shampoos.
• Gentle movements: use slow, steady movements if you are lifting or supporting your child into the bath, rather than fast movements.
• Warm water: use warm water as this is very calming and soothing.

Bathtime fun!

• Toys and games: use bubbles, colourful bath toys, or let them draw on the bath tiles.
• Mirror time: a mirror can help them see what's happening and feel more aware of their body.
• Talk through it: explain every step. Say things like "now I'm going to wash your arms", so they know what to expect.

Other tips

• Face washing: if they don't like water on their face, try goggles, a shower cap, or let them hold a towel over their face.
• Stay warm: use a big towel to keep them cosy and dry them quickly so they don't feel cold.
• Helpful tools: a grab rail or a large platform step can make getting in and out easier.
• Touch: use firm, sustained touch when you make contact with the child for washing and drying. Avoid light, unstructured touch.
• If the child dislikes having their face or body washed, encourage them to wash themselves. This touch can be easier for children to manage. You can use a dry sponge or equivalent to demonstrate on your own body.

Please be mindful of the child's safety and consent during all these activities. When completing any activities, please make sure the area you are working in is safe and the activity is safe for the child. The activities need to be fun and incorporated into the child or young person's routine. You may need to try different ones to see what is successful.

The ideas and tips below have been organised by sense.

Proprioception

Proprioception is the body's subconscious "sixth sense" that allows you to perceive your position, movement, and force in space without needing to look.

Press ups, chair press ups, or wall presses

Make sure feet are flat on the ground and movement is coming from bending the elbows. The child can do this regularly throughout the day, such as before school, at lunchtime, and after school.

Prayer pushes

Push hands firmly together to increase pressure and awareness of arms and hands.

Therapy ball/peanut ball

Ensure the correct size of ball is used, and the area is safe. A peanut ball has more stability than a round ball.

• Ball squash: the child lies on their tummy on a mat, and a large exercise/fit ball is rolled up and down the child's arms and legs slowly (not directly onto the tummy area) using maintained and consistent pressure. Check with the child or young person that they are happy and comfortable.
• Wall walk: ask the child or young person to stand with the ball between their back and a wall. The child should use their body to press the ball into the wall with their back, and see if they can 'walk' the ball up and down or along the wall.
• Walkover: ask the child or young person to roll forward carefully over the ball with their weight. With outstretched arms, as if doing a press up, roll backwards and forwards over the ball.
• Ball push or throw: push a large therapy ball across or around a room. Roll or throw and catch with a partner.

Other equipment

• Use a Theraband or stretchy tubing to stretch between arms/hands (ensure the Theraband is stored safely when not in use).
• Play tug of war together using a skipping rope/stretch fabric or blanket. Play row the boat with a smaller/younger child.
• Rub out chalk pen from boards in a classroom.
• Wipe the tables or windows down.
• Play jumping games, such as hopscotch and skipping.
• Commando crawling games/races.
• Wipe the tables or windows down.
• Ask students to help rearrange chairs or desks in a classroom or carry books with both hands.
• Pilates plank exercise: the child lies face down on the mat, comes up onto their forearms and onto their toes, forming their body into a 'plank' position.
• Use lycra material or bags to push and stretch against with arms and legs.
• Try animal walks such as frog jump (squat on floor, place hands on floor in front. Move both hands forward, then bring feet up to hands in a jumping motion) or bear walk (with hands and feet on floor, move right arm and leg forward simultaneously, then move left arm and leg. If this is too difficult, try it on hands and knees).
• 'Chewing' food such as stringy cheese, cereal bars, dried fruit, sweets, chewing gum and bagels.
• Sucking and blowing activities such as sucking yoghurt/thick milkshake/smoothie through a straw, sucking lollipops or hard sweets, sucking water bottles through sport bottle tops, sucking items using a straw to transfer them from one container to another, sucking drinks through several straws at once or one narrow cocktail straw, blowing bubbles using a straw, blowing musical instruments, 'blow football' using cotton wool balls or feathers.
• Help with heavy work such as pushing a sofa, relocating plant pots, hoovering, digging soil, carrying the washing basket, shopping bags or buckets of water, raking grass, pushing a wheelbarrow, or washing the car.
• Put on a heavy coat or heavy blanket over the shoulders as part of 'chill out' time. Carry a heavier backpack.
• Wrap the child tightly in a blanket or roll the child up in the blanket to make a 'hot dog'. 

