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Coping with a family Christmas for an anxious teen with autism


For my son, Tom, thinking about our family Christmas meal is causing him anxiety. Spending time together and creating memories over a shared meal – it’s what many people love about Christmas – but it’s not so easy for an anxious teen with autism.

Visibly on edge, Tom seeks constant reassurance about what will happen. He worries about not being able to understand or contribute to conversations. He fears that he will be negatively judged for talking about his special interest, Swiss trains.

These are some of the strategies we’ve developed to help him cope with and enjoy the day.

Use a visual schedule and plan, plan, plan

Tom uses a note-making app on his ‘phone as a visual schedule tool. This reminds him what time our guests are expected to arrive, when we anticipate eating and what family games and entertainment there is likely to be after the meal has finished.  We used a more traditional, physical visual schedule when he was younger to explain about what was going to happen.

christmas tree background with tomtag overlay
Choose an age-appropriate visual schedule tool

This pre-planning has been a good opportunity to work on Tom’s flexible thinking. We’ve brain stormed possible reasons why, on the day, there may be a slight change to the schedule; our guests may be late due to traffic delays, the dinner might not be ready at the exact time, not all our guests may want to engage in party games!

Have an important role to play

Giving Tom a role helps him feel involved but without the pressure to join in. It’s important to strike the right balance so that I don’t make him feel doubly anxious by putting demands on him. Tom is looking forward to greeting the guests on arrival, passing round the drinks and helping to carve the turkey. 

tomas with chef's hat on carving turkey for Christmas

When it’s time for the family games we opt for a quiz. So that he doesn’t feel under pressure to answer questions, Tom becomes the quiz master  – a role he just loves! It’s also a family tradition that Tom chooses a favourite Swiss train video that we all watch together. This is his opportunity to share his special interest with us.

Make our expectations clear

Tom has fortunately outgrown many of the dietary restrictions he had as a young boy. He is happy to sit at the table with us now to enjoy his meal, which is fantastic. However, we know that immediately after eating he will need to leave the table for a movement break. We reassure him beforehand that this is OK and allowed so that he doesn’t become anxious about it or feel forced to sit at the table against his wishes.

Tom also knows that if, at any point during the day, the experience becomes overwhelming for him and he needs time away then it’s ok to go to another, quieter room to listen to his music. We explain that our guests will not be disappointed or disapproving about this ‘escape’. He understands that he can come back and join in whenever he feels ready.

Learning and understanding at Christmas for an anxious teen with autism

It takes time to learn what works best for your child and family so don’t be disappointed if things don’t go as smoothly as you’d like. Being able to recognise and understand what makes Tom anxious at Christmas is something that we have had to work on and develop over the years. 

Calm and consistent reassurance, given both verbally and visually, has proven the most effective way to help Tom enjoy this special occasion,  which makes for a happier time for all the family.

What tips can you share that make Christmas social events more manageable and less stressful in your house?

Useful resources:

  • cover image sticker pack christmas & birthdays

    Christmas & birthdays

  • cover image download christmas

    Christmas survival guide

  • cover image what to expect at christmas kit

    I know what to expect at Christmas & birthdays

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Back to school – new bundles to help with anxiety and organisation

School routines

girl carrying backpack with tomtag attached

You’ve got the uniform, the new shoes, pencil-case and stationery and they’re all neatly labelled with your child’s name – but being ready to start or go back to school isn’t just about having all the right kit.   

Starting school for the first time, going to a new school or moving to a new class, teacher or environment are some of the biggest transitions in a child’s life. It’s normal to feel anxious or worried at times of transition or change and the routine and environment of daily school life can present many challenges in itself for some children. It can often be difficult for children to understand and express these feelings and know how to cope with them effectively. If a child can share their worries and concerns with their parents and teachers it will be easier to help them develop good coping skills and strategies. 

My TomTag Feelings Notebook is an ideal tool for communication between child, parent and teacher. It helps a child to express, understand and communicate their feelings and anxieties. Parents and teachers can better understand the causes and triggers for a child’s anxiety or behaviour, by identifying patterns over a number of days or weeks. This written record can help them to work in partnership to give a consistent and coordinated level of support to the child. 

The TomTag Share how I feel tag and Manage my feelings kit are additional complementary products that can be used in conjunction with My TomTag Feelings Notebook to help a child further explore, express and understand their feelings and emotions.

