Educational Psychology First

When a child gaggingly rejects a new dish, insists on the exact same brand of food every single day, or worries when items touch on their plate, they are often labeled as a "picky" or "difficult" eater.

But for many individuals, mealtimes are an intense sensory obstacle course.
What looks like stubbornness is frequently a profound battle with sensory aversion or conditions like ARFID (Avoidant/Restrictive Food Intake Disorder). To a highly sensitive nervous system, certain food textures can literally feel as distressing as sandpaper or glass in the mouth. Sticking to predictable brands isn't a demand for control—it is a vital search for safety and predictability in their sensory intake.

When we understand that these reactions stem from genuine anxiety rather than defiance, we can take the pressure off the dinner table and build a safer relationship with food.

Let’s connect in the comments:
What are some low-pressure strategies or accommodations that have helped make mealtime feel more comfortable and safe for the neurodivergent individuals in your home?

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Lately I’ve been seeing lots of posts about ‘inclusion’ the most recent stating ‘inclusion is no longer inclusion if the needs of 29 pupils come after the needs of 1’

This person needs to pick up a book about inclusion, equality and equity because inclusion isn’t about taking the easier route.

This isn’t a criticism of educators because the majority of the ones I work with, don’t think this way and work hard to ensure the needs of all of their learners are met to the best of their ability.

As a parent of a SEN child this is heartbreaking to read and adds to the already damaging feelings of shame, guilt and isolation.

Spread this message and please give me your thoughts.

When a child screams when told to log off, sneaks a device into bed, or completely ignores everything around them while looking at a screen, it is incredibly easy to label it as a "defiant tech addiction."

But screen time transitions are rarely just a matter of willpower.

Digital spaces often serve a deep neurological purpose. For many neurodivergent individuals, a screen provides a highly predictable, regulated sensory environment and a reliable dopamine boost for an under-aroused brain. Shifting away from that screen can trigger intense transition anxiety as the brain forcedly drops from high-stimulation to low-stimulation, or loses a vital coping mechanism for real-world stress.
When we look past the surface frustration, we can see a brain that is struggling to transition—and we can work together on supportive, low-stress bridge strategies rather than just a sudden disconnect.

Let’s connect in the comments:
What are some of your most successful "bridge strategies" or visual cues that have helped make screen time transitions smoother and less distressing in your home?

🍎 Struggling to help a dysregulated child find their calm? Or maybe you just need a moment to breathe yourself? Whether you are a teacher trying to manage a bustling classroom, a parent navigating bedtime battles, a therapist or social worker building a toolkit for clients, or simply an adult looking for a moment of peace—this is for you.
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“I’m not ignoring you... my brain just hit its data limit.” 🧠⚡

Ever told your child to "Go upstairs, grab your shoes, and find your library book," only to find them ten minutes later sitting on the floor playing with a stray LEGO?

It’s easy to think they’re being "defiant" or "lazy." But for a child with Working Memory difficulties, that three-step instruction felt like trying to download a 4K movie on 1990s dial-up. 🖥️📉

What is Working Memory? Think of it like a mental "Post-it note." Most people can fit 5–7 items on their note. For many of our kids, their Post-it note is the size of a postage stamp—and the ink disappears after 30 seconds.

In the classroom, this looks like:
❌ Looking around confused because the instructions "vanished."
❌ Worrying they’ll get in trouble for "not listening" when they were actually trying the hardest.
❌ Feeling like everyone else got a manual that they didn't.

The good news? They don’t need a "fix." They need a scaffold. 🛠️

Check out the slides below to see what it really feels like from a child’s perspective, and how we can be their "External Brain."

Which one of these sounds like your child (or you!)? Let’s talk about it in the comments! 👇

Sometimes the best resource is simply a safe, open conversation. Child psychologists generally recommend a few core approaches when tackling local unrest like the current situation in Belfast:

💬 "Mum/Dad, why are those people fighting?"

It’s the question many Belfast parents are dreading right now. Here is an Educational Psychologist’s guide on how to answer honestly without causing secondary trauma:

❌ What to avoid: "It's nothing, don't worry about it" (This invalidates what they can clearly see/hear) or giving complex political histories to young kids.

✔️ What to try instead (Ages 5–10):
"Sometimes people get very angry about things and make really bad choices about how to show it. They are hurting things and causing trouble, which isn't okay. But there are a lot of good people—like the fire service, the ambulance crews, and community leaders—working hard right now to fix it and keep us safe."

✔️ What to try instead (Ages 11+):
"There are some really deep, old tensions in our community, and right now, some groups are using violence to express their frustration. It's frightening and wrong. Let's look at what the people working for peace are saying, and talk about how it makes you feel."

💡 Pro-Tip: Remind them to "Look for the helpers." Shifting a child’s focus from the destructive minority to the protective majority actively reduces anxiety.