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Find help and advice to support the needs of your child at all stages of their neurodiverse journey.
It is estimated that around 1 in 7 people in the UK experience, view and understand the world differently. The word ‘neurodiverse’ can be used to describe this.
In this video, Brent residents and young people, who have SEND, tell us about their experiences with disability and how they see it.
About me - Neurodiversity
By acknowledging and understanding the ways neurodiverse people interact with everything around them, we can help to improve the support and try to ensure that people reach their full potential.
Some people may experience differences with recognising and processing emotions, sensory integration, learning ability, anxiety, and memory. The word ‘neurodiverse’ can be used to describe this. This term typically refers to a range of differences that include:
Autism, or Autism Spectrum Disorder (ASD) may include challenges with over- or under- sensitivity to the environment, anxiety, highly focused interests or hobbies, repetitive behaviours and social communication and social interaction.
Attention Deficit Hyperactivity Disorder (ADHD) can have three presentations: inattention, hyperactive-impulsivity and a combination of both these presentations. ADHD impacts behaviour and can interfere with day-to-day life including at school.
We are moving away from using the term “dyslexia” and towards “specific learning difficulties” (SpLD).
The term ‘specific learning difficulties’ is inclusive of:
Tourette’s Syndrome is confirmed when people have involuntary vocal and motor tics for longer than a year.
NHS information about Tourette's Syndrome
Tourette's Action Organisation
Motor Coordination Differences refers to Dyspraxia and motor tics.
NHS information about dyspraxia
Dyspraxia Foundation
NHS information on tics
Speech, Language and Communication Differences can refer to when an individual has difficulty communicating with others, saying what they want to or understanding what is being said to them.
Vocal tics or Speech and Language disorders can be categorised under the term ‘Speech, Language and Communication Differences’. These differences can occur without or alongside other needs such as ASD and ADHD.
However, they can occur for those with traits of these.
RCSLT Speech, language and communication differences factsheet
Some children and young people may have social communication and interaction differences. This could mean they find it tricky to understand and use language, especially in social situations. This can affect how well they learn at school, their friendships, how they interpret the world around them and their emotional and mental health as they grow up. This is common for those with Autism or traits of Autism.
Understanding social communication and interaction differences
You can find a list of useful words and terms connected to Neurodiversity on the Brent’s Youth Zone website.
Parents, carers and people who support children and young people (CYP) selected the apple tree image below to represent neurodiverse children in Brent.
The apples represent types of neurodiversity, whilst the leaves stand for strengths and positives of neurodiverse children and young people. You may feel your child belongs to different apples as they may present with more than one need. Please note, every child is different so not all strengths will present.
An apple tree where the apples and leaves represent different types of neurodiversity and their strengths and weaknesses.
The THRIVE Framework is an integrated, person centred and needs led approach to delivering services for children, young people and families.
THRIVE framework is for:
The Thrive model showing the four mental health and wellbeing needs of children and young people.
The organisations and resources listed in each of the four sections may overlap. This is because they are available to children and young people at different stages throughout their journey.
This section covers those with concerns who need advice and signposting.
You can contact your child's school, or they may approach you. Below are some of the people you may work with when your child is presenting with challenges:
Find more information on getting a SEND assessment.
You may want to contact a universal health service to advice you on your concern of your child pr young person.
These services include:
Family Wellbeing Centres in Brent are available to support children and young people and their parents or carers in a range of areas. They are able to offer support for families with a child with SEND.
Once you have raised your initial concerns, your child's school can provide a source of targeted early help.
Schools will initially support a child or young person within their educational setting. They may also contact other support services to provide additional help and resources.
This could include:
Some children and young people with special education needs and disabilities (SEND) may need support from social care services.
There are also organisations that you can contact for emotional health and wellbeing support:
If your child needs more help, educational settings and other teams may be able to provide additional guidance and support.
Many children will have special educational needs at some time during their education. For most, this will be a short-term need that can be met through the expertise and resources of their nursery, school or college.
If your child or young person’s challenges impact their emotional wellbeing, the following support may be available:
The Early Years Inclusion Support Team (EYIST) support the inclusion of young children in early years settings (under 5s) who have a range of SEND that may be affecting their learning and progress.