The brand new lunch box you bought just a few weeks ago gets left on the kitchen table in the rush to get everyone to school on time – what now? Arriving at school without all the right kit for the day ahead is a common cause of anxiety and stress for many school children. Not being able to take part in activities, being in trouble with teachers, not being comfortable and having attention drawn to them are all unwelcome consequences of forgotten pe-kits, lunchpacks, jumpers and the like. TomTag’s I can do it – pack my bag for school kit is a simple checklist that attaches to a child’s school bag to remind them what they need to take to school and bring home again each day.

We’ve created some new amazing value bundles incorporating all these products to help you prepare and support you child as they head back to school or if they’re starting school for the first time. Click on the product links to find out more about each product or view the bundles here Back to School Bundles.

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Simple things

It’s often the simplest things that have the biggest impact.

A seemingly simple thing that gets forgotten, ignored or left unnoticed can cause a big problem down the line. Simple ideas, simple tools, simple changes might be all that’s needed to solve a problem or do a better job than a complex solution.

A Share how I feel tag, with its thermometer-style colour faces scale, has to be one of the simplest uses for the TomTag system but since introducing it less than nine months ago has become our best selling product.  It can be used in lots of different ways which is perhaps one of the keys to it’s success – we’ve given some ideas in this free download guide.

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Having recommended in our guide that using a feelings diary can help to identify patterns of emotions or behaviour and the triggers that could be causing them, we decided to make our own! 

My TomTag Feelings Notebook

Keeping a diary gets you into the habit of noticing and naming how you feel in different situations throughout the day or at times when you feel most anxious or worried.

There’s a scale for rating the strength of your feelings and a guide to help build up a vocabulary to describe your different feelings and emotions.

By making notes about what happened during the day or at key points you can start to build up a picture over time  which helps you to see patterns and identify the common triggers or stressors. Quite often these might be simple things that go unnoticed day to day but are easier to spot once patterns emerge. 

It’s often the simplest things that have the biggest impact.

My TomTag Feelings Notebook is available at an introductory offer price of £10 (normally £12.50) until 31st July 2018

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Surviving Christmas with help from TomTag

family visits tags

Christmas is a magical and exciting time but for many children with autism and other SEN, the festive period can be anything but wonderful.

Changes in routine, a house pulsating with flashing Christmas lights and a steady stream of visitors can be too overwhelming and lead to sensory overload, anxiety, distress and confusion.
Making adjustments that help your child cope better at this time of the year will hopefully allow them and all the family to have a more enjoyable and relaxing experience.
It’s also a good opportunity to work on important social skills that can be transferred to other situations at different times of the year as well.

my daily routineJust another day

Keeping to the same familiar routines as much as possible, even on Christmas Day, can be key to helping things run more smoothly. There are no rules to say things have to be done a certain way so do whatever suits your family best.

It’s sometimes not possible to avoid some disturbance or change to the regular schedule at this time of year. Children who struggle with changes to routine can find this very unsettling. If they use a visual schedule at home or school, this is a great way to make sure they know about (and can prepare themselves for) anything different that’s going to happen.

If different or unusual foods are likely to be an issue, think about preparing and freezing your child’s favourite meal ahead of the big day so that it’s easy to serve alongside everyone else’s dinner and gives you one thing less to worry about.

decorations and christmas symbolsDecorations

Flashing lights, glittery objects and jingling bells all around the house are natural triggers for sensory overload. Let your child help to choose the decorations you buy and put up and consider decorating gradually over a few days so they are not overwhelmed immediately. Make sure to leave some areas of the house undecorated so there’s always somewhere for the child to retreat if needed.

Be aware of sensory triggers such as balloons, Christmas crackers, party poppers, festive music – consider using headphones or ear defenders at parties, carol concerts or similar events if sudden or loud noises are disturbing.  

Use an “All about Christmas” symbol list or simple social story to support a conversation with your child to familiarise them with all the different things they can expect to find at Christmas time.

Social expectations

family visits tagsChristmas is usually a time of increased social contact and festive events with family and friends. Use a visual schedule to show what’s going to happen before any visitors come to the house or when you’re going to parties, visiting family and friends, church services, etc.

Maybe even keep a separate tag as a checklist to show all the family members they may be meeting and what an appropriate social contact might be for each group (eg. hugs are ok for family, hand shake for friends, etc.).

There’ll be lots of opportunities to teach social skills such as learning to greet visitors appropriately and saying please and thank you. Include relevant symbols in your visit schedule list or use another tag that you keep handy for a discreet reminder of social behaviour rules.

