Supporting Regulation, Connection, and Everyday Ease: Our Experience with tPBM at Little Kneaders At Little Kneaders, we are always guided by one simple intention: to support each child and family in a way that feels respectful, compassionate, and attuned to their unique way of being in the world. Every nervous system is different. Every child has their own rhythm, their own sensitivities, their own strengths. And often, what families are looking for is not “fixing,” but support, support that helps things feel a little calmer, a little clearer, and a little more manageable day to day. One of the ways we have been able to offer this kind of support is through tPBM (transcranial photobiomodulation). While our role at Little Kneaders is focused specifically on providing tPBM (and we do not offer additional services such as Speech and Language Therapy, Physio or Occupational Therapy), we have been quietly observing something really meaningful in the families we work with. Over time, many parents have shared gentle but powerful shifts. They describe a sense of calmer overall behaviour, not in a way that suppresses who their child is, but in a way that allows them to feel more settled and safe in their own body. Many parents mention their child having more restorative and peaceful nights sleep, which enables and encourages further development and growth to take place. We’ve seen reduced sensory sensitivities, where environments that once felt overwhelming become more tolerable, sometimes even enjoyable. For some families, there have been moments that feel especially significant, like being able to walk through a shop hand-in-hand with their child when that previously felt out of reach. These are the kinds of everyday experiences that can carry so much meaning. Parents have also shared a reduction in dysregulation around change and new environments, alongside a reduced flight risk, allowing for a greater sense of safety and predictability when out and about. In many cases, there has been a noticeable increase in communication and more organised thinking. Children and young people seem more able to express themselves, initiate interaction, and engage with the world around them in ways that feel more accessible. We’ve also observed: An increase in initiative Improved executive functioning Increased cognitive flexibility Increased abstract reasoning Reduced impulsivity A growing ability to cope within the school environment For some individuals, families have reported a reduction in tics and Tourette’s symptoms, as well as improvements in mood and emotional regulation. One of the most significant areas of improvement with clients has been in the digestive system, with feedback of bowels moving daily, and constipation easing. This is often an area that many children and teenagers are impacted by, which causes great dysregulation due to the pain and sensory discomfort it brings with it. There have also been encouraging signs of successful integration of primitive reflexes, alongside a reduction in anxiety and depression, and a noticeable easing of brain fog, with greater clarity and focus. The teenagers and adults we have worked with have given feedback on the constant chatter in their minds, quietening, their communication becoming more articulate and organised, their sensory sensitivities becoming manageable, and their migraines reducing. At the same time, we feel it’s important to hold this work with honesty and care. Occasionally, social media can suggest that photobiomodulation therapy is a “miracle cure.” That hasn’t been our experience. Rather than changing who a child is, tPBM appears to support the nervous system in ways that can help with regulation, cognitive development, organisation, and many of the areas described above. As with anything, there also come risks, but the risks with tPBM are minimal with parents and individuals only reporting short periods of dysregulation, seeing vivid colours, tiredness following the first session and some short term abdominal bloating. And just as importantly, it’s essential to remember that a child’s neurodivergence is not something to be removed. Each child remains exactly who they are, this work simply aims to support them in feeling more comfortable, more regulated, and more able to engage with the world around them. When we step back and look at the whole picture, what stands out most is not any single change, but the way these shifts come together to support daily life. Things can feel smoother. More connected. More possible. And perhaps most importantly, families often describe a renewed sense of ease, both for their child and for themselves. It’s important to say that every experience is unique, and there is no one-size-fits-all outcome. What we offer is a supportive, non-invasive approach that works alongside each individual’s nervous system, at their own pace. We feel incredibly privileged to walk alongside the families who choose to work with us, and to witness these changes, big and small, as they unfold over time. At the heart of it all, this is about supporting regulation, connection, and the ability to move through the world with a little more comfort and confidence. And that, we believe, can make a meaningful difference. Back To Blog
Tag: Amy Winter
Homeopathy & School Anxiety
