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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

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    Christmas survival guide

  • cover image what to expect at christmas kit

    I know what to expect at Christmas & birthdays

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Dyslexia – it’s not just about reading

Dyslexia is most commonly understood as a condition that causes difficulties with reading. It is less well known that dyslexia can also impact on organisation and time management skills, which is sometimes referred to as executive functioning. 

What are the signs?

A child with dyslexia who has executive functioning issues may have difficulty:

  • remembering to take to school everything they need for the day 
  • being organised and preparing their kit in advance
  • sticking with an activity and not being distracted
  • understanding what day of the week it is and what different things they need to do each day
  • remembering their routine and prioritising the tasks needed to get ready for school  

What can you do to help?

There’s lots you can do to help a child with these issues. Here’s just a few ideas:

  • Get into a regular routine and stick to it. Children who struggle with time management often feel more secure and less anxious with a familiar routine.
  • Make checklists to break down a task or routine into smaller steps. Visual prompts work better than verbal reminders as they are constant and consistent.
  • Use calendars and planners – colour-coding often works really way to identify regular activities and highlight special events.
  • Encourage development of organisational skills with lots of repetition, reminders and practice. 

How could TomTag help?

  • school girl carrying rucksack with packing checklist attachedTomTag is ideal for all children with dyslexia as the picture symbols we use are easily recognisable and don’t rely on a child’s ability to read for TomTag to be effective. 
  • Make morning and evening routine reminders for tasks that need to be completed and the order they should be done using an I know what to expect – morning and evening minikit or for more varied options try these kits I can do it self care skills or I know what to expect at home
  • Create a school bag packing checklist using the I can do it pack my bag for school kit that will remind them exactly what they need to take to school each day, and bring home again. 
  • Take advantage of TomTag’s colourful tags by colour-coordinating checklist and routine reminder tags with any planners, calendars or charts that you’re also using.  
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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

  • cover image download going shopping

    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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School morning routines

Getting the whole family ready for school and out of the door on time and with all the right kit is never easy. There’s usually lots of shouting, nagging and panic involved!

Chaos or calm?

A less stressful and chaotic morning is possible with a little preparation. When children have the skills to get ready independently, they can start to take responsibility for themselves and their belongings without needing you to remind them every time. It might take a little practice and patience at first but it will be worth the effort in the long run.

Establishing a consistent morning routine (and the evening before) is also key to getting things to run more smoothly and helps everyone to understand what’s expected of them.

Visual checklists and schedules are an ideal tool to use when helping your child learn routines and skills for independence.

Use a consistent morning routine

Getting back into a routine after a long break or when starting school for the first time can be really difficult, especially for very young children or those on the autistic spectrum.

Create a visual reminder of all the tasks that need to be completed each morning and list them in the order in which you want them to be done.

It’s ok to use more detailed steps at first or attach a separate detailed list for each task to help make the process easier to understand.

Keep this list in a handy place in your child’s bedroom so it’s within reach when they get out of bed. Get them used to following the routine step by step each morning and work towards them checking things off independently each day.
self care i can remember

Avoid the dressing battlefields

Keep another checklist in the bedroom that will show your child what clothes they need to wear and what they should put on first. This avoids the pants over trousers scenario!

Setting out clothes the night before saves a lot of stress trying to find clean clothes in the morning. Start by laying out all the clothes for them so that everything’s ready to go the next day and then build up to them taking the responsibility for preparing this themselves.   

Tackle hygiene skills

self care follow instructionsTaking care of personal hygiene is a very important life skill for all our children to learn. We perform these tasks for ourselves everyday without needing to think about exactly what we’re doing.
For children just learning these skills, we need to break the task down into smaller steps. A picture list describing each step in the process is a great visual reminder that they can refer to each time they do the task which will help them to master getting it right.
Keeping a teethbrushing, toilet routine or washing checklist in the bathroom will help your child develop the independence to get ready in the morning by themselves and speed up the whole family’s routine.

Pack all the right kit

pack for school carrying bagGiving your child the responsibility for finding and packing everything they need for school might seem like a crazy idea but even the youngest or most disorganised child can soon get the hang of it, increasing their independence and reducing anxieties that occur over forgotten items.
Use a simple checklist attached to their schoolbag listing all the things they need to remember to take for each day of the week. Then they’ll also have it with them at school to remind them what to bring home at the end of the day too.
Getting into the habit of packing the night before is a great way to avoid that last minute panic searching for homework or games kit in the morning when you really should be leaving the house!

Make your own schedules and checklists

We used the kits I can do it self care skills and I can do it pack my bag for school 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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10 top transition tips – smoothing the move from primary to secondary school

Transitions are on my mind at the moment as I’m busy training for my first triathlon. I’m anxious about how I’m going to manage the transition between swim, bike and run but I know that the secret is in being prepared and making sure I’ve got everything I need in the right place at the right time.