Vestibular

The vestibular sense is our body's primary sensory system for balance, movement, and spatial orientation.

• Play jumping games such as hopscotch and skipping.
• Trampoline or trampette play.
• Handstand wall stands.
• Slow rocking, e.g. rocking chair, rocking horse, chair swing, linear movement on a gym ball.
• Gentle bouncing on a gym ball.
• Bouncing around a coned course on a Space Hopper or gym ball.
• Riding a scooter, balance bike, or bike.
• Walking along a balance beam.
• Swinging on a swing, hammock, or rope.
• Use the equipment at local play areas.
• Obstacle courses: going over, under, and around items.

Tactile/deep pressure

• Bear hug.
• Firmly stroke down arms or legs: encourage the child or young person to do this themselves, perhaps with a ball or roller.
• Use Lycra sports wear to provide constant firmer pressure to the skin.
• Use a heavy beanbag or pillow on the child's knee while sitting.
• Sausage roll - roll the child up in a blanket and gently squash.
• Squashy sandwich - make a "sandwich" out of your child between couch cushions. Gently add pressure as you pretend to put on pickles, cheese, lettuce, etc. 
• Ball squash - child lies on their tummy on a mat and a large exercise/fit ball is rolled up and down the child's arms and legs slowly (not directly onto the tummy area) using maintained and consistent pressure. Check with the child or young person that they are happy and comfortable.

Other

• Allow chillout time prior to homework in a daily routine.
• Try to structure the young person's time and consider introducing an 'activity schedule' to reduce anxiety.
• When the young person cannot hear what others are saying or cannot focus, a visual timetable or written list of what to do may help as a reference.
• Developing a routine and a consistent way of doing things is really helpful and can reduce the impact of overreacting. Organisation can give the young person a sense of control over how they plan their day.
• Calming scents such as lavender or scents the child likes, e.g. dad's aftershave on a piece of fabric/tissue or on the sleeve.
• Encourage the child to listen to quiet or 'environmental sound' music with headphones.
• Use flannel sheets for calming warmth at bedtime.
• Use low-level lighting or dim lights.
• Use a soft voice and slow down your movements and speech.
• Avoid rushing or hurrying the child as much as possible - plan ahead.
• Paint the young person's room in soft, pastel colours and put dark blinds or lined curtains on windows to prevent light from distracting them.
• For community visits, consider quieter supermarkets, off-peak shopping times, using online shopping instead, and quiet spaces in restaurants such as dining booths.
• Consider earplugs or noise-cancelling headphones.

This information is for young people, parents and carers.

Learning about periods

It's good to start talking about periods early. Girls can get their period anytime between nine and 16 years old. There are books, videos and stories available to help explain what periods are.

Different products for periods

Reusable pads

These are washable and can be used again. You need to carry them until they're washed, which might feel yucky. They can feel heavy and wet when full, but you don't need to buy them often.

Disposable pads

These are thrown away after use, so you don't need to carry them. They come in different sizes and need to be bought regularly.

Period pants

These are like regular underwear but they absorb blood. They last longer than pads, so you don't need to change them as often. They need to be washed but don't need to be bought often.

Tampons

These are put inside the body. Once in, they're usually comfortable. They're thrown away after use but can be tricky to learn how to use.

Menstrual cups

These are also used inside the body and need to be emptied and washed. They might feel strange at first but are comfortable once in. You only need to buy one or two a year.

Getting ready for periods

• Periods can start unexpectedly. Keep spare pads, underwear, and wipes in a small bag or pouch in your school bag. Perhaps include hand sanitiser, too.
• Have a practice of how pads or period pants feel against your skin. Perhaps wear some at home just to get used to them.
• Think about who you can ask for help at school and where the nearest toilets are.
• Use a calendar or app to track your periods and set reminders to change your pad or pants.
• Plan for where the nicest toilets in your school day may be.
• At home, make sure there is a bin nearby the toilet.
• Perhaps use scented bags to put all used products in.

At school

• Schools can help by having spare period products and bins in toilets. Some kids may need a quieter, cleaner bathroom for privacy.
• Consider allowing a 'toilet pass' so the young person can visit the toilet whenever they need to, even in lesson time.

Dealing with pain

Periods can sometimes hurt. Here's what may help.

• Use a heat pack, hot water bottle, or stick-on heat patch.
• Talk to an adult about painkillers like paracetamol or ibuprofen.
• Go for a walk or do some light exercise to feel better.