Presents

Many children with autism don’t particularly like surprises and aren’t good at faking delight if they get an unwanted gift. Some may prefer to have their presents left unwrapped or, if they do like the unwrapping part, they might want you to tell them what’s inside first.

They may also be overwhelmed by a large number of presents in one go. Try introducing them one at a time over the day (or several days) or adopt an advent calendar-style approach, bringing out a small gift each day in the run up to Christmas.

Don’t forget to put batteries in toys in advance so that they can be played with straight away!

Relax!

Above all, remember that this is your Christmas as well. Get as much support from family and friends as possible and share out the workload wherever you can. Get children involved by giving them jobs to do which will keep them occupied and give them something to focus on.

We used the kit I know what to expect at Christmas & birthdays for the examples here. We know it can be a particularly taxing and stressful time of year for our loved ones with extra sensory and emotional needs, so there’s also an expanded version of the basic kit available which includes additional tags and blank buttons plus a Feelings & Emotions sticker pack. We call this our Christmas survival kit

Download this guide for free

We’re building a collection of handy guides and tip sheets that you can download for free and print at home.

  • cover image download christmas

    Christmas survival guide

  • cover image download feelings tag

    Feelings tag-o-meter

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    Going shopping

  • cover image download school morning routines

    School morning routines

 

 

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TomTag Feelings tag-o-meter

feelings tag with what's wrong tag

The TomTag feelings tag-o-meter is a visual feelings thermometer that can be used to support the development of all the skills required for good emotional intelligence.

It can help children to understand and communicate their feelings. By linking with a visual reminder of appropriate actions and strategies, they can learn how to manage those feelings too.

Regular use of this type of visual scale helps children to recognise the causes and triggers for their feelings and emotions. They can work out ways to help themselves improve their responses and handle things better in the future.

Let’s get started

feelings thermometer tag with what's wrong tagAt the start of the school day it’s helpful to know how a child is feeling to assess their readiness for learning today. Use the feelings thermometer as a way for them to quickly and easily communicate this to you. 

You might find it useful to provide a list of further options (like the red tag shown here) to help you identify the cause of any problems. For example, are they sad because they are hungry or tired, too hot or too cold, are the surroundings too noisy or bright?

Once any issues have been dealt with appropriately the child will be more able to access and engage with their learning.

What’s different

Are you expecting a change to routine, an unusual event or a visit to a new place today? Use the same approach to rate how comfortable the child is about this. If they are frightened, worried or anxious you can try explaining more about the reasons for the change or event or what they can expect to happen during the day or the visit.

Encourage the child to think about whether the strength of their feeling is in proportion to the situation. Does their reaction match the level of the problem? If not, discuss strategies they can use to deal with their feelings and talk about what a more appropriate response might be.

Get down to work

Before starting a task or activity, ask the child to rate their anxiety or confidence level about what they have to do. This information can help you to decide what support they might need to be able to complete the task successfully or it can open a discussion about whether their anxiety is proportional and realistic for the task faced. For example, are they:

[threecol_one]very anxious and not sure what they need to do or worried that they are not capable of doing it?[/threecol_one]
[threecol_one]reasonably sure of what they need to do but could use a little guidance just to get started?[/threecol_one]
[threecol_one_last]
feeling confident about the task and happy to try doing it alone?[/threecol_one_last]

How was that?

Revisiting the scale once a task, activity or event has finished offers an opportunity to reflect back and learn from it. Was their actual experience better or worse than they had expected it to be? How would they feel if they were now faced with the same event again?

If they were initially very anxious but with support were able to succeed, should this make them more confident about the next time they face the same task or a new one?

Another good time to check in with the feelings thermometer is after school, particularly as they may keep emotions locked up until they get home. Just as at the start of the school day, it’s a quick and easy way to communicate how they’re feeling and alerts you to any issues that have occurred during the day that might need further investigation or discussion before settling down to homework or evening activities.

What happened there?

strategy tags to manage emotionsSensory overload, changes to routine, difficulties processing information, social interactions or being tired or hungry are all common triggers for anger or challenging behaviour.

Getting a child to think about and try to understand what made them angry or prompted their behaviour begins to develop their emotional self-management skills. Using a feelings diary can be a good way to identify patterns of behaviour and incident triggers and plan for minimising stress at key points.

Encourage the child to use a feelings scale to start recognising how they feel or what their impulses are when their anger level starts to build. Set up some different coloured tags for each level like the ones shown here. Use each list as a reminder of suitable calming ideas they can try to help prevent their progress up the anger/stress scale and bring their feelings under control.