Homeopathy & School Anxiety For many reasons, it’s very common for children and teenagers to experience worry or anxiety about going to school. For some, it’s the uncertainty of a new environment or unfamiliar people. For others, it’s the challenge of separating from home, or a quiet fear about what the day might hold, either in school, or away from the environment or people they feel safest with. It’s important to remember that school anxiety is not “bad behaviour” or something to be pushed through. It’s communication. Every child’s experience is different, and their feelings are always valid, even when we don’t yet fully understand them. Before we look at how to support anxiety, we gently need to become curious about what might be underneath it. For some children, school can feel overwhelming from a sensory or social perspective. For others, there may be something happening within the school environment itself, friendship challenges, feeling misunderstood, or a pace or style of learning that doesn’t align with how they process the world. When anxiety becomes more intense, or shifts into not being able to attend, it’s especially important that a child feels deeply listened to and supported. There is no one-size-fits-all approach. Support needs to be shaped around the individual child and from a whole child approach. Some families choose to include homeopathy as part of their support toolkit. When used thoughtfully, it can gently support a child’s nervous system and emotional wellbeing. Within homeopathy, remedies are not chosen based on the anxiety alone, but on the child’s overall way of being; their temperament, sensitivities, and how they respond to stress. Below are three remedy profiles often considered in the context of school anxiety. These are not labels, but gentle patterns that may help guide understanding. Baryta carbonica Some children may appear younger than their peers in how they navigate the world. They might feel unsure of themselves in group settings, find decision-making difficult, or become particularly anxious during times of transition, such as starting a new school or moving to a different class. There can be a strong desire to fit in, but also a sense of not quite knowing how. Busy classrooms and social expectations may feel overwhelming, and anxiety can build quietly over time. These children often do best with predictability and preparation. Walking through what to expect, visiting the school in advance, and gently scaffolding new experiences can help them feel safer and more secure. You might also notice a preference for routine and familiarity, doing things the same way, choosing the same foods, or feeling unsettled by change. When supported well, these children often begin to grow in confidence, gradually finding their voice, preferences, and sense of self. Silica Some children experience the world as intensely overwhelming, particularly from a sensory and energetic perspective. Noise, light, busy environments, and social demands can quickly lead to overload. These children may appear quiet, cautious, or hesitant. They often think deeply and may become stuck in “what if” worries, imagining all the things that could go wrong. They can seek safety in closeness to a trusted adult, wanting to stay near a parent, teacher, or familiar person who helps them feel regulated. There can also be a sense of low energy or stamina, where the demands of a full school day feel like too much. When supported, these children tend to thrive in calmer environments, with reduced pressure and a strong sense of safety. They may not seek large social groups, but instead form deep, meaningful connections and shine in areas they feel passionate about. Pulsatilla Some children have a deep emotional need for connection, reassurance, and closeness. For them, going to school can feel like a separation that is genuinely distressing. This may show up most strongly at drop-off, with tears, clinging, or a need for comfort. These children are not being difficult, they are seeking safety through connection. Warmth, reassurance, and co-regulation are key supports here. They often do best with nurturing relationships, both at home and in school. A kind, understanding teacher can make a significant difference. These children may be very attuned to others and eager to please, sometimes putting their own needs aside in order to feel accepted. At times, they may seem changeable, needing closeness but also becoming overwhelmed if there is too much stimulation or attention. When supported in a balanced and attuned way, they begin to feel more secure, and their confidence naturally grows. Across all children, anxiety may also show up in the body; through tummy aches, headaches, fatigue, or frequent illness. These are real, physical responses to stress, not something imagined or exaggerated. As caregivers, our role is not to remove all anxiety, but to help children feel safe enough to move through it. That might look like: slowing mornings down offering more predictability and preparation advocating for a child’s needs within the school environment or simply sitting alongside them and saying, “I see you, and I’m here.” When children feel understood, supported, and regulated, they are far more able to access learning, build relationships, and grow in confidence. And that’s the heart of it. Not changing the child to fit the environment, but shaping the environment, the supports, and the relationships around the individual child. Because every child deserves to feel safe, seen, and that they truly belong. Back To Blog
The Connection Between Anorexia and Autism
