Exam season can be a stressful time for children, and as a parent it can feel even more daunting being the person to guide and support them through this.
Finding the right balance between encouragement, practical support, and emotional reassurance can make all the difference.
We want to support parents with some ideas on how you can help your child prepare, manage stress, and stay motivated.
1. HelpThem Find Their Revision Style
Not all children learn in the same way, and finding the right revision technique is essential for effective studying. Some may benefit from visual aids like mind maps and flashcards, while others might prefer verbal repetition or written notes. Active children may even benefit from pacing the house or bouncing whilst doing revision. Work with your child to discover what works best for them, and encourage approaches that enhance their retention and confidence.
2. Encourage Regular Breaks & Rest
While studying is important, overloading their schedule can lead to burnout. Encourage your child to take regular breaks, engage in activities they enjoy, and maintain a balance between studying and relaxation. Movement, creative hobbies, or simple outdoor walks can help them recharge mentally and physically. Rest, sleep and relaxation allow our minds to transfer information from the short term to long term memory meaning the learning will stay with them for longer.
3. Prioritise Healthy Eating & Hydration
Nutrition plays a key role in concentration and energy levels. Make sure your child is eating balanced meals, staying hydrated, and avoiding excessive caffeine or sugary snacks, which can cause fluctuations in focus and mood.
4. Create a Calm Wind-Down Routine
After a long day of studying, it’s important for your child to have time to relax. Encourage activities such as reading, listening to music, or colouring to help them unwind before bed. A stable bedtime routine can also improve sleep quality and reduce anxiety levels.
5. Reassure Them & Stay Positive
Exams can feel overwhelming, but your child needs to know that results do not define their worth. Reassure them that you are proud of them regardless of the outcome and that effort matters more than perfection. Positivity and encouragement from you can boost their confidence and ease their worries. If your child excessively worries about failing exams, gently explore this worry together and remind them the work they have put in so far. A count down calendar to cross off days during the exam period may also help focus (only 3 exams left! This subject is now done! etc).
6. Treat Time
Having something to look forward to can keep motivation high during exam season. Plan a treat or an activity together at regular intervals throughout the exam period — these can be small and inexpensive but help them mark the effort they have put in and boost morale for upcoming tests.
7. Keep Communication Open
Set aside time for one-on-one conversations where your child can express their worries and feelings. Let them know their emotions are valid and that you are listening. Only offer practical solutions occasionally, sometimes children just need to be given time to vent and express their emotions. Try not to use phrases which can shut down the conversation like “you’ll be fine” and “don’t worry”. As much as these are well intended, they can leave a child feeling unsupported.
8. Seek Support If Needed
If stress and anxiety begin affecting their daily life or you are noticing concerning behaviours, please do reach out to us. Wellbeing Therapy Solutions OTs are trained with more specific tools and supports which can get your child through the emotions they are experiencing in relation to exams.
By offering steady support, reassurance, and practical strategies, you can help your child approach their exams with confidence and a healthy mindset. Remember, this period is a learning experience—not just about academic success but about developing resilience, self-awareness, and coping skills for the future.
As we mark Neurodiversity Awareness Week, it’s only fitting for our team to contribute to this important conversation. We’re thrilled to see more people embracing and championing neurodiversity.
Workplaces are increasingly appointing neurodiversity champions and utilizing our services to better understand reasonable adjustments.
This growing awareness brings us closer to fostering inclusive environments for everyone.
In this blog, our associate Marjolein delves into a significant topic within neurodiversity: the distinction between having a formal diagnosis and self-identifying as neurodiverse. If you know someone who is neurodiverse, you may have noticed that some individuals have an official diagnosis, while others prefer to self-identify. Let’s unpack what this means.
To learn more about the term “neurodiversity,” please refer to our previous Blog
Understanding Neurodevelopmental Conditions
Deciding whether to pursue a formal diagnosis is deeply personal and influenced by individual circumstances. Conditions such as autism, ADHD, and dyslexia are neurodevelopmental*, meaning they are present from an early age and evolve as the individual grows. Receiving a diagnosis is essentially a medical confirmation of the presence these conditions. It does not mean that the person’s identity changes on the day of diagnosis—they’ve always been neurodiverse. For many, a diagnosis provides vital clarity and validation, aiding in self-understanding and acceptance.
