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First of all: breathe. This is a lot, and it’s okay