The Connection Between Autism and Anorexia: A Gentle Exploration of Why So Many Autistic Girls Go Undiagnosed Navigating the world as an autistic girl can be an experience full of beauty, sensitivity, and depth. But it can also be filled with challenges, often ones that are invisible to those around us. Many autistic girls grow up feeling different but unable to name why. And sadly, many are not diagnosed until much later in life, sometimes only when they find themselves in the middle of a mental health crisis like anorexia. It’s important to remember that autism doesn’t always look like what we’ve been taught to expect. For some, autism is more about the way we process the world and our sensory experiences, rather than overt social differences or behaviors. It’s easy to overlook these subtle traits, especially in girls, who tend to mask their challenges more than boys. Because of this, many autistic girls, particularly those who have not been diagnosed, often face a mental health crisis before they receive the support and clarity they truly need. In this post, I want to talk about why anorexia often surfaces in autistic girls who are undiagnosed, and how restrictive eating is sometimes misunderstood. We’ll look at how anorexia differs from other types of restrictive eating, such as ARFID (Avoidant Restrictive Food Intake Disorder), sensory-related eating preferences, and food cycles that many autistic individuals experience. Most importantly, I want this post to offer a sense of understanding, recognising that we are all doing our best to navigate a world that wasn’t made with our needs in mind. Autistic girls often go undiagnosed for a long time because they tend to mask their true selves to fit in. They might try extra hard to appear neurotypical, picking up on social cues and mimicking behaviours they don’t quite understand, but it leaves them feeling exhausted, anxious, and isolated. It’s not that they don’t want to fit in, it’s just that sometimes the world asks for things that feel impossible. When it comes to food, this is where things get even trickier. Many autistic girls experience heightened sensory sensitivities, and the idea of eating can feel like navigating a minefield. The textures, smells, and even the temperature of food can be so overwhelming that eating becomes an exhausting, anxiety-inducing task. What starts as a simple preference to avoid certain foods can evolve into more restrictive eating behaviours that are misunderstood. Without an autism diagnosis, these eating habits may be seen simply as an “eating problem,” but for many autistic girls, these behaviours are a response to the sensory overload they experience every day. Sadly, this lack of understanding can sometimes lead to further isolation, feelings of shame, and a downward spiral that may culminate in an eating disorder like anorexia. For autistic individuals, food can be a sensory minefield. Some of us are hypersensitive to certain textures or tastes, making eating a distressing experience. For others, it might be the opposite; we might crave intense flavours or repetitive eating habits to compensate for sensory input. Food becomes a way to either avoid discomfort or seek out sensory stimulation. Many autistic people experience what’s called food cycles, where they may only eat the same few foods for long stretches of time. This isn’t a choice to “be picky” or difficult—it’s often a response to sensory preferences. The texture of one food might feel safe, predictable, and comforting, while others feel overwhelming and unmanageable. These cycles can be misinterpreted as unhealthy or restrictive, but for autistic individuals, they are often a way of making the world feel more manageable. Unfortunately, when these preferences are not understood, it can lead to misunderstandings. Parents and caregivers might see a limited diet and worry, “Why won’t they eat anything else?” But for an autistic person, the answer is often tied to sensory overload and the need for predictability. The need for the food to taste the same with each bite. And when we don’t have the language to explain why certain foods feel safe, it can leave us feeling isolated, misunderstood, or even ashamed. For autistic girls who aren’t diagnosed or who feel like their differences are not understood, the pressure to conform can be immense. Society often has a very narrow idea of what it means to be a “girl” or a “woman,” and these ideals include unrealistic expectations around appearance and body size. This pressure to conform can be overwhelming, especially when navigating a world that feels unpredictable or overstimulating. For some autistic girls, eating becomes a way to gain control in a world that feels chaotic. What starts as a way to avoid certain foods because they’re unpleasant or overwhelming may evolve into more restrictive eating behaviors, driven by the desire to control food intake. And as they begin to feel the weight of societal expectations, their restrictive eating may become more tightly linked to body image concerns. But here’s the thing: it’s not about being “difficult” or “rebellious.” It’s about seeking control over something that feels too overwhelming to manage. When we don’t have the tools or the understanding to process our sensory needs, anxiety, or social struggles, we might turn to something like eating to make sense of it all. The key to helping autistic girls who are struggling with restrictive eating or anorexia is understanding. Not just understanding eating habits, but understanding the full scope of the experience. Autism isn’t a disorder that needs to be “fixed.” It’s a way of being that needs to be understood, respected, and supported. Rather than focusing solely on the restrictive eating behaviors, it’s important to look at the whole person, the sensory preferences, the need for structure, the social challenges, and the emotional complexities. When we approach eating disorders with a neuroaffirming lens, we can help autistic individuals find balance and healing, rather than perpetuating shame or misunderstanding. If you or someone you know is struggling with anorexia or restrictive eating, it’s okay to ask for help.
