Self

Eating

Eating well helps our bodies grow strong. It gives us energy. It helps our brain focus and feel good. 

For some neurodiverse young people, food can feel difficult. This may be due to textures, smells or routines. Mealtimes can feel stressful. 

This guide gives simple ways to support healthy eating. 

Why Nutrition Matters

Good nutrition means: 

• eating a range of foods for energy, vitamins and strength 

• drinking enough water 

• listening to when the body feels hungry or full 

Good nutrition helps with: 

• better sleep 

• a stronger immune system (the body’s defence against illness) 

• improved mood and focus 

steady energy during the day

Common Challenges

Some young people may: 

• only want familiar foods 

• avoid certain textures, like soft or crunchy foods 

• feel worried or upset at mealtimes 

• prefer routines and not like change 

This is okay. Every young person is different. 

The aim is to explore new foods in a gentle way, while respecting what feels safe and comfortable. 

Helpful Strategies

Visual Meal Plans

Use pictures or charts to show meals for the day. This can help reduce worry and give a sense of control. 

Gradual Food Exposure

Let young people explore food without pressure to eat it. They can: 

• touch it 

• smell it 

• help prepare it 

This builds comfort over time.

Involve Young People in Meal Preparation

Let them help with simple tasks such as: 

• choosing food 

• mixing ingredients 

• chopping with support 

• serving food 

This can make mealtimes feel safer and more enjoyable. 

Offer Predictable Choices

Keep favourite foods available. Slowly introduce new foods alongside them. 

You can also: 

• use plates with sections to keep foods separate 

Respect Preferences

If a food feels wrong to the young person, that is okay. 

Respect their choices and move at their pace.

Helpful Resources

• Autism UK: Eating and nutrition 

• MindMate: Eating and food 

• Avoidant Restrictive Food Intake Disorder (ARFID) Awareness UK 

• Eating support resources

Hygiene

Taking care of our bodies is part of staying healthy. This includes brushing teeth, washing hair and bathing. 

For some neurodiverse young people, hygiene routines can feel overwhelming. This guide explains why and gives simple ways to help. 

Why Hygiene Can Be Tricky

Some young people may: 

• feel upset by certain textures, smells or temperatures (for example, rough towels or strong smells) 

• forget steps or lose track of time 

• feel worried or rushed, especially in the morning 

These challenges are often linked to: 

• sensory sensitivities (how the body reacts to touch, smell, sound, light or taste) 

• executive functioning (how the brain plans, organises and completes tasks) 

This is not about being lazy or refusing. The young person may need the right support. 

Helpful Hygiene Strategies

Step-by-Step Visual Guides

Use picture charts or checklists. Show each step of the routine. For example: 

1. Wet toothbrush 

2. Add toothpaste 

3. Brush teeth 

This helps with memory and builds independence.

Timers or Music to Pace Routines

Use a gentle timer or play a favourite song. This can show how long to brush teeth or shower. 

It can also make routines feel more fun and predictable. 

Sensory-Friendly Products

Use products that feel comfortable. For example: 

• soaps with no strong smell 

• soft towels 

• gentle fabrics 

Let the young person help choose items. For example: 

• a toothbrush with soft bristles 

• a shampoo with a mild smell 

Break Tasks into Smaller Steps

Break tasks into small steps. 

If a full shower feels too much, start with: 

• washing hands 

• washing face 

Build up slowly over time. 

Use Routine and Repetition

Do hygiene tasks at the same time each day. 

This helps the young person feel safe and more confident. 

Helpful Resources

• Family Action: Supporting neurodivergent children with personal care 

• Learning for a Purpose: Personal hygiene activities for neurodivergent learners 

• Hygiene routines and special educational needs and disabilities (SEND) 

Movement

Movement helps neurodiverse young people manage their feelings. It can improve sleep and help them focus. 

Movement does not need to be structured or competitive. It should be fun, flexible and suited to the young person. 

Why Movement Matters

Movement can: 

• release energy and reduce anxiety 

• improve sleep and focus 

• build confidence and body awareness (understanding how your body moves and feels) 

• support social interaction and daily routines 

Practical Tips for Families

Short, Fun Activities

Try activities such as: 

• dancing 

• jumping on a trampoline 

• riding a scooter 

• playing chase 

Even 5 to 10 minutes can help the brain and body reset. 

Routine-Based Movement

Build movement into everyday life. For example: 

• walk to school 

• stretch before bed 

• do chores with music 

Regular routines can help reduce stress. 

