I have helped many children 'unmask' over my career. It is a scary thing to do & many times parents & teachers ask me "what have you done to this child - they are more outspoken/ vocal/ challenging". But they are more authentically themselves & happier - less mentally unwell.

An essential component of the jigsaw of understanding and responding. Sensory issues - under or over responsive - are much more common than most people think.

Children feel safer with boundaries. Sometimes it's hard to know how to implement them without escalating conflict....

Positivitree and there associates often have useful and informative stuff going on. Sensory perception and the needs it triggers is way more important than most people think.

Executive Function is one of the key aspects of the brain's job which is hugely impacted by ND. Even if you suspect a child in your life may be ND then help then and support them to do these things - not sanction them when they get it wrong and feel frustrated or bored.

These are all skills which can be learned and therefore taught.

What she said....

If you see the behaviours inside the wheel, consider that the feelings and responses at the edge may emerge. What does the child's backstory tell you?

Skills for life are taught and modelled. If we want socially adept classroom readiness and children who play without conflict we have to focus on it, not phonics or numbers or mark making instagram.com/reel/DJHGvOoyx…

Gabor Mate nailing tte core to ADHD and addictive behavior. Not a lack of will power but a difficulty with won't power.....://www.instagram.com/reel/DG0mJ4tAZi1/?igsh=ZHg0YnBpa3NrcjZ5

Was listening but didn't understand... or was distracted so couldn't get it... or was tired and hungry so couldn't focus...or was upset by home and had a 'full' head. Support - not sanctions.

PDA is about anxiety and autonomy not being obstructive or disruptive ://www.instagram.com/p/DJvzPKCMBXR/?img_index=6&igsh=eTN3MjVvOXkwM3Rq

When someone else is overwhelmed by thier feelings it can be so difficult to be the person they need. What do we do - wat do we say - what will help?

I've seen reflex work make a huge difference to hypervigilant children. instagram.com/reel/DKc0cPWNZ…

When there is a struggle for internal motivation, then the external rewards and the negative consequences have to be clear. Rewards need to be frequent, not saved for the end. Delayed gratification is an issue too. ://www.instagram.com/reel/DJXVEcTOGs0/?igsh=eDNpMWZyNDMzYmhq

Lower expectations to where the person is developmentally rather than where they should be chronologically. That will help get the correct response and give the correct support and make for a realistic outcome. facebook.com/reel/593686193…

Some great supportive 'scripts' for adults rebuilding relationships with offspring or pupils instagram.com/p/DLOJxCFPtp3/…

Erikson made a map of psychological development which can be helpful. Think about what the ages and stages mean - Nursery /F stage children are just developing guilt. And the key age of pre teen / teen develops inferiority - take great care how we, as educators, use this growth.

The Sun Room is super cosy in the dark months. Come for relaxing reflexology and yoga. instagram.com/reel/DQumuyhDP…