Reasonable Adjustments

Some neurodevelopmental differences can make friendships and social activities harder. Practising skills at home can help build confidence and make social situations easier.

Children need many skills to navigate social settings. You can practise these with your child in simple ways.

Greetings and questions

Practise greetings throughout the day. For example, “Hello” and “How are you?”
Take turns asking and answering easy questions.
Model good listening by looking at the speaker and responding to what they say.

Adjusting body movements and voice

Some behaviours help neurodivergent children feel calm or focused, but may not fit every setting.

For example:

• A playground or park is a good place to be loud or energetic.

• A library or quiet room may need a calm body and quieter voice.

You can practise what is expected in different settings so your child feels more prepared.

Patience and flexibility in play

Play helps children learn about themselves and other people.

They can:

• play side‑by‑side with someone using similar toys or interests

• take part in more interactive play

• join free play, which gives space to explore

• join structured play, like puzzles or outdoor games, which give clear goals

These different types of play can help build flexibility and social confidence.

Reading and responding to social signals

People use lots of signals when communicating, not just words. These include body language and facial expressions.
Many neurodivergent children find these signals hard to notice or interpret.

You can practise at home by:

• looking at someone’s face or posture

• asking, “What do you think their body or face is saying?”

• explaining what the signal might mean

This helps your child understand the hidden clues people use in social situations.

Impulsivity, aggression, and safety concerns

Some children with neurodevelopmental disabilities may show impulsive, aggressive or unsafe behaviours. This can include running off, wandering away or reacting quickly without thinking. These behaviours often happen when a child finds it hard to manage strong feelings.

You can help your child by practising ways to communicate their feelings. For example:

• asking for help

• using an emotions board

• taking a break in a quiet place

It is also important to address safety concerns and challenging behaviours through the right therapies and support. This may include behaviour programmes, emotional regulation work or support from a specialist.

All children and young people should be treated as individuals. Their food likes and dislikes, and their religious or cultural food needs, should be respected.

Food should look and smell appealing. This helps children enjoy eating. This is especially important for children who need food with changed textures because of swallowing difficulties.

Meal and snack times should fit the child’s needs. Some children may need small meals and snacks more often during the day.

Children should have enough time to eat and drink. If a child eats slowly, make sure their food stays warm and safe to eat.

Many toddlers go through a fussy stage. But it can be harder when an older child still eats only a few foods. Parents and carers often try many ideas, but nothing seems to help. This can cause stress and affect relationships.

Some children may refuse food because it looks different. They may fear new foods. They may focus on small details, like colour, shape or brand. They often prefer familiar packaging. They may not see why they should try something new.

There are some helpful “Do’s and Don’ts” when supporting children with restrictive or other eating difficulties.

Try to

✓ Let the child eat the foods they enjoy.
✓ Eat new foods in front of them, but do not expect them to try them.
✓ Play simple food games that let them touch, see and smell new foods.
✓ Involve them in meal preparation so they can explore food safely.
✓ Put small bowls of new foods on the table so they can choose to look or touch if they want.
✓ Stay calm and positive if they try something new.
✓ Encourage eating together with family or friends.

Try not to

✗ Prompt too much. This can make them less likely to try new foods.
✗ Pressurise them. This can increase anxiety.
✗ Bribe them. If they are scared, bribing will not help.
✗ Use food as a reward. Use stickers, fun activities or time together instead.
✗ Hide a new food in a favourite food. They may stop eating that favourite food in the future.
✗ Look anxious. Children can sense your feelings. If you look worried, they may feel worried too.

Eating a varied diet is good for health, but many children find this hard. Some children eat only a few foods. Others may eat too much. This section explains common issues and ways you can help.

Research indicates that children who are anxious and sensory-sensitive are more likely to have issues with eating.

Children who feel anxious or have sensory sensitivities often find eating difficult. This is very common in neurodivergent children.

Some eating patterns you may see include:

• only eating a few foods

• not being able to eat at school

• only eating when alone

• going long periods without food

• overeating

• eating non-food items, known as pica

These behaviours can be hard to understand and manage. Parents and carers may feel worry, frustration, or even blame themselves. It can be stressful when a child struggles to eat a healthy, varied diet.