Re-framing emotions and anxiety in children.

01/02/2026

📢 Cardiff 📢

Our meeting this week will be on Sleep 💤💤💤.

We all know that decent sleep is one of the most important things for growing, maturing brains and bodies. How can we support our young people to get the sleep their bodies and brains need?

Plus, how can we be the parents we want to be on (often) very little sleep!

If you have an opinion/experience with good, bad, non-existent, or something-in-between sleep, then come on over and join us this Wednesday from 7.30✨

01/02/2026

REACH recommends this site. Get helpful ND related emails every week into your inbox! You're not alone

Support, insight & a little sanity straight to your inbox every Friday. There are no rules here. You don't have to feel judged or alone. This newsletter is for parents who want more than generic advice. You’ll get honest reflections, practical tools—and the kind of support that actually helps.

31/01/2026

Minimising Meltdowns #6

Why do so many children hold it together at school and then unravel at home? Because their brain has been working at full stretch all day.

Filtering noise, keeping up with instructions, and masking social differences all take energy. Professor Edmund Sonuga-Barke’s research shows the emotional burden of school is twice as frequent and twice as intense for neurodivergent children. When they finally get home — the one safe place — the nervous system releases all that pent-up strain.

Understanding this helps to minimise meltdowns because it allows us to plan smoother after-school transitions, rather than seeing them as defiance.

Tomorrow we’ve got a reality check in relation to minimising meltdowns. Follow along so you don’t miss it ☺️

💚 If you have neurodivergent children in your life, I have something to support you and your ND children in the comments (all f.ree!)...take a look!

30/01/2026

This week we’re looking at how to better understand and minimise meltdowns. We all know how distressing this is for your child (and you). These posts will help you explain to others and keep them to a minimum…follow us so you don’t miss it!
➡️ Let’s share: How do you explain meltdowns to others so they understand it’s not misbehaviour?
💚 If you have neurodivergent children in your life, I have something to support you and your ND children in the comments (all f.ree!)...take a look!

30/01/2026

Parent carer of a neurodiverse child? Help us to shape future support in Gwent!

The link for our February session is active

Connect & share on Feb 23. Guest speaker Dr Charlie Cowtan + open discussion on local support needs. Help us make a difference. Book now!

28/01/2026

Parent carer of a neurodiverse child? Help us to shape future support in Gwent!
The link for our February session is active https://NeuroClubFeb2026.eventbrite.co.uk

28/01/2026

If you attended Neuroclub on Monday 26th Jan, you can give your feedback on the form link below

Thank you for attending today’s forum. Your feedback helps us improve future events and ensure the support we offer meets the needs of parents and carers. Why your input matters: By completing this short form, you are helping us identify gaps in local services, understand your primary concerns, an...

25/01/2026

This page posts daily to help parent carers of ND children

What Actually Helps?

Here’s what makes the biggest difference:
✅ Validation – This doesn’t mean always agreeing. It means saying, “I see this is hard for you.” Being heard calms the amygdala, reducing stress.
✅ Reframing – Words shape identity. Calling traits “deficits” wires shame. Calling them “differences” builds self-worth.
✅ Regulation support – Many ND children process body signals (interoception) differently. Co-regulation (“your breathing’s fast, let’s pause”) helps them build lifelong regulation skills.
✅ Self-awareness & self-compassion – Understanding how their brain works and treating themselves kindly protects mental health and builds resilience from the inside out.

👉 Why this matters: These practices teach children they don’t have to hide who they are. That nervous system safety, plus self-awareness and compassion, is the foundation of resilience and belonging.

❓Which of these strategies do you already use most with your child?
a) Validation – “I see this is hard for you.”
b) Reframing – turning “deficits” into differences
c) Regulation support – co-regulating through tough moments
d) Self-awareness & self-compassion – helping them understand and accept their brain
I have to admit, learning options a-c were the biggest learning curve for us. Now we’ve got that, we work on option d most. How about you? Let me know in the comments…

💚 If you have neurodivergent children in your life, I have something to support you and your ND children in the comments (all f.ree!)...take a look!

Tomorrow: what schools can do right now to protect wellbeing. Follow along so you don’t miss it ☺️

25/01/2026

What Schools Can Do...

The science is clear: when children feel safe, the thinking part of the brain (prefrontal cortex - responsible for reasoning, creativity, and problem-solving) switches on. When they feel unsafe, the survival brain (limbic system) takes over.

Small shifts can make a huge difference:
✨ Flexible seating – Movement fuels dopamine, supporting ADHD brains with focus.
📖 Skills-based curriculum – Autistic and dyslexic strengths shine in creativity and systems thinking, not just test scores.
🌱 Mask-free spaces – Masking drains energy and drives burnout. Quiet corners and sensory supports give permission to be authentic.

👉 Why this matters: When schools create nervous system safety and foster belonging, ND children’s resilience grows. That protects their mental health and unlocks their full potential.

❓If you could change one thing in your child’s school to support ND wellbeing, what would it be? Let me know in the comments.
a) Flexible seating and movement breaks
b) A curriculum that values skills as well as exams
c) Sensory supports, including flexible uniform options

💚 If you have neurodivergent children in your life, I have something to support you and your ND children in the comments (all f.ree!)...take a look!

Tomorrow: we’ll reflect on what we’ve learned this week and celebrate progress. Follow along so you don’t miss it ☺️

25/01/2026

Paperback book that may be useful

This is a very simple book. It’s short, simply written and direct in getting to the heart of helping our children in the world of SEN and neurodiversity. So much of this is about a shift in mindset. Together, we can help all children feel good about learning again and help the adults around them ....

25/01/2026

Check out these Free Guides that may be of help for parent carers of neurodiverse children

A Call to Action...

The biggest barrier to ND children’s mental health isn’t their brain—it’s a society that demands they shrink to fit. Every day they’re asked to mask, tone down, or perform. The cost? Burnout, shame, and lost potential.

But brains wired differently are often wired for innovation, empathy, and creativity. Imagine if we built systems that nurtured these strengths instead of crushing them.

We can start by:
1️⃣ Challenging stigma whenever we hear it.
2️⃣ Advocating for inclusive schools and policies.
3️⃣ Celebrating neurodivergent brilliance—proudly and unapologetically.

👉 Why this matters: Systemic change is how we build a future where nervous system safety, resilience, and belonging aren’t luxuries—they’re the baseline for every child’s mental health.

Next week we’re going to explore the importance of supporting ND identity and relationships and how these two issues interlink. Follow along so you don’t miss it ☺️

💚 If you have neurodivergent children in your life, I have something to support you and your ND children in the comments (all f.ree!)...take a look!

20/01/2026

We know the word “abuse” can feel heavy, but over 90% of the parents we support use it to describe their experiences.

At PEGS it's important to remember that we don’t label children as abusers, but we do recognise that the behaviours displayed are abusive. The Domestic Abuse Act 2021 defines abusive behaviours towards a parent or caregiver as child to parent abuse (if the child is 16 or over).

While we don’t support criminalising young people, it’s important to know that parental figures’ voices are heard and their experiences validated. Over 90% have told us their child started displaying abusive behaviours before they were 18 years of age, with some lasting over a decade, and nearly half reporting that these behaviours were also directed towards a partner.

Having a clear definition and response means families can be seen and supported earlier, giving parents the recognition and support they deserve.

PEGS is here for parental figures - your experiences matter and we’re in your corner💜