Category: Family Life

  • The Ultimate Family Life Guide to Thriving at Home (For Neurodiverse Families)

    The Ultimate Family Life Guide to Thriving at Home (For Neurodiverse Families)

    Thriving Together in a Neurodiverse Home

    Family life looks different for everyone — especially in a neurodiverse household, where each member brings unique strengths, needs, and ways of experiencing the world. If there is one thing I’ve learnt over the past 20 years, creating a thriving home isn’t about perfection; it’s about designing systems, spaces, and rhythms that support everyone’s brains and bodies.

    This guide explores practical, compassionate ways to build balance — whether you’re parenting children with ADHD or autism, managing your own executive function, or simply seeking a calmer, more connected home environment.

    At the moment, we dont have a norm. For the past 3 years since our youngest started secondary school, we’ve been dealing with EBSA (Emotionally Based School Avoidance) and trying to find him the right learning environment. Alongside that we have two older boys who are at University and in the Army, their trips home are infrequent and can be short notice. Oh, and of course, we decided to add into the mix the purchase and renovation of our beautiful grade 11 listed home in Thornton Le Dale just for fun.


    No two neurodiverse families are the same, but there are common threads that can help shape a supportive environment. Neurodiversity includes differences such as ADHD, autism, dyslexia, dyspraxia, learning and sensory processing differences — all of which influence how we communicate, plan, and interact.

    • Celebrate strengths: Every family member brings unique problem-solving abilities, creativity, or focus areas.
    • Prioritise predictability: Consistent routines reduce anxiety and decision fatigue. This really helps us!
    • Support sensory regulation: Lighting, textures, and noise levels deeply affect how safe and comfortable everyone feels.
    • Reduce judgement: “Normal” doesn’t exist — build systems that work for your family, not anyone else’s. It took me a long time to learn not to care about what other people think.

    A home that helps your family thrive doesn’t need to be minimalist or “perfectly tidy”, in fact it rarely will be. It needs to be functional, flexible, and soothing.

    • Use soft lighting and dimmable bulbs to reduce visual overstimulation.
    • Create quiet corners or “retreat zones” for decompression after school or work.
    • Add weighted blankets, beanbags, or swings to meet sensory regulation needs.
    • Avoid strong synthetic scents or flickering lights.

    Traditional systems often fail neurodiverse families because they rely on sustained executive function.

    Instead:

    • Label drawers and storage using visual cues (icons or photos).
    • Use clear bins for visibility.
    • Keep duplicates of key items (chargers, school jumpers) to reduce panic moments.
    • Use colour coding for family schedules.

    In our old home I had a ‘whiteboard’ wall planner (approx 3m x 2m) for the whole month, each member of the family had a different colour and all activities, work commitments, events etc. were written on there. It worked so well for us! We won’t have the room in the new house, so I’ll have to figure out something new… we might go digital!


    Routines are the backbone of neurodiverse family life — but they must be flexible, not rigid.

    • Visual timetables or whiteboard schedules work better than verbal reminders.
    • Create “transition rituals” — small, predictable actions that help switch between tasks (e.g. a snack before school or a cuppa after work). Even the smallest transition can be triggering.
    • Keep “buffer time” between commitments; rushing triggers stress responses. Try not to make last minute changes where absolutely possible.
    • Use tech wisely: set smart reminders, shared calendars, and Alexa routines to externalise memory tasks.
    • Mornings: Minimise choices. Pre-pack bags and lay out clothes the night before.
    • Evenings: Establish a predictable wind-down sequence (screens off, soft light, calming activities).

    School bags were always packed the night before and even I laid out my clothes for the next day. However, when I hit peri-menopause and my symptoms were exarcebated, meant I struggled to cope with the routines we used to follow. Luckily, with our youngest’s needs being much higher, then we had to reduced expectations even more, which has allowed me to do the same, so we just about manage. And when we don’t, that’s okay, it’s not the end of the world!


    Open communication is essential in neurodiverse families — but it’s not always straightforward.

    • Use clear, literal language; avoid idioms that can confuse.
    • Encourage emotion naming using visual charts or “feelings thermometers.”
    • Model repair: it’s okay to apologise and reset after conflict.
    • Validate rather than minimise feelings — especially around sensory overload or frustration.

    Creating emotional safety means everyone knows they can express themselves without fear of shame.

    When our youngest was overwhelmed and dysregulated, he would begin to shut down and couldn’t verbalise how he felt. I found having visual charts and cards invauable to let him show me how he was feeling.


    Executive function challenges — planning, organising, time management — are common in neurodiverse families.

    Instead of fighting them, design external systems that reduce mental load.

    • Whiteboards or magnetic planners for shared visibility.
    • Timers or time-blocking apps to manage transitions.
    • Checklists for recurring tasks (morning routine, weekly reset).
    • Body doubling — working alongside another person to maintain focus.

    We pretty much used all of these, but visual checklists for self-care tasks were especially useful on a morning. And as we moved into the teen years then setting ‘times’ for app down-time etc. really helped signal transitions.


    When one family member is dysregulated, it often ripples through everyone else.

    This makes self-care not optional, but essential.

    • Schedule quiet recovery days after social or sensory-heavy events.
    • Encourage parallel play or “alone together” time for downtime.
    • Parents: model rest. Your calm nervous system anchors the household. My kids will absolutely pick up on when one or both of us are stressed/dysregulated.