On the other hand, some individuals prioritize understanding their unique set of traits and challenges over obtaining a formal diagnosis. Diagnoses can be costly and time-consuming, especially when privately funded. These individuals may choose to self-identify, recognizing that they have traits associated with conditions like ADHD or dyslexia, and they will focus on finding strategies available to support themselves through any resulting challenges. However, it’s important to note that while one can describe having “traits,” claiming a diagnosis without formal assessment is inaccurate.
The Role of Self-Identification
So, does this mean anyone can assign themselves a diagnosis? Not exactly. Self-identification serves as a tool for understanding one’s strengths and challenges, promoting self-awareness and empowerment. This shift in thinking encourages a culture of support and understanding rather than blame. For example, instead of asking, “Why don’t they try harder?” or “Why can’t they do […]?” we can explore how to break down tasks to become more manageable through tailored support.
How We Can Help
As occupational therapists (OTs), we believe in empowering individuals with the skills and strategies they need, regardless of any formal diagnosis. If someone exhibits traits of autism, we can provide sensory supports and daily strategies beneficial to autistic individuals. Similarly, those with traits of dyslexia or dyspraxia may find our reading aids or study techniques helpful. For individuals struggling with time management or work deadlines, we can collaborate to identify barriers and develop practical solutions to reduce stress and increase productivity.
Whether you choose to pursue a formal diagnosis or self-identify, you can count on our non-judgmental, supportive approach to address the challenges you face. Our OTs will work with you to understand your barriers and find ways of overcoming them, so you can focus on getting on with the things you are best at.
*Please note: This blog focuses on neurodevelopmental conditions. While other circumstances, such as brain injury or illness, may lead to similar challenges, those topics are beyond the scope of this piece.
More employers are recognising the need for workplace based support for employees.
Being given space to be heard and understood is so valuable to helping people continue to give their best in the workplace.
I have been supporting employees both through group work and individual support. It is always such a privilege to hear people share their burdens and concerns. I work through these together with the person or group to create an outcome that improves the situation.
Sometimes employees can feel like they are trying so hard to make things work, yet not seeing a result from all of their efforts.
One thing that has struck me during my time of providing workplace support is many employees I have spoken to are in a supporting role. This can give them a sense of not being good enough and that they should be able to cope with what is entrusted to them.
Yet the reality is that carrying other people’s worries and concerns is difficult. It takes a lot of emotional energy to support others as well as supporting yourself. When people see you as a kind, empathetic person you are also more likely to get others sharing their worries with you.
This can create a caring burden or emotional burnout which is usually a sign of having been too strong for too long, not a sign of weakness.
“Sometimes the listeners need a listener too”
Everyone needs a space to be heard, especially when dealing with challenging or emotional content.
Having regular times for employees in caring roles to offload and share openly is an important part of looking after the overall wellbeing of staff.
As Occupational Therapists, we can facilitate this to help your staff to have a listening ear and be able to continue their amazing work.
“People can’t just fit in anymore these days. Everyone needs this and that, just for them”
Ahh a penny for every time I have heard something similar when I tell people that my job is working with children and young people with mental health issues and neurodivergence. I would certainly be rich but I would not stop doing the job I am currently doing.
[Pause here if you are new to the term neurodiversity, please refer to my previous blog first]
Understanding is key and I am completely understanding of people’s attitudes to something that they do not understand. So please, allow me to explain…
Let me take you back to the early 90s (yes I was there before you think I am writing out of turn) with a huge number of office workers sat all day long looking at a screens on box-standard chairs at box-standard desks slowly but surely working themselves into screen-related eye problems and posture-related back problems.
My dad was one of these dutiful workers who ended up with both of these issues, struggling through the day trying to stretch every now and then and drowning the rest out with coffee. Until one day, someone started to realise that these problems could all be prevented with screen breaks, better adaptable seating and that maybe we could start doing workplace assessments to ensure office workers were better supported.
Well, after realising we all have different body sizes and lumbar support needs, we are now realising that we have many different types of brains that equally need different kinds of support.
We are realising that doing something in exactly the same way all the time is maybe not the most productive way to work and we can be just as productive with certain breaks and changes in posture.
A neurodivergent brain is wired differently and responds differently. If ever I am in an emergency or crisis situation, please let me be surrounded by neurodiverse people as their quick thinking and innovative ways of looking at problems will most likely produce the best rescue.
