What is Dyslexia?

“Dyslexia is a language-based learning difference. It mainly affects how a person processes the sounds in words. This ability is called phonological awareness”

~ Dyslexia Scotland, 2024

What is Autism?

“Autism is a lifelong neurodevelopmental difference in the way a person communicates, interacts and processes the world around them”

~ Scottish Autism, 2025

What is ADHD?

“ADHD is a neurodevelopmental difference that affects approximately 5% of the UK population. Around 37,000 children and young people in Scottish schools have ADHD. Some individuals experience challenges with attention and concentration, but not hyperactivity or impulsiveness. This form of ADHD is sometimes called Attention Deficit Disorder or ADD. ADD can sometimes go unnoticed because the symptoms may be less obvious”

~ Education Scotland, 2023

What is Neurodivergent?

This term refers to individuals whose cognitive functioning differs from what is typically expected. It encompasses conditions such as autism, ADHD, dyslexia, and others. Neurodivergence represents a different, not lesser, way of experiencing and interacting with the world.

What is Stimming?

Short for self-stimulatory behaviour, stimming involves repetitive movements, sounds, or actions that help regulate emotions, manage sensory input, or maintain focus. Common among neurodivergent individuals, stimming can have a calming or grounding effect.

What is Executive Functioning?

This term describes a set of mental processes that support goal-directed behaviour, including planning, organisation, time management, task initiation, working memory, and flexible thinking. Difficulties with executive functioning can impact daily tasks.

What is Sensory Processing?

This refers to how the nervous system receives and interprets sensory information, such as sounds, textures, and lights. Some individuals may experience heightened sensitivity (hypersensitivity) or reduced sensitivity (hyposensitivity) to sensory input, which can affect their comfort, focus, and overall well-being.

What is Masking?

Masking is the act of consciously or unconsciously suppressing or camouflaging aspects of one's neurodivergent identity to conform to social norms or avoid judgment. While this behaviour may be necessary for social acceptance, it can be mentally and emotionally exhausting over time.

Why does my child have a meltdown after school but not during it?

During school, your child is likely masking their true feelings in order to appear more "normal" and fit in with friends and peers. They may also be trying to avoid drawing attention to their behaviour, possibly out of fear of the repercussions that could follow. As a result, when they return home from school, clubs, friends' houses, or other activities, they may finally feel safe enough to express their emotions, stress, and feelings with those they trust. They know that, based on experience, you will love them unconditionally regardless of how they behave. This should reassure you that you are doing a fantastic job!

Is it okay to use the words autism / ADHD / dyslexia?

Every child and adult is different. Some may embrace labels as a way to reassure themselves that they are not "wrong," just different. However, other children and adults might prefer to avoid such language, feeling that it separates them from the rest of society. To support your child, it's important to have an open and honest conversation about this topic. Discuss the pros and cons of using specific terminology and ask them how it affects their feelings. After this discussion, you should have a clearer understanding of whether your child is comfortable with you using specific labels.

Why do routines help so much?

Routines can benefit your child by reducing uncertainty in their daily life. Many neurodiverse children, in particular, struggle with anxious thoughts about what will happen next. Uncertainty can arise when their schedule is interrupted, leading to fears that something bad might occur if they don't follow their routines. Some children need visual aids to help them understand and prepare for the next activity.

Having a consistent routine provides structure, and when routines are followed without changes, children are less likely to worry or stress about upcoming events. This alleviates a significant burden for them and can help them feel more settled and open to having rational conversations.

Routines that are created by the child themselves can be especially effective, as they allow the child to discuss, question, and determine a sequence of events that helps them remain calm and composed during typically challenging parts of the day.

Should I tell my child about their diagnosis?

As a neurodiverse educator, I recommend discussing any diagnoses your child may have. I believe this is important because having a "label" has not only helped me understand why I do and say things in particular ways, but it has also helped the people in my life understand me.

While this may not be the case for your child, it's essential to question whether you hesitate to tell them out of concern for what others might think? Are you worried that your child will be different from other children? Or are you concerned that it may negatively impact their well-being? If your hesitation is rooted in one of the top two questions, then it's not a reasonable decision to avoid discussing the diagnosis with your child.

Your child will display behaviours, patterns, or other neurodiverse traits whether or not you tell them about their diagnosis. An open and honest conversation will help them understand why they might do things differently or struggle in certain areas at school. It can also empower them to research and discuss their diagnosis with others who can provide additional support.

It also enables your child to communicate with their friends and family, knowing they have the appropriate language to express their needs. This can significantly impact how your child interacts with the world as they grow and learn.

What’s the difference between a tantrum and a sensory overload?

A tantrum usually occurs when a child wants something, such as a toy, attention, or a specific outcome. It involves goal-driven behaviour and can often stop if they get what they want or realise it won’t happen. Tantrums are a normal part of emotional development, especially in younger children who are learning to manage their frustrations.

In contrast, sensory overload is about the child’s needs rather than wants. It occurs when their brain becomes overwhelmed by excessive sensory input, such as loud noises, bright lights, strong smells, or an overwhelming amount of information. Sensory overload is not a choice, and children cannot control it.

During a sensory overload, a child may:

• cover their ears or eyes,

• cry, scream, or shut down,

• run away or lash out,

• struggle to speak or respond.

They aren’t seeking attention; they’re trying to cope with a challenging moment.

Think of it this way:

A tantrum is “I don’t like this.”

A sensory overload is “I can’t cope with this.”

How to help:

1. Stay calm and ensure a safe environment.

2. Reduce sensory input (like turning off lights, using a quiet voice, or stepping outside).

3. Offer comfort without pressure.

4. Wait until the child is calm before discussing the situation.

Your understanding is crucial. You’re not spoiling your child; you’re supporting them, and that makes a significant difference.