AYC Psychology Assessment Services

31/01/2026

Weekends in neurodivergent households can look very different.

In some homes, one person is happiest with loud music, big energy and creative projects, while another needs quiet, structure and time to recharge. Interests, routines and energy levels don’t always align and that can be part of the reality of neurodivergent family life.

Neurodivergent households are often places of both noise and calm, intensity and stillness, deep focus and spontaneous creativity. Difference exists not just between families, but within them.

Sometimes there are shared joys too, a song or TC show everyone knows, a moment of connection, a spontaneous burst of music, reminders that belonging doesn’t require everyone to be the same.

Neurodivergence doesn’t look one way, even within the same family and that diversity is something to be understood and is worth celebrating.

Here’s to weekends that allow for contrast, choice and being ourselves.

30/01/2026

Giving children the language to express their needs can change everything.

One of the most powerful shifts we see for children is when they’re supported to put words to how they’re feeling, not perfectly, just enough to be understood.

At home, my daughter is able to tell me when she feels dysregulated. That shared language changes how we respond. Instead of escalation or pressure, it allows for pause.

I might give her space.

I’ll often bring food or a drink.

And I’ll come back later with empathy and two manageable options, such as homework now or making lunch. Sometimes we’ll do the task together as a form of co-regulation, helping her feel supported rather than overwhelmed.

This isn’t about removing expectations. It’s about supporting regulation first, so children are able to engage when they’re ready.

When children have the language to express their emotions, needs and limits:

• distress reduces

• relationships strengthen

• problem-solving improves

• confidence grows

This kind of understanding doesn’t happen by accident. It’s taught, modelled and practised and it benefits children at home, in school and beyond.

28/01/2026

Support shouldn’t depend on a diagnosis.

One of the most common misconceptions we hear is that children must wait for a diagnosis before support can begin. In reality, good practice focuses on need, not labels.

When we take time to understand a child’s experiences, how they cope, what overwhelms them and what helps, we’re far more likely to put the right support in place. Consulting with children and helping them understand themselves and how to self-advocate, can be incredibly powerful.

This approach:
• reduces distress
• supports emotional wellbeing
• builds confidence
• helps children feel understood rather than blamed

That shift can make a meaningful difference for children, for families, and for long-term outcomes.

27/01/2026

If you’re feeling stretched right now, this is for you.

Mid-January can feel especially heavy for parents. Routines are back, expectations are high and many families are still waiting for assessments, for support, for someone to really listen. If you’re feeling frustrated, exhausted or stuck, you aren’t alone. Right now, hundreds of thousands of families are navigating long waits for ADHD and Autism assessments, with estimates suggesting up to around 549,000 people in England may be waiting for an ADHD assessment on the NHS.

Parenting is hard enough but this is parenting in a system under pressure.

A few gentle reminders that might help right now:

• It’s okay to ask for help.
You don’t have to wait until things feel unmanageable. Reaching out is a strength, not a failure.

• Go into meetings prepared.
It can help to take: a list of key concerns, real examples of what you’re seeing at home or school, what has and hasn’t worked so far and what you think might help.

• Involve your child where you can.
Their voice matters. Ask what feels hard, what helps and what they want adults to know/understand.

• Put things in writing, even alongside conversations. Follow up meetings with an email. Keep notes. Save examples. This isn’t about being difficult, it’s about making sure what’s happening is visible and evidenced.

• Support does not require a diagnosis.
Under the Equality Act, children and young people are entitled to reasonable adjustments based on need. Waiting for an assessment should never mean waiting for support.

If this feels familiar, it makes complete sense that you might feel stretched and stressed. At AYC we speak to many families who are in the same place and your experience is valid.

27/01/2026

26/01/2026

What families tell us matters most.

When families come to AYC, they’re often tired. Tired of repeating themselves, tired of waiting, tired of feeling unheard, tired of the worry and stress. What we hear most isn’t about wanting “quick fixes”.

It’s about wanting:
• to feel listened to
• for their child to be understood in context
• for support to be proportionate, ethical and evidence-based
• for schools and families to feel supported to work together

This is why we take time to understand the whole picture, not just checklists or labels, but the child, their family, their environment and what will genuinely help day to day.

Understanding changes conversations, confidence, and outcomes.

25/01/2026

We’re incredibly grateful to the families who trust us with their children and take the time to share their experiences. Hearing how understanding, collaboration with schools and clear recommendations can make such a difference, especially for a child who was once dreading school means a great deal to our whole team.

Thank you to this parent for allowing us to share their feedback. Stories like this sit at the heart of what we do.

24/01/2026

From one of our team at AYC and from a parent living this day to day:

If getting out of the house feels impossible, you’re not doing it wrong! For many neurodivergent families, weekends don’t mean trips out, busy activities or shopping trips. For some children (and their adults), leaving the house, crowded places or structured activities are just too much especially after a long week of holding it together in school/work.

Staying in, keeping things familiar and protecting energy is doing something. It’s regulation. It’s recovery.

Your weekend doesn’t have to look like anyone else’s to be the right one for your family.