Mood and feelings

Before or during your period, you might feel more emotional or annoyed by noises. This is normal.

It may help to write about your feelings, talk to a friend or adult, and do something nice for yourself to feel better.

Need help?

If you're worried about your periods, talk to a doctor, school nurse, or health team.

Tips for parents and carers

• If your child doesn’t like toilet paper, try using wet wipes or a wet cloth.
• Keep things quiet and calm during potty training. Bright lights or noisy fans can be scary. Hand dryers in public bathrooms might also frighten them.
• Some children don’t like hard toilet seats. You can use a soft or padded one.
• If they feel wobbly, it can make them nervous. Use a step to help their feet reach the ground. You can also try a smaller toilet seat or a handrail to help them feel steady.
• To help your child learn to wipe, play fun games like passing a ball around their back or legs. Teach them how to fold toilet paper by practising with shaving foam or chocolate spread on a plate.
• If they’re scared of getting messy, let them wear gloves while practising.
• Use a big mirror so your child can check if they are clean after wiping.
• If they don’t like bad smells, you can put a nice smell they like on their sleeve or collar.
• Some children feel safe wearing a nappy. To help them get used to the toilet, let them wear a nappy while sitting on it.
• Help your child notice things like how a nappy feels heavy or smells different when it's used.
• If they don't notice when they pee, let them go without clothes for a while. They can see what happens and learn how it feels.
• As they grow, they might not like lying down for a nappy change. Try changing them while they stand.
• Use pictures or stories to show them how to use the toilet.
• Let them help pick out new things, like underwear, so they feel excited about it.

These tips may help parents or carers of a child during haircuts.

Getting ready

• Stay calm: do something relaxing before and after the haircut, like listening to music or cuddling.
• Use some of the activities listed in the calming and regulating idea section of this page.
• Watch first: see someone else get their hair cut, like a sibling or someone in an online video.
• Pretend play: use a doll to play "hairdresser" at home.
• Practice with scissors: to get used to how scissors work, try safe activities such as cutting paper.
• Explain the plan: tell your child where you're going, who will cut their hair, and how long it will take.
• Wearing a tight hat or having a firm but gentle head massage beforehand may reduce sensitivity.
• Practice first: tug gently on their hair without scissors so they get used to the feeling.

During the haircut

• Time limits: use a timer (like a phone countdown) to show when the haircut will end.
• Talk through it: ask the hairdresser to explain what they're doing in simple words.
• Noise help: if clippers are too loud, try scissors instead. Use headphones or play calming music.
• Mirror choices: let them watch in the mirror or turn away if the mirror feels like too much.
• Stay close: let them sit on your lap for a hug if it helps.
• Avoid light touch: use firm but gentle sustained touch during contact, including the shampoo stage.

Other tips

• Distract them: bring a tablet, music, or a favourite toy to keep them calm.
• Firm touch: use gentle but firm touch during washing and cutting - light touch may tickle or irritate.
• Avoid itchy hairs: bring extra clothes to change into after the haircut so small hairs that have been cut off don't itch or irritate skin.
• Shampoo smells: bring a shampoo they like from home or use unscented ones.
• Skip washing: if washing feels like too much, try a dry cut or wet their hair at home first.
• At home: if hair salons are overwhelming, ask a mobile hairdresser to come to your house.

For parents

• Humber and North Yorkshire Healthier Together
• ADHD UK - provides support and information about ADHD
• The National Autistic Society - provides support and information about autism
• Autism and communication (The National Autistic Society)
• Caudwell Children - provides practical and emotional support for disabled and autistic children
• Caudwell Children's charity-funded sensory packs
• The Sleep Charity
• Newlife - the UK's largest provider of specialist equipment for disabled children
• Newlife's play therapy pods
• ERIC - a national charity dedicated to improving children's bladder and bowel health
• Learn about interoception (Student Wellbeing Hub)
• Interoception daily activity list (A resource by Kelly Mahler, Occupational Therapist)
• The William Merritt Centre - provides information and advice about equipment, including wheelchairs/buggies, wheelchair-accessible vehicles, car seats, and car safety
• Downloadable reward charts (Twinkl)
• Downloadable 'now and next' boards (Twinkl)
• Downloadable smiley faces (Twinkl)
• Downloadable feelings page (Twinkl)

For professionals

• The Zones of Regulation - a curriculum available for settings that provides an easy way to think and talk about how we feel on the inside
• Sensory approaches (Royal College of Occupational Therapists)