Glue Ear or Autism?
When It’s More Than “Just Glue Ear”: Holding Space for the Whole Child There’s a familiar moment many parents and practitioners will recognise. A child isn’t responding consistently to their name. Their speech feels delayed or unclear. They seem to drift in and out of connection, sometimes deeply engaged, other times distant. Perhaps they move through the world in their own rhythm, seeking, avoiding. Then comes a possible explanation from a PHN or GP, glue ear. And with that, a quiet sense of relief.A reason.A plan.A hope that everything will resolve once hearing improves. Glue ear, fluid in the middle ear, is incredibly common in childhood. It can absolutely affect how a child hears, processes language, and participates in everyday interactions. It deserves care, attention, and support. But sometimes, gently, we need to widen the lens. Because while glue ear can explain some things, it doesn’t explain everything. When a child experiences fluctuating hearing, the world can feel unpredictable. Sounds come and go. Words lose clarity. It makes sense that communication may look different, speech might be delayed, attention may wander, frustration may build. And yet, there are other ways children communicate who they are. A child who seeks deep pressure, who gets pure joy from watching the washing machine spin, who lines up toys with precision, who craves running and crashing into you, who loves bouncing on the sofa, who gags on food textures, who finds comfort in repetition, who thrives off routine and struggles with change, who moves on their tiptoes, who experiences the world in vivid sensory detail – these are not simply “side effects” of reduced hearing. These are expressions of a nervous system, a way of being. Glue ear can shape how a child hears the world. But it does not shape who they are. It’s not uncommon for conversations to become either/or. “It’s just glue ear.”“Let’s wait and see once their hearing improves.” And sometimes, waiting is appropriate. Children grow and change in their own time. But we can also hold a both/and perspective: A child can have glue ear and be autistic.A child can experience hearing differences and have a unique sensory profile.A child’s communication differences can be influenced by hearing and by neurodivergence. Noticing this isn’t about rushing to labels. It’s about staying curious, open, and responsive. Because when we attribute everything to glue ear, we may unintentionally overlook the child’s broader needs and the ways we could already be supporting them. With our growing understanding of autism, we must also understand that dated PHN / GP checklists may miss the signs of autistic traits. It’s easy to link everything back to hearing when glue ear is present. But some traits often sit outside its scope. For example, tiptoe walking. Tiptoe walking, even if short, sporadic and not constant, is frequently connected to sensory processing, how a child experiences movement, balance, and body awareness. For some children, it offers stability, feedback, or simply feels good in their bodies. Glue ear, while it can affect balance in some cases, doesn’t typically account for ongoing patterns like this. In the same way: Deep sensory seeking or avoidanceRepetitive movementsA strong preference for routineDifferences in social communication beyond what hearing alone explains …these invite us to look a little deeper, a little wider. Not to pathologise. Not to rush.But to understand. When we see the whole child, we open more doors. We might: Use more visual communication alongside speechCreate sensory-friendly environmentsSupport regulation through movement and touchFollow the child’s interests as a bridge to connection These supports don’t depend on a diagnosis.They don’t need to wait. And importantly, they don’t harm a child whose differences are only related to glue ear. They simply make the world more accessible. If a child in your care has glue ear and you’re noticing other differences, you’re not imagining things. You’re observing. You’re attuning. You’re responding. And that matters. There’s space to explore hearing needs and neurodivergence.There’s space to support communication and sensory experiences.There’s space to honour uncertainty while still offering meaningful support. Because children are never “just” one thing. They are whole, complex, beautifully individual humans deserving of being seen in their entirety. And when we allow ourselves to stay open to that fullness, we meet them where they truly are. Medical Papers:https://pmc.ncbi.nlm.nih.gov/articles/PMC10186415/https://bmjgroup.com/common-ent-issues-in-pre-schoolers-may-be-linked-to-autism/ Back To Blog
Winter, Autoimmune Conditions & Being Gentle With Ourselves.