    I must admit this is probably one of the hardest thing for me. I rarely get time for myself, and a lot of my time is spent looking after others. I do make sure that at least once a week I have catch up drinks with either a friend or family. No phones, no computer, just a cold glass of Cava and good company!


    Thriving at home doesn’t mean perfect systems or Instagram-worthy organisation.

    It means everyone feels seen, safe, and supported.
    Embrace humour, celebrate small wins, and recognise that the most meaningful progress often comes from learning together through chaos.

    Quite often the carefully curated image on Instagram, fails to show the absolute carnage that is either underneath or behind the shot! I keep that for the stories, but I will always show the reality too.


    A thriving neurodiverse family home is one built on understanding, compassion, and creativity — not conformity.
    When you design your routines, spaces, and systems around your family’s real needs, you unlock more energy for joy, connection, and growth.

    You don’t have to fit into the world’s definition of balance — you can build your own.

  • Emotionally Based School Avoidance – All in the Mind?

    Emotionally Based School Avoidance – All in the Mind?

    In comparison to the end of last week, when Sam visited his new school and spent some time in class. This week was the complete opposite. I knew very little about Emotionally Based School Avoidance (EBSA) until last year when Sam had issues accessing school. ESBA is a term used to describe children and young people who experience significant difficulties attending school due to negative emotions and anxieties.

    Here’s a breakdown of ESBA:

    • Emotional Triggers: Anxiety, fear, or other negative emotions are the main reasons a child avoids school.
    • Difficulties Attending: These can range from occasional absences to complete school refusal.
    • Not Truancy: ESBA differs from truancy, where a child skips school intentionally without a valid reason.

    Causes of ESBA can vary but may include:

    • Bullying
    • Social anxieties
    • Specific learning difficulties
    • Transitions (e.g., starting a new school)
    • Mental health conditions like depression

    For Sam, the transition to a mainstream secondary school had been too much. As the weeks and months went by his ability to cope reduced. Despite every effort to integrate his level of study into a mainstream setting, he became more and more dysregulated. His differences became more obvious, and the once-happy boy I knew became withdrawn and angry.

    The fight to get him into a specialist setting more adept at educating him and letting him thrive wasn’t anywhere near as bad as some families I know, and for that I am thankful. Yet it wasn’t without its struggles either. However, as many of you know we managed to secure his place for this Sept at the school of our choice. I thought the fight was over. How wrong I was…

    By this time Sam was accessing school less and less, and by Spring Term we were lucky if he managed to go to school once a week. School have offered various solutions, but they’ve all just been too little too late. The damage was done by then and he would shut down at the mere mention of school. To some, this is hard to understand. They can’t see past the behaviour, so see a kid refusing to go to school and ‘getting away with it’. What they don’t see is the emotional turmoil the child goes through just trying to access that education and the dysregulation it causes if they do manage to get to class.

    • Sharp Increase: Persistent absence rates (missing 10% of school) have soared since the pandemic. In the 2022/23 Autumn term, 22.3% of pupils were persistently absent, compared to 10.9% pre-pandemic (2018/19) – more than doubling [Anna Freud, Children’s Commissioner].
    • Underlying Issues: EBSA is the root cause for a significant portion of this increase. While exact numbers are tricky to pinpoint, estimates suggest 1-2% of those missing school persistently do so due to emotional reasons [Absolutely Education UK].
    • SEND and EBSA: Children with Special Educational Needs and Disabilities (SEND) are particularly vulnerable. Absence rates for pupils with an Education, Health and Care Plan (EHCP) are significantly higher (12.1% vs 6.8% without SEN Support) [Beyond Autism].
    • Pre-existing Trend: Even before the pandemic, persistent absence rates were steadily increasing.
    • Mental Health Connection: Many experts believe the pandemic exacerbated mental health issues in children, contributing to EBSA.
    • Impact on Learning: Missing significant school time can have a detrimental impact on a child’s education.

    Having had such a positive step with Sam the week before, I wrongly forgot just how much he struggles with transition and change. When Monday came he flat out refused to go to school. A transition morning that Wednesday for all the new kids starting in Sept (3 plus Sam) seemed like a good opportunity for Sam to try again, as he wouldn’t be the only new kid. We managed to get as far as the school reception, I could see he was struggling. We went home and he had one of his worst days in a long time in terms of dysregulation, and meltdowns. I haven’t felt such a failure in a long time.

    He’s begun asking to go to his mainstream school instead (it’s familiar and ‘comfortable’ in a weird way). They even offered alternative provision but I’ve not taken up the offer as I think it will just confuse him. For me, we have to remove all other options and let him focus on accessing his new setting. He has so many negative emotions associated with school, it’s gonna take time.

    I’m the worst mum in the world as I’m making him move to a new school, make new friends and get to know new teachers. Right now he can’t see past that change. It’s going to be a long process. It’s so funny how many people asked me after Friday ‘So, is that him all settled now?’. If only it were that easy. Parents of SEND kids and those struggling with Emotionally Based School Avoidance will completely understand the journey.

    In the meantime, I still haven’t heard from CAMHS about his further assessments. Until I hear from them, then I don’t know exactly what he is being assessed for. I feel utterly lost if I’m honest. He’s struggling so hard and it’s difficult to watch, I know it will take time. In the meantime, we still don’t know his actual diagnosis to ensure we are correctly supporting him. Develop strategies that will actually help him, rather than possibly trigger him. So it’s off to hyperfocus on all things EBSA for a bit, will see you on the other side…