23/01/2026

Sometimes behaviour is misunderstood long before needs are recognised.

Many of the families we speak to tell us the same thing:
Their child/ young person has been described as difficult, lazy, disruptive, challenging or not trying hard enough, when in reality, they are struggling and don't have the words, understanding or support to explain why.

For some parents, that experience feels painfully familiar. They remember being the child who was blamed, misunderstood or expected to “try harder”, without anyone asking what was actually going on underneath.

That misunderstanding can shape confidence, self-belief and identity and it can stay with people long into adulthood.

This is why early understanding matters so much. Curiosity, compassion and a willingness to look beyond behaviour to the need beneath it.

Behaviour is always communication. Children don't want to be 'naughty.' This behaviour is a sign that something isn't working for them, a sign of distress, anxiety, that they aren't coping.

Understanding changes how people are treated and that can change everything.

22/01/2026

ADHD at work: inclusion, evidence, and the cost of getting it wrong.

A Sky News article today https://news.sky.com/share/13419702 highlights the growing number of employees with ADHD challenging workplace practices and it reflects what many organisations are only just beginning to recognise: traditional workplace structures don’t work for everyone.

At AYC, we increasingly hear from adults who are struggling at work, not because they lack skill, motivation or commitment but because their working environment doesn’t align with how their brain works. Many come to us for ADHD screening to evidence their difficulties so conversations about support and adjustments can be individualised, clear and constructive.

It’s important to be clear here: under the Equality Act 2010, the duty to make reasonable adjustments is based on substantial and long-term impact on day-to-day functioning, not on having a formal diagnosis. Lived experience matters. Evidence matters. Understanding matters.

When adjustments are put in place, the benefits are significant. With the right support, people with ADHD often bring:
* High levels of focus when engaged
* Creativity and innovative thinking
* Energy and drive
* Strong problem-solving skills
* Empathy, teamwork and the ability to lift morale and support others

When adjustments are not made, the risks are just as real: chronic stress, masking, exhaustion, anxiety, reduced performance, sickness absence and burnout, often in individuals who are otherwise highly capable and motivated.

Workplace inclusion is about removing unnecessary barriers, retaining skilled staff, and creating environments where people can work sustainably and well.

At AYC, we see the difference that understanding, evidence-based conversations and proportionate adjustments can make for individuals, teams and organisations.

Inclusion isn’t optional. It’s lawful, ethical and it makes good business sense.

Contact us today to find out about our NICE compliant Screening Assessments for £400

ADHD diagnoses are on the up. Sky's business and economics correspondent Gurpreet Narwan looks at how it's changing the world of work.

21/01/2026

This week we have delivered a training session in a school, focusing on trauma-informed and inclusive classroom practice.

Ahead of the session, staff shared the challenges they’re experiencing day to day... and they’ll sound familiar to anyone working with children:

• pupils shutting down or refusing to engage
• fear of failure and low self-esteem
• rapid escalation and big emotional responses
• withdrawal or lack of buy-in
• tiredness, anxiety and overwhelm
• difficulties with routines, transitions and expectations

These challenges are not unique to one school.
We see the same themes everywhere.

We also speak to parents every day who are worried about their children struggling in school. More often than not, the difficulties aren’t about motivation or behaviour, they’re about:

➡️ lack of understanding
➡️ lack of clear communication
➡️ environments that are overwhelming or hard to manage
➡️ expectations that don’t flex when a child is dysregulated

When children don’t feel safe, understood or able to cope, learning becomes much harder.

That’s why our work focuses on relationships, understanding behaviour as communication and using reasonable adjustments to reduce barriers.

We explored all of this in the session and shared practical, realistic strategies that support both staff and students.

If you’re a parent or school looking for assessments or guidance, our School Adjustments Guide helps explain what support can look like in practice and how small changes can make a big difference.

Get in touch for more information.

Because inclusion isn’t about doing more.
It’s about doing things differently, with understanding.

21/01/2026

At AYC, we welcome any work that helps build a clearer picture of rising demand and the gaps families and individuals are experiencing across mental health, ADHD and autism services. Understanding what’s driving this demand, including unmet need and barriers to timely support is vital.

In our work, we regularly see families and individuals struggling for months or even years without answers or adequate support. Situations can become desperate, with many turning to private assessments and diagnosis simply to understand what is happening and to try to manage an escalating crisis.

We hope this review keeps lived experience firmly at its heart, and that its outcomes strengthen access to timely diagnosis and support, rather than unintentionally raising thresholds or creating new barriers for those already struggling to be heard.

Wes Streeting has launched an independent review into rising demand for mental health, ADHD and autism services in England.

It's vital that the voice of our members are considered in this review.

Members, please share your evidence to contribute to the review 👉 https://forms.office.com/pages/responsepage.aspx?id=itFP8rgZskWInCq5Qt7HlcnGlQcb3phGqxk1lQOtpgZURE9ZM05VTU4zMUwyNUg1NFNHR09MWTZWQiQlQCN0PWcu&route=shorturl&utm_campaign=PsychMat&utm_medium=social&utm_source=OfficialBPS