Winter, Autoimmune Conditions & Being Gentle With Ourselves. Winter, Autoimmune Conditions & Being Gentle With Ourselves Winter can be a particularly difficult season for those living with autoimmune diseases and disorders. The cold doesn’t just feel uncomfortable — for many, it can be genuinely painful and deeply exhausting. Conditions such as Raynaud’s phenomenon, arthritis, and other autoimmune responses can flare quickly in cold weather, impacting daily living in ways that are often invisible to others. As someone who lives with Raynaud’s myself, I truly understand how challenging winter can be. The numbness, the white fingers, the deep ache, the loss of dexterity — it can hit suddenly and linger long after you’ve warmed back up. Cold weather can trigger autoimmune symptoms almost instantly, and managing this day after day takes both physical and emotional energy. Here are a few gentle, practical supports that I’ve found genuinely helpful during the colder months: Wear Wool (Nature Knows Best) Natural fibres are incredible at protecting against the cold. Sheep’s wool or alpaca are my go-to’s — from socks and jumpers to scarves, hats, snoods, and insulated gloves. Wool works with your body to retain heat rather than trapping cold. A special mention for 100% wool blankets — they may just be one of the best inventions ever for staying warm. That said, I know wool can be tricky from a sensory perspective. This Christmas, a wonderful friend gifted me a Noo-ma blanket, and it has been an absolute game-changer. The warm, heated cuddles it gives my tired, aching body in the evenings feel deeply regulating and comforting. Protect Your Extremities The cold hits hardest — and fastest — in our hands, feet, ears, and nose. That shock of cold when stepping out of a warm house into icy air, or even moving from the car into the supermarket fridge aisle, can trigger an immediate autoimmune response. Wool socks, insulated gloves, and hats make a huge difference, and when you get home, slipping your feet into shearling slippers can help your body settle and warm back up. Compression Gloves (Honestly… Incredible) Compression gloves are one of those “how did I live without these?” supports. They help alleviate pain from rheumatoid arthritis, carpal tunnel, and arthritis, while also supporting blood flow in the hands and fingers — which is vital for managing Raynaud’s. Less white, numb, painful fingers = more comfort and function.The ones I highly recommend are available from Physio Supplies Ireland and are very affordable. Layer Up — Smartly Layering isn’t about bulk; it’s about strategy. Base layer: A thermal layer is essential. I live in the M&S Heatgen thermals — they’re buttery soft and beautifully warm. Mid-layer: Think knit jumpers, fleeces, thick cotton joggers, or jeans. I can also highly recommend the Ororo heated apparel which has kept me walm and snug whilst walking in the forests. Outer layer: Always waterproof and windproof — wind chill is brutal for autoimmune bodies. Don’t forget extremities: Gloves, socks, hats — always. Smart materials + smart layering = warmth without restriction (and no Michelin Man vibes!). Rechargeable Hand Warmers These little devices are absolute magic. Slip them into gloves or pockets to support transitions — walking into school, heading to the car, food shopping, or standing outside in the cold. They can make a world of difference, especially for children or students who struggle with cold mornings. Winter asks more of bodies living with autoimmune conditions. Slowing down, offering ourselves compassion, and using practical supports isn’t indulgent — it’s necessary. Your body is using up much more energy trying to stay warm. If you’re struggling through these colder months, please know you’re not alone, and your experience is valid. Be gentle with yourself. Your body is doing its best Back To Blog
Why Traditional CBT Often Misses the Mark for Autistic People
Why Traditional CBT Often Misses the Mark for Autistic People (And What Actually Helps Instead) Cognitive Behavioural Therapy (CBT) is often positioned as the answer to everything: anxiety, depression, intrusive thoughts, emotional regulation. For many people, it can be genuinely helpful. But for autistic adults, particularly those diagnosed later in life, traditional CBT can feel confusing, invalidating, or like it’s trying to solve a problem that doesn’t quite exist. This isn’t because autistic people aren’t trying hard enough or don’t want to change. It’s because CBT was built around neurotypical brains, nervous systems, and assumptions about how distress works, and autistic neurology operates differently. When therapy doesn’t account for that difference, it often misses the mark. Autistic overwhelm begins in the nervous system, not the thinking mind For many autistic adults, emotional distress does not begin with a thought. It begins in the body. Sensory overload, cognitive fatigue, auditory or visual processing strain, transitions, unpredictability, social ambiguity, prolonged masking, and burnout all place sustained pressure on the nervous system. When the body is already in fight, flight, freeze, or shutdown, trying to challenge or reframe a thought is unlikely to help. If the lights are too bright, the noise is too loud, or the nervous system is already overloaded, no amount of cognitive work will resolve the distress. In these