Neurodivergent people have incredible analytical skills, they can think at a dazzling speed and digest huge amounts of information … if they learn to play to their strengths and are in a positive, neuro-affirming environment where they can be themselves.
I know amazing people who can do all those things mentioned above, yet crumble under the pressure of delivering a 10 minute presentation in front of a critical colleague.
Young people who are so creative they could earn a living from their creations, yet are being told they are failing their year at school.
The key is down to understanding their thinking patterns or executive functions.
Neurodivergent people’s brains are much more fine-tuned to the world around them. This can be super helpful when assessing risk in a crisis situation. It can also mean that they live in a world where they are bombarded by sounds, sights, smells.
The world can feel exhausting if you are physically unable to turn off the sensations coming at you.
Neurodivergent brains are incredible at out-of-the-box thinking. This also means that arbitrary rules that are not based on logic can be hard to follow.
That unwritten social codes can be completely confusing, despite their best intentions to be kind, generous and honest. (Honesty and being socially acceptable do not often go together when you really think about it…)
That perhaps their mind needs a better reason to follow an instruction than ‘because I said so’.
If you want to understand neurodiversity better, start to look up information about executive functions instead of looking up diagnoses.
If you want to be able to better support a neurodivergent person, ask them how you can support and allow them to be honest – even if you don’t like to hear the answer.
No two neurodiverse people are the same as they are all spectrum conditions, meaning people can be miles apart in their presentation.
Most of all, do not presume every odd interaction, word or comment is a deliberate personal attack. A little bit of empathy goes a long way.
Just check if they are upset or annoyed or if they just got the tone or words wrong. They will soon tell you and then you can work together and harness the beautiful power their brain holds.
Maybe it’s the new buzz word of today or maybe people just like to label old things in new ways. You really can’t get away from this neurodiversity word anymore with people coming forward left, right and centre claiming they, too, are ‘that’.
As a neurodiversity expert I would love to demystify some of what is happening and make you feel a bit more comfortable with all this neurodiversity (or ND) talk. As there’s a bit of talking to do, this blog is part 1 with part 2 coming shortly.
It may not surprise you that the term neurodiversity has actually been around since 1990s. It has gained a lot more momentum and use since around the Covid-19 pandemic in 2020. In itself, neurodiversity simply means:
neuro = brain and diversity = different or varied
The reason for this term being used is that brain scans have shown physical differences in the brains of many neurodiverse people compared to non-neurodiverse (usually referred to as neurotypical).
Most people who are neurodiverse demonstrate differences in their thinking, which can also lead to differences in communication and behaviour.
These have and are still often interpreted as personal character flaws and wilful resistance to commonly accepted societal standards.
In the next blog I will spend more time on the information processing differences people with neurodiversity often experience.
Neurodiversity is an umbrella term for a whole range of different differences. You may be more familiar with them under these terms: autism, ADHD/ ADD, dyslexia, dyspraxia, Tourette’s, tic disorder, dysgraphia, dyscalculia (this is not an exhaustive list).
These terms are diagnoses that have to be made by an appropriately trained health professional and are often framed in the light of being a ‘disorder’. The neurodiversity movement is pushing back from the word ‘disorder’ and would prefer for their differences to be seen as just that: different.
People who are neurodiverse can have ordinary jobs, ordinary lives and ordinary education. What sets them apart is their extra-ordinary abilities and, sometimes, their extra-ordinary sensitivities.
Working with many neurodiverse children, young people and adults I always use a strengths based approach. We analyse their strengths, which are very individual and not necessarily pinpointed to a particular label or diagnosis.
We then work with these to overcome the sensitivities which can make everyday life a challenge or cause confusion as to why they can’t just do things the same as everyone else. In reality, it is the neurodiverse people who try their very hardest to blend in, to not be noticed and to mask their true thoughts and behaviours so that they do not get judged or rejected by society.
I always highlight to my neurodiverse clients that they can’t do things like everyone else, because their brain differences mean they are not like everyone else. Attempting to mask all day long and worrying about everything they do or say all the time results in huge levels of anxiety and/ or depression.
However, once they understand their way of working and can play to their strengths, they can get the same end results as everyone else if they go about it in their own, unique way and valuing their own unique brain.
For more insights on this unique brain, please refer to part 2 of this blog …. coming out shortly.
Contact us to find out more about ways we can help Neurodiverse young people and adults