This technique can also be used to identify and respond to inappropriate behaviour from over excitement or a high arousal state.

Just saying

Children not only need to understand and interpret their own feelings, it’s important for them to be able to recognise the feelings of other people around them too.

When a child is familiar with using the feelings tag-o-meter to rate their own feelings and emotions, they can build their skills in appreciating other people’s feelings too.  

As a parent, carer or teacher, you might want to let the child know that you are pleased with their work or attitude today. They may not have behaved well and you want them to understand that makes you sad. Reinforcing your words by showing them on the scale how you feel helps them develop their ability to recognise and interpret verbal and non-verbal emotional signals.

Let’s be friends

school behaviour prompt tagYou can take a similar approach when dealing with social interactions between the child and their classmates, friends and family. If there’s been a disagreement or incident, try using the feelings scale to help those involved communicate with each other about what happened, how they are feeling and how they might be able to better control their actions in the future. Our School Timetable sticker pack (included in the kit “I know what to expect at school”) has a number of useful behaviour-related symbols that would help with identifying positive strategies in these situations.

The more practice a child has at acknowledging and recognising their feelings, using different coping techniques and appropriate communication strategies, the more relaxed and content they can be knowing that they have the skills to cope. A child who can identify his own emotions is more likely to be able to identify the emotions of others. Children who can see a situation from the view point of others are more able to engage in problem-solving and other social activities. 

Download this guide for free

We’re building a collection of handy guides and tip sheets that you can download for free and print at home. 

The guide for this topic also covers the information in our post Understanding feelings and emotional intelligence.

  • cover image download school morning routines

    School morning routines

  • cover image download going shopping

    Going shopping

  • cover image download feelings tag

    Feelings tag-o-meter

  • cover image download christmas

    Christmas survival guide

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Understanding feelings and emotional intelligence

Emotional Intelligence – what is it?

Emotional intelligence is defined as the ability to be aware of and recognise our emotions, understand and express them, and to realise how they affect those around us. Emotional intelligence is known to be a key factor in success in life, quality of relationships and overall happiness.

How are you feeling?

What type of emotions and feelings do we have? 

 

Anger

Angry, irritated, mad, furious, upset

We can get angry for lots of different reasons. It can happen when we feel threatened or offended or when we can’t have something that we really want. Our children will often display anger and challenging behaviour when they are finding something difficult, confusing or uncomfortable but are unable to communicate the problem to us in other ways.

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Sadness

Sad, unhappy, disappointed, depressed, hurt

Emotions themselves are not ‘good’ or ‘bad’. Everyone will, and should, experience being unhappy, down or disappointed at times. Learning how to recognise and respond to feelings of sadness in a positive way is good for our emotional health.
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Fear & anxiety

Anxious, nervous, frightened, scared, tense

Fear can be a useful emotion when it stops us doing things that might be dangerous or bad for us. It works against us when it stops us doing important things that we need to do or when we are unnecessarily worried or fearful about what might happen to us. Being overly anxious affects our ability to focus, learn, and achieve things.
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Happiness

Calm, satisfied, happy, relaxed, glad

When a child is happy, calm and relaxed they will be more able and willing to focus, listen, learn and communicate. We can help them by learning what they need and would benefit from in their physical and social environments in order to achieve that status.
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Excitement

Excited, antsy, energetic, bouncy, aroused

When children have difficulties communicating, it’s easy to misinterpret their behaviour and wrongly identify the cause. For example,  a child with autism may display repetitive motor behaviour such as flapping or spinning but they may need this sensory stimulation to deal with extremes of excitement and arousal as much as they do when overwhelmed by other emotions.

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How to use a TomTag feelings tag-o-meter to develop the skills for good emotional intelligence

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Coping with going shopping

sensory overload tags

Many shopping experiences can be extremely difficult to cope with for autistic individuals and those who care for them. Changes to  routine, difficult social interactions with strangers and overwhelming sensory experiences are just some of the issues that can cause stress, anxiety, fear and meltdowns.

So why do we bother?

We all need food to eat and clothes to wear so going shopping is a necessary and important part of our lives. Online shopping  can offer us a great alternative to physically leaving the house and going to the shops but it isn’t always the best way to get what we need or the ideal long term solution.

Shopping can help us develop good life skills. We need to plan and organise to make shopping lists or know which shops to visit.  We need to understand money and budgets. Having strategies to cope with social experiences and sensory problems can increase our independence, reduce isolation and help us to be part of a community.

general shopping prep tag

Start planning early

Use a visual routine chart to introduce the idea of your shopping trip. Go at a quieter time of day or week if possible and give as much warning of the upcoming trip as you can. Sneaking in a last minute or surprise visit is best avoided. 