moments, CBT is often working at the wrong level of the experience. Regulation comes before insight for autistic brains Traditional CBT relies on noticing a thought in real time, analysing it, and reframing it before emotions escalate. Autistic processing, however, is often slower in the moment and deeper over time. It tends to be more detailed, more sequential, and better suited to reflection rather than rapid analysis. This means that by the time an autistic adult can identify what is happening internally, a shutdown, meltdown, or panic response may already be underway. This is not a lack of skill or awareness. It is a difference in processing style. Effective therapy needs to slow down, prioritise regulation, and allow insight to come later. Autistic thinking is often accurate, not distorted CBT is built on the assumption that distress comes from distorted or irrational thinking. For many autistic adults, distress is a logical response to very real experiences. Sensory stress, chronic misunderstanding, rejection, executive functioning challenges, masking trauma, burnout, past invalidation, and practical barriers are not imagined threats. They are lived realities. When a therapist asks, “Is that thought really true?” the answer is often yes. Repeatedly questioning accurate perceptions can leave autistic clients feeling misunderstood, gaslit, or emotionally unsafe, leading them to disengage from therapy altogether. Therapy is not effective when it attempts to correct something that is not incorrect. Therapy that doesn’t include autistic lived experience can’t truly help Many standard CBT frameworks do not address the realities of autistic life. Masking and its long-term impact, autistic burnout, sensory trauma, social trauma, chronic invalidation, and growing up in environments that were not designed for autistic nervous systems are rarely acknowledged. Executive functioning differences are often treated as motivation problems rather than neurological ones. When these experiences are not named or understood, autistic adults are left feeling as though they are the problem, rather than recognising the mismatch between their neurology and the world around them. Therapy that overlooks lived experience struggles to build trust or create meaningful change. Therapy environments need to support safety, not enforce social norms Traditional CBT is typically delivered in a very specific way: two chairs, facing each other, sitting still, maintaining eye contact, and talking continuously. For many autistic people, this setup is not neutral. It can be actively dysregulating. Autistic brains and bodies need to feel safe before they can open up, reflect, or process. If a client is already using significant energy to manage posture, eye contact, social expectations, and sensory input, there is far less capacity left for therapeutic work. To truly meet the needs of autistic clients, therapy environments must be flexible and supportive rather than performative. This may include different seating options, space to move or change position, no expectation to face the therapist or maintain eye contact, access to fidget tools or weighted items, a notepad and pen for doodling or visual thinking, and full permission to regulate in whatever way feels safe. Facing the wall and talking is not a failure of engagement. For many autistic clients, it is what makes engagement possible. Safety and structure support change more than flexibility CBT often assumes that clients can experiment with new behaviours quickly, shift perspectives easily, and tolerate uncertainty. Autism, however, includes differences in cognitive flexibility. Autistic adults often need more predictability, more preparation, clearer explanations of why something matters, and step-by-step scaffolding before attempting change. Pushing for behavioural shifts before a client feels regulated and safe can increase shutdown rather than progress. Change happens most effectively when the nervous system feels supported, not rushed. What supports autistic adults more effectively The goal is not to discard CBT entirely but to adapt mental health support so it works with autistic neurology rather than against it. Supporting the nervous system first Before working with thoughts, the body needs support. Sensory recovery, stimming, deep pressure or weighted input, temperature-based grounding, gentle movement, predictable routines, co-regulation, reducing sensory load, and breathing patterns that suit autistic bodies all help calm the nervous system. When regulation improves, cognitive work becomes accessible. CBT that works with autistic brains CBT can be helpful when it is neuroaffirming and adapted. This means assuming thoughts are valid, focusing on distress tolerance rather than correction, slowing the pace, using visual structure, breaking skills into concrete steps, and integrating sensory and regulation supports. Autistic pattern recognition and logical reasoning can be strengths when therapy is structured in a way that respects them. Emotional processing models designed for autistic neurology Autistic adults benefit from frameworks specifically designed for their brains, including monotropism-based approaches, interoception training, alexithymia-friendly emotion identification, burnout recovery models, and communication styles that reduce pressure and ambiguity. These
Watch Out for Burnout!