An Emotional Literacy Support Assistant (ELSA) can support children with their emotional health and wellbeing. ELSAs are trained by Brent’s Educational Psychology Service in line with the national ELSA Network guidance. After training, the ELSAs receive regular continued support by our Educational Psychologists. Contact your school or educational setting directly to ask whether they are on the ELSA programme and enquire about sessions.
All people in the Mental Health Support Teams (MHST) are trained to provide low-intensity interventions to support students’ mental health within schools. Educational Mental Health Practitioners can support children and young people presenting with low mood and/or anxiety by working collaboratively with the schools to hold one-to-one direct sessions with students.
WEST (Wellbeing and Emotional Support Team) is a targeted mental health service for vulnerable children and young people aged from four to 18 years old (up to 25 for people with special educational needs and disabilities).
In order to access the WEST service, children and young people must:
Referrals can be made by the child or young person, parents, schools, or their support staff.
This includes verbal tics even if your child does not meet the formal criteria for a Tourette’s diagnosis.
The speech and language therapy service in Brent provides a high-quality service to children and young people who:
The service work in partnership with you and your family, as well as other health, education, social care and voluntary service professionals.
If you school needs help or resource to support your child's learning difficulties, they can liaise with the Educational Psychology Service who can provide additional support.
The NHS website has useful information on Developmental Co-ordination Disorder (DCD),
A therapist from the Children's Occupational Therapy Service may be involved in supporting your child’s needs.
Paediatric Physiotherapy is a specialist service for children and young people aged 0-18 years old (up to 19 for those in special schools) with gross motor difficulties that impact on their everyday function and independence.
The NHS has more information on symptoms of Tourette's syndrome and where to seek medical advice.
If your child is presenting with Social Communication and Interaction challenges, their educational setting and the people supporting them may advise that a Neurodevelopmental assessment is appropriate.
View information on assessments and diagnosis for ASD and ADHD.
Once your child’s needs have been identified, there are a number of teams who may be able to support you.
Brent’s Educational Psychology Service (EPS) can provide specialist, independent advice in early year settings, schools and colleges.
If your child requires support more their school setting can offer, if appropriate, you may want to consider applying for an Education, Health and Care Needs Assessment.
The organisations and groups listed in the ‘Getting help’ and ‘Getting more help’ sections can also provide support with a child or young people’s emotional wellbeing.
If you think your child needs additional support and is at risk, the Child and Adolescent Mental Health Services (CAMHS) may be involved.
For support on your child’s neurodiverse needs, the Centre for ADHD and Autism Support (CAAS) can provide you with further help and information. The centre not only provides support to young people but also to parents and carers.
The Brent Outreach Autism Team (BOAT) supports settings in their work with children and young people up to the age of 19, who have been diagnosed with autism.
National Autistic Society offers advice and support to autistic people in the UK and their families.
If your child is on medication for their ADHD, this will be reviewed by Child and Adolescent Mental Health Services (CAMHS) at least annually.
Your child will continue to be supported with their challenges by their educational setting. However, if you have concerns at home or outside of their educational setting there is social care support available.
Our children's speech and language therapy service in Brent provides a high-quality service to children and young people.
Support from the Children's Occupational Therapy Service , Paediatric Physiotherapy Service and the children's speech and language therapy service are also available for those with motor coordination differences (Dyspraxia and Tics) and Tourette’s Syndrome.
There is a range of organisations and online resources that can help provide advice and support you and your child through different stages of their development.
Below are some books and resources that you and your child may find useful.
Learn how to support your child’s development of social communication and interaction, with this Intensive Interaction video.
Here are some tips and advice from parents and carers that can help you and your child:
"Try to learn as much as you can about your child's condition because this will help your child but also make you stronger to support him."
"There is plenty of help and assistance such as support groups with families in similar situations and support for your child. It may initially be very challenging but it definitely does get better."
"There are numerous professionals who you can speak to about your concerns. These are usually referred by your GP.
"Keep a diary of your concerns, when they become overwhelmed note causes as it is not a one off"
"Speak to the school and make a plan about next steps"
"You'll slowly work out what makes the child happy and what they don't like. They enjoy cuddles and lots of love."
"Stay focussed and trust the process and make sure you exercise a lot of patience."
"Ensure you have structure and routine"
"Help them build friendships"
Most of all, don't give up and celebrate who they are!