You can use your visual chart to show how you will get there (e.g. car then walk), what sort of shop you are going to and what you need to buy. If you regularly use the same route or transport, try to stick to it or make sure you explain the change of route with visual prompts.

shoe shop what to expect tag

What’s going to happen?

Set up another visual list with more detail about what to expect in the kind of shop you are visiting. For example, at the supermarket you need to put things in a trolley or basket, walk together, queue at the checkout, put the shopping in a bag, then pay.
This preparation is particularly useful when shopping for clothes and shoes which can both be especially challenging shopping experiences. Preparing a simple social story and using a visual timeline will help you to talk about why we need to do this kind of shopping, what’s going to happen when you get there and what it might feel like.  

Ask and answer questions

Why do we take our clothes and shoes off here but not in other shops or public places? Why does the shop assistant get close and possibly touch us when they need to find out what size we need?

Use the time before you go to ask and answer these sort of questions and think about the strategies you and your child can use to help them stay calm. You could even try some role-playing at home too. 

Remember to take your TomTag visual prompt to the shops with you and use it as a reminder of the process once you’re there.

Sensory overload

sensory overload tags

Bright white lights, rows of brightly coloured objects, background music, strong smells and noisy crowds make supermarkets and shopping centres some of the most likely places to trigger sensory overload, leading to meltdowns and consequent behaviour issues.

Try using ear plugs or defenders to dampen noise and dark glasses or peaked caps to reduce the light intensity. Avoid strong smelling areas of shops such as washing powder aisles or perfume sections.

Keep a visual list handy so your child can show you what they are having problems with (too bright, too noisy, too smelly, thirsty, hungry, etc.) and pair it with a list of strategy symbols (deep breathe, count to 10, need to leave, etc.) that you can use to remind them of suitable self-help solutions.

Keep them busy

shopping list checklistGiving your child the responsibility for finding items on your shopping list is a great way to avoid boredom and focus their energy. You can also make up games to keep them interested; for example, be the first to find 3 items on your list and turn the symbol over when you find them.
Involving children in helping to prepare the shopping list at home before you go can also be a useful way to encourage engagement and interest.
You might want to take a favourite toy or fidget or let them use a computer tablet or phone as a distraction as well.

Make your own planners and checklists

We used the kit I know what to expect going shopping with the optional symbol packs My shopping list and Shopping for clothes & shoes but TomTag is a versatile system with the flexibility to choose from a range of toolkits or put together your own combination of components and symbol sets.

Download this guide for free

We’re building a collection of handy guides and tip sheets that you can download for free and print at home. 

  • cover image download school morning routines

    School morning routines

  • cover image download going shopping

    Going shopping

  • cover image download feelings tag

    Feelings tag-o-meter

  • cover image download christmas

    Christmas survival guide

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Sensory strategies for personal care

Our lives are full of sensory experiences. We take in information about the world around us through our senses – we touch, move, see, hear, taste and smell.

Many people with autism have difficulties interpreting this sensory information. Sensory sensitivity can significantly impact an individual’s behaviour and ability to develop independence in life skills.

Here are a few of the personal care strategies that have helped me to better manage my son’s sensory-driven behaviours.

DRESSING

  • Use comfortable clothes – consider particularly the type of fabric and length of sleeve
  • Cut off care labels from inside clothes
  • If seams cannot be tolerated try wearing undergarments (eg leggings under trousers) to reduce friction
  • Wash and dry clothes in unscented products
  • Dressing in front of a mirror can help provide visual cues to improve sequencing and body awareness

PERSONAL HYGIENE

  • Use non-perfumed soap
  • Apply firm pressure when shampooing or drying with a towel
  • Be aware of bathroom lighting levels and reduce any loud noises e.g. run the bath before the young person goes into the bathroom
  • Provide deep touch using a towel to head, hands and feet

HAIR CARE

  • Use a firm stroke or pressure as you comb or wash their hair
  • Count or have the young person count as you comb, wash or cut their hair
  • Give a definite time limit to the task e.g. brush or cut until you or they count to 10

 

TOILETING

  • Use moist toilet roll if the young person is sensitive to toilet tissue
  • If feet don’t reach the ground when sitting, using a stepping stool to rest feet on will help the child feel safer
  • Try a padded seat insert if the young person doesn’t like how the toilet seat feels

It’s important to talk to the young person to try and understand their individual issues and to explain each step of what you are doing to help them.