Watch Out for Burnout! The week before the Halloween mid-term break marks the very welcomed and much needed Halloween midterm break, but it also marks the start to the very busy period of work as school age children & teens start declining into burnout, especially those who are neurodiverse. What does burnout look like? Complete and utter exhaustion with a huge dollop of emotional turmoil on top. This overwhelming feeling that you cannot do anything that requires any amount of energy because you simply don’t have any more to give and just being awake is tiring enough. It’s the inability to engage in self-care skills, particularly hair washing and showering. It’s the withdrawal of communication and social interaction with friends in teens and young adults – through phones, gaming and in person because it simply takes up too much energy to talk or reply to a message. Younger children may refuse play dates, may experience periods of selective mutism, they may be unable to attend birthday parties and may be gravitating towards or shying away from their sensory supports. Their young muscles may ache like they have a flu, their throats may be sore, their heads might be pounding, they might feel unable to eat. Burnout can present with physical symptoms like flu which can be hard for parents and caregivers to decipher whether the child or teen has caught a viral infection or is in burnout. When children and adults are in burnout, their immune system is more vulnerable and therefore the two can coincide together, unfortunately – but it can also just be the physical presentation of burnout. During periods of burnout, children and teens may have a temporary regression is skills such as writing, drawing, reading and listening due to the brain prioritising what is spends its energy on. This temporary regression can cause huge feelings of frustration in children who do not understand why these tasks that they previously managed with ease are now intolerably stressful and difficult to do. They will need your support not only to manage this frustration but to also reduce the amount of tasks they have to do so that they can preserve their energy. Meltdowns and anxiety are at an all-time high during burnout out as the body and brain are so overwhelmed and the window of tolerance for communication, sensory stimuli and tasks are at an all-time low. Their inner-self talk will be destructive and they may present to the outside world like they are depressed. This is prime time for children and teens to experience days and weeks where they feel they cannot attend school because school demands getting dressed, communication, engagement, writing and social interaction which they simply do not have the energy to manage. In teens and adults, self-harm and suicidal ideation may be present during burnout. Self-harm occurs in neurodiverse people when their bodies and brains are so overwhelmed that they need sharp sensory input very quickly to regulate their nervous systems. Finding sensory tools that support this need for sharp input is important for managing intrusive thoughts. Burnout can feel like you are really stuck in the trenches, it can take weeks, months and sometimes years (for both adults and children) to recover from. Be patient, it will pass, with time and lots and lots of rest and try not to push yourself to return to the world too quickly. For support with burnout, reach out for neuro-affirming support from a specially trained neurodiverse practitioner, occupational therapist and ensure your GP is neuro-affirming to prevent any incorrect diagnoses such as depression/anxiety/borderline personality disorder. You can listen to my Podcast with Ciara Watson on Neurodiverse Burnout here. Back To Blog
The Mid-West Autism & Disability Resource Fair – September 2025
Empower. Connect. Support. Mid West Autism & Disability Resource Fair – September 2025 Over the weekend I travelled to Limerick for our Mid West Autism & Disability Resource Fair at the Castletroy Park Hotel. I stayed overnight in a beautiful Air BnB in Killaloe and had the most delicious meal up the road at The Pipers Inn, which was buzzing with laughter and chatter throughout the evening. I absolutely LOVE these resource fairs, seeing friends, colleagues and meeting new individuals and families is such an energising experience. It shines a light on all the inspiring, but often not highlighted, work going on to make the Ireland a much more inclusive place. We had some fantastic resources exhibiting at our fair this year including support groups and services, charities, therapists, solicitors, sensory room installers, sensory retailers and a very special visit from two very cute and well behaved equine therapy ponies – Wally and Wilma. The room was buzzing with life from when I opened the doors at 9am to packing away at 1pm. It was great to see so many neurodivergent children attending the fair with their parents and enjoying spending time with Wally & Wilma in the courtyard followed by playing with all the sensory toys Killian from OTAVO had on offer. It has always been my aim to make these resource fairs a safe, inviting and nurturing place for children to be able to visit with their families or carers. I am so passionate about families feeling welcomed and supported as a unit and not having to worry about relying on childcare to attend our fairs. With connections made, only Bounty’s left at the bottom of chocolate tins and our cheeks aching from smiling, we packed up our leaflets and formed an orderly queue at the coffee dock to fuel us for the journey home. Another hugely successful resource fair and plans already in place for the mid-west in 2026! Back To Blog
Junior Cert 2025!