Major transitions

One of life’s major transitions – the move from primary to secondary school – is about to be faced by thousands of children around the country. It’s natural that they will all experience some level of worry and apprehension about this but for many children on the autistic spectrum this transition can be particularly difficult.

Transitions issues

Change in itself is a problem because many children with ASD find it difficult to think flexibly and so become anxious about the unknown. They will prefer to stick with the familiar routines established in primary school as they will have difficulty predicting what might happen in the new setting.

A lack of social understanding and the ability to read and understand social cues accurately mean that children with autism may not know how to behave or respond in the many new social situations they will encounter in secondary school.

Add sensory processing difficulties to this mix and it’s easy to see why children on the spectrum can quickly become overwhelmed by the sensory stimulii of this new environment.

Preparation is key

When my own autistic son faced the transition from his small and familiar primary school to a large comprehensive I tried to prepare him as much as possible beforehand. By investing time in preparation now using some of the tips and tricks we’ve listed below, we hope you’ll be able to make those first days and weeks in the new school a lot less worrying for you and your child.

Top 10 transition tips

School-map_annotated
Make a map of the school

1. Make a map of the layout of the school with photographs of important places e.g. school canteen, main hall, classrooms

2. Try to obtain photographs of key staff particularly the teaching assistants that are going to support during lessons

3. Establish a link with a member of staff who can act as a mentor and home-school liaison. Set up a home-school book to pass on information about any worries/concerns or any relevant developments at home.

4. Get used to a homework routine in advance of the new start. Start simply with a 10-15 minute task at a regular time each evening in a quiet environment.

5. Make a visual timetable showing the school day to make lesson order & break times more predictable.

6. Practice the journey to and from school, making sure the child knows the location of bus stops, road-crossings, meeting points or anything else significant on their journey.

7. Familiarise your child with the new uniform and deal with any irritating seams or labels.

8. Practice packing the correct items for school (TomTag is perfect for this!)

GFI264-Calendar

9. Use a calendar to count down the days to starting the new school

10. Create a personal profile written with help of your child to include all the information new staff should know about them

 

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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

  • I can do it – manage my feelings

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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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Organisational skills for children with SEN

The phrase ‘special needs’ is a very generic term. Children with special needs are not only different from their so called ‘normal’ peers but they are also different from one another. Each child with special needs presents with a unique profile of strengths and weaknesses.

Organisational skills

A lack of organisational skills is the one challenge that the majority of children with special needs face. Coats go missing. Books and lunch boxes are forgotten. Hours are spent each month searching through the lost property box at school looking for gloves, scarves, gym kit and jumpers.

Organisational skills are a challenge for most SEN children because they have limited and inefficient internal structure. They are generally unable to organise their belongings, prioritize their actions or utilize their time efficiently to meet deadlines.  They also struggle with temporal (time related) concepts so they have difficulty assessing, for example, how much time it takes to get ready for school or finish homework.

Daily struggles

These organisational difficulties can put incredible strain on a family. As a parent of an autistic boy I know how frustrating it is when your child has organisational difficulties. I’m also aware how upsetting it is for Tomas to be constantly scolded and reprimanded for behaviours that are mainly out of his control. Tomas does not forget things because he is lazy or unmotivated. He has a neurological condition that means he struggles on a daily basis to make sense of the world we live in.

School morning organisation

Getting ready for school in a morning is a real test of organisational skills for any child. For a SEN child like Tomas the morning routine can be a source of extreme anxiety. There’s so much to remember – homework, lunch boxes, gym kit. Parents are also under pressure to leave on time and ensure that everyone has the right equipment for the day ahead.

Like many SEN children, Tomas is extraordinarily visual. He needs to see things in order to remember and organise them. If things are out of sight they are out of mind. Tomas’s visual strength was one of the sources of inspiration for TomTag (that’s why it’s named after him!). As TomTag clips easily to any school bag it is always to hand and the problem of misplacing the list is avoided.

Confidence and independence

Learning to pack a bag for school sounds simple but it requires skills and self confidence. Using TomTag as a prompt, Tomas has been able to learn over the last few years how to pack his school bag for himself. The fact that he is now able to pack independently for high school is a real testament to the success of TomTag. By giving him a consistent external tool to use he has learnt to overcome his minimal internal structure.

Teachers and parents benefit from children learning to pack a school bag independently. Fewer items are left in the infamous lost property box, morning routines are less stressful and for children like Tomas they are not only ready for school but have acquired important organisational skills which will pay dividends later in life.

Recommended products:

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    School morning routines