Visual aids can also be used to help the young person understand the activity and remember the order or sequence of actions. Our TomTag self care pack is designed to help guide self care tasks such as dressing, washing, toileting etc.

We also recommend Little Grippers socks which use “stay on technology” to help them to stick rather than grip the skin so they don’t fall down or move around. 

For more tips, this friendshipcircle blog has some really useful information.

Please feel free to share and let us know which strategies have worked well for you.

  • cover image minikits brush teeth

    I can do it – brush my teeth

  • I can do it – self care skills

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    I can do it – toilet routine

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    I know what to expect – morning and evening

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    Self care

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Autism – understanding and managing anxiety

We all experience stress during our daily lives but for many autistic people the experience of stress can feel very intense and cause severe difficulties.

stress

Like many young people with autism, my son has been experiencing anxiety related to an overly-literal understanding of what it means to follow school rules and when he is faced with an unplanned change both inside and outside the school setting. He has a very narrow view of what it means to be in the correct uniform or be on time for lessons or appointments. When he is feeling stressed he will rock on his feet, pace the floor and ask repetitive questions. In these situations, he finds it difficult to respond to any reassurance.

Together with his Speech and Language therapist  (‘SLT’) and Occupational therapist  (‘OT’) we have been using some strategies to help him. We have taught him that the concept of feeling overwhelmed means either too many feelings all at once or a very strong reaction to a situation. He can now use this word to express how he is feeling. He has been taught a format for identifying the worry and setting out actions to help resolve it. The actions relate to what he can think, say or do to make things better. We’ve taught him the phrase self talk and he is beginning to understand what a trusted adult would do or say to him  in that situation to help and to use this as self talk. We are sharing this work with his teachers and support staff to ensure a consistent approach to talking about worries and solutions.

On the suggestion of my son’s OT we are trialling a tactical breathing programme developed for the military and emergency services to use in times of extreme stress. We wanted to have activities that were discreet and applicable to the classroom environment. Tactical breathing is a great strategy as no one needs to know that he’s doing it and he can use it to prepare for stressful situations as well as once he is feeling stressed.  We’ve incorporated tactical breathing into an anxiety busting resource for him called the 3 O’s- Overwhelmed, OT, OK.

One of the resources we’re using is a simple free app called ’Tactical Breather’ which I’ve downloaded onto his phone so it’s readily to hand for stressful situations. I’m also encouraging him to use his phone to record worries and solutions so that these can be kept and built up to form a ‘library’ of helpful strategies for managing situations.

It is hoped that over time and with continued support in this area he will become more able to self soothe and manage his anxiety. Incidentally, studies have shown that stress levels of mothers of kids with autism are similar to that of combat soldiers. Perhaps I should download that app for myself too!

Recommended products:

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    Feelings & emotions

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    Feelings tag-o-meter

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    I know what to expect at Christmas & birthdays

  • My TomTag Feelings Notebook

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    School morning routines

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    Staying away from home

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Teach a child to pack for school

single tag sample
Choose a day when they only need a few items

How do you teach a reluctant child how to pack their own bag with all the right things they need for the day ahead and to bring it all home again?

Clare, whose own children learnt this important skill with TomTag, recommends the following simple steps:

1. Select one day when there are not many items to take to school. Use only one tag from the TomTag pack to make a list of the relevant items and activities for that day.

2. Set aside some time the night before to pack the bag with your child and attach TomTag to their bag. Praise your child for remembering and packing everything they need for the day.

3. Ask your child to repack their bag at school using TomTag as a reminder of what to bring home. Check their bag when they return from school and praise them when they have been successful in bringing the correct items home.

4. Ask the child to pack their bag on their own for the same day using TomTag as a visual reminder of what items are needed. Then check their bag for them. Praise your child’s success. If something is forgotten, refer back to the tag and repack.

5. Ask your child to repack their bag at school using TomTag as a reminder of what to bring home. Check their bag when they return from school and praise them when they have been successful in bringing the correct items home.

School bag packed6. Your child packs their own bag using TomTag as a visual reminder and does not have it checked. Praise your child’s success.

7. Choose another more complicated day and repeat the process. Gradually build up to a full week and using the full TomTag set on the child’s bag.

Packing their school bag independently, being organised and taking responsibility for their belongings are great life skills for all children to learn but are especially important for those with additional or special needs. TomTag uses only picture cues so it’s easy for any child to use.

Product recommendation:

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    School morning routines