Junior Cert 2025! This year I had twelve female therapy clients in Junior Cert Year who wanted to sit their exams. In 2024, 10 of these teenagers had missed in excess of 120 days of school, most of them had attended for less than two weeks of their second school year. When they came into therapy, all of them were in neurodiverse burnout and were experiencing severe mental health challenges such as self-harm, suicidal ideation, eating disorders and had received late diagnosis’s of autism and/or ADHD as well as co-occurrences. Nine out of the twelve also have a PDA profile. All of them desperately wanted to be able to attend school. All of them wanted to sit their Junior Cert (I have many clients who don’t want to take their Junior Cert, and I fully support them in their informed decision also). Their focus was not on their studying beforehand, their focus is not on their results, their focus was being supported enough to be able to sit their exams, confident that they could achieve a pass, something many of them had been told by teachers/school staff that they would never achieve. Individualised support plans that accurately support each students needs can achieve what these clients have achieved today. Many of these twelve clients may never attend a full day of school or move away from a reduced timetable, they have proved it doesn’t matter. Eleven of these clients don’t do homework, again they have proved it doesn’t matter. Twelve of these clients didn’t start their studying for these exams until they had finished school four weeks ago, again they have proved it doesn’t matter. All twelve have different areas of support needs yet the schools had given them a generalised return to school program that wasn’t neuroaffirming or meeting their individual needs, setting them up for failure. All twelve voiced their needs, the areas they felt they needed support in and we worked to individualise their return to school plan and time and time again we altered it when needed until it was spot on and they were thriving. All twelve experienced some levels of burnout around Christmas time, before the February mocks and in their final weeks of school before the exams – however this time it was different, they understood themselves more, they put in place supports to get them through and limit the burnout, they understood taking a short break from school wasn’t failing – it was supporting themselves to enable them to go back a few days later. They knew their eating habits were reducing and changing because they were experiencing high stress, but they also knew their reliable comfort foods to get them through. They knew when to reduce social demands and when to increase their downtime. None of them reverted to self-harm, none of them experienced the crippling intrusive thoughts or suicidal experience they had in the previous school year. All twelve clients were determined to sit their junior cert exams….and today they all achieved it!!! There have been tears of relief and joy, powerful exhales, high fives, dances, celebratory air punches and the biggest proudest smiles in my therapy room this week and it has been incredible to be standing with these girls on their journey. Proud doesn’t even cut it, in awe is more accurate. Don’t ever write off a child’s ability to achieve or tell them that they won’t achieve what they want to. None of these children should ever have heard those words from their educators. They will prove you wrong when they get there anyway, in their own time and in their own way. Back To Blog
Neurodiversity Training Day, Mayo – May 2025
Empower. Connect. Support. Neurodiversity Training Day, Mayo – May 2025 It is hard to put into words how empowering a conference room full of a hundred or more educators, parents, and others ready, willing and thirsty to learn is, but it is electric… and addictive! It is something that fills my cup right up and makes every minute of organising them worthwhile. The trainers celebrating each other’s presentations with high fives, hugs and a mini ceilidh in the corner will forever be one of my favourite memories, mostly because celebrating like-minded women and friends in business will always be a privilege. A transformative and powerful connection between us that we are all there with the same goal, to improve the lives of neurodiverse children in education. Watching the nods of agreement from attendees throughout the workshops, hearing the gasps at the stories being told, feeling the positive infectious energy and passion radiating from the speaker on the stage as they speak, seeing groups working together to gain understanding and skills to take home and shaking hands or being embraced by parents and educators grateful for the tools they have learnt is what every single minute of these training days are about. Neurodiversity is a part of the lives of all of our trainers in some way, whether they have neurodiverse children or identify as neurodiverse themselves, and they are wonderfully and unapologetically themselves all day long, making our event refreshingly honest with empathy and deeper and true understanding of the neurodiverse children we are trying to support every day. Masking is not required, their lived experience worth so much more than any amount of their degrees and qualifications, and their passion so exceptional it is ingrained in their day to day lives and careers. Mayo, it was such a pleasure to bring our event to you, thank you for you for your warm welcome, your enthusiasm, and your time. Now to prepare for Wexford in October! Back To Blog