Inclusive Sports Clubs

Look for clubs that offer: 

• small groups 

• calm and sensory-friendly spaces 

• coaches trained in neurodiversity 

You can ask your local council, school or charities for ideas. Some offer groups for neurodiverse young people.

Let Them Lead

Offer simple choices and let the young person decide. 

Respect their energy levels and preferences. 

Sensory-Friendly Tips

Try to: 

• choose comfortable clothes 

• avoid loud or busy spaces 

• use headphones or fidget tools if needed 

Helpful Resources

• Youth Sport Trust: Supporting neurodiverse young people through movement and physical activity 

• Access Sport: Neurodivergence learning and support

Masking

Masking is when a person hides or changes their natural behaviour to fit in. 

This can include: 

• stopping stimming (self-soothing actions like hand-flapping or fidgeting) 

• avoiding eye contact 

• practising what to say in conversations 

Masking is common for neurodivergent young people, especially in school or social settings. 

Masking can help a young person feel safe in the moment. But doing it all the time can lead to: 

• feeling very tired 

• anxiety (feeling worried or nervous) 

• burnout (feeling overwhelmed and unable to cope) 

What Masking Might Look Like

Young people may: 

• copy how others talk or act to fit in 

• stop themselves from stimming 

• plan or rehearse conversations 

• smile or laugh when they feel uncomfortable 

• hide their real feelings or needs 

Parents or carers may notice that the young person seems fine at school but becomes upset at home. This can be a sign of masking fatigue (being very tired from masking). 

How to Support Healthy Unmasking

Create Safe Spaces

Let the young person know they can be themselves at home. 

You can: 

• use calm routines 

• create a sensory-friendly space (a space that feels comfortable for their senses) 

• avoid pressure to act a certain way 

Validate Their Identity

Celebrate what makes the young person unique. 

You can say: 

• “You do not need to pretend here.” 

• “It is okay to stim if it helps you feel calm.” 

Encourage Open Conversations

Talk about feelings and energy levels. 

You can ask: 

• “Did you feel like you had to hide how you felt today?” 

• “What helped you feel more like yourself?” 

Explore Self-Expression

Encourage activities such as: 

• art 

• music 

• journaling (writing down thoughts and feelings) 

These can help young people express themselves. 

Therapeutic Support

A therapist can help the young person: 

• understand their identity 

• build confidence 

• manage stress linked to masking 

A therapist should understand neurodiversity (differences in how people think, learn and experience the world). 

Connect with Peer Support

Meeting other neurodivergent young people can help them feel understood. 

Look for: 

• local groups 

• online communities 

Make sure these spaces are safe and supportive.

Helpful Resources

• National Autistic Society: Masking 

• Kids Charity: Understanding masking 

• Masking: Hiding in plain sight 

Sleep

Sleep problems are common for neurodiverse young people. Their brains may take in sounds, lights and other senses in a different way. Their sleep signals, such as melatonin (a hormone that helps you sleep), may not follow a usual pattern. 

This guide gives simple ways to support better sleep. 

Understanding Sleep Differences

Some young people may: 

• not feel sleepy at usual times 

• wake up often at night 

• find it hard to relax because of sensory needs or anxiety 

This can happen because the body does not release melatonin at the right time. This can make it harder to fall asleep.

Building a Sleep-Friendly Routine

Regular routines and comfort can help. Try: 

• going to bed and waking up at the same time every day, including weekends 

• using a visual schedule to show bedtime steps (for example: bath → pyjamas → story) 

• doing calm activities like reading, drawing or listening to soft music 

• keeping the space calm with dim lights, quiet sounds and soft textures 

If the young person is sensitive to touch or smells, try: 

• soft and comfortable bedding 

• products with no strong smell 

Supporting the Body’s Sleep Signals

To help the body feel ready for sleep: 

• avoid screens 1 to 2 hours before bed 

• spend time outdoors in the daytime, as natural light helps the body clock 

• have a light snack, like a banana or warm milk, if hunger affects sleep 

Creating a Safe Space to Unwind

Sleep can feel unsafe for some young people. To help them feel calm: 

• let them choose a comfort item, such as a soft toy or blanket 

• speak in a calm and gentle way 

• give them time, without pressure 

If a young person masks during the day, bedtime may be when they relax and release their feelings. Be patient and flexible. 

Helpful Resources

• Support with sleep – MindMate 

• Sleep hygiene for neurodivergent people, including Attention Deficit Hyperactivity Disorder (ADHD) and autistic people 

• Sleep advice for neurodivergent children and young people – Options Autism 

• The Sleep Charity (support for children and families)