ABC Children & Young People’s Therapy: Specialist Neurodivergent Support

12/03/2026

12/03/2026

Apparently an ADHD screening done in school is considered by some to be more reliable than one completed online with a specialist.

Let’s talk about that myth.

Before a child even completes a QbCheck, I have already gathered extensive information, including:

• Developmental history
• Family history
• The child’s lived experience
• The parents’ lived experience
• Detailed symptom history across settings
• Child-led school environment audit screenings where appropriate

In other words, the screening itself sits within a much wider evidence base.

Then there’s the QbCheck - a NICE-recommended tool that provides objective data on attention, impulsivity and activity levels. It’s often completed at home, in an environment where a child may find it easier to concentrate, rather than in a busy classroom full of distractions.

Sometimes parents also record the session so I can observe the child’s behaviour during the task.

And unlike a classroom observation, I’m not trying to monitor one child amongst thirty. I’m focused solely on that child.

This is also my area of specialism. I’m trained in QbCheck, experienced in neurodevelopmental assessment, and I’m a qualified Child and Young Person psychotherapist -as well as ADOS-2 certified. Creating a safe space for children to talk openly about how they experience the world is part of my job.

I also screen how symptoms are affecting their mental health and wellbeing, because ADHD is never just about attention in a classroom.

One thing that’s often overlooked is that many neurodivergent children mask their difficulties in school. They may hold it together all day, only to come home completely exhausted, overwhelmed, or dysregulated. That means relying solely on what is observed in a classroom can miss a huge part of the picture. Listening to the child and the family’s lived experience is not ‘less reliable’ evidence - in many cases it’s the key to understanding what’s really happening.

So the next time someone says, ‘How can you assess a child after an hour online?’ remember that what you’re seeing is only a small part of a much more thorough assessment process.

In practice, my reports regularly withstand professional scrutiny, and neurodevelopmental teams are often grateful that much of the groundwork has already been done.

10/03/2026

This claim (like so many surrounding screen use) is a bit misleading. But people driving this rhetoric tend to avoid facts, as it sells books and trainings, and supports political agendas - as well as driving content engagement - which I admit I’m supporting by sharing.

Denmark isn’t ‘removing technology’ from primary schools. The current policy discussion is about restricting smartphones and personal devices during the school day, mainly to reduce distraction. Schools will still use educational technology such as laptops and tablets where appropriate.

There is also no strong consensus evidence that classroom technology itself broadly delays literacy or social development. The research concerns are much more specifically about smartphones, social media, and multitasking, rather than structured educational use of digital tools.

Most countries reviewing this issue (France, Finland, Denmark, parts of the UK) are moving toward phone-free schools, not technology-free education.

As with most things in education, the real conversation is about balance and purposeful use, not simply ‘screens vs books.’🙄

Several countries like Denmark are removing technology from elementary grades because of the damage.

09/03/2026

05/03/2026

23/02/2026

This is something that’s rarely considered when headlines claim, 'Teachers say children aren’t school-ready.' The conversation quickly turns to blaming parents.

But what if the child in front of you is so anxious they’re too frightened to use the toilet? Too overwhelmed to open a book? Too scared to speak to a member of staff?

From the outside, that can be misread as 'this child only knows how to use an iPad' or 'they’re not school-ready.' But sometimes what you’re really seeing is a terrified child who has suddenly realised that play is no longer the focus, and the world feels unpredictable and unsafe.

Sadly, I meet children like this all the time.

'They can't even pick up a pencil' - therapist says some SEND pupils are left traumatised after experiences in mainstream schools:
https://www.itv.com/news/anglia/2026-02-19/send-pupils-traumatised-by-mainstream-schools-says-therapist

19/02/2026

Shocking. The aim seems to be to erase progress and take us back 40 years 😱

16/02/2026

14/02/2026

This lady’s work, alongside Dr Aletha Solter formed the foundations of how I work with families - and has always been the basis ABC Team training. In my opinion it should be standard training for anyone working with children - as it facilitates a deeper understanding of behaviours and how to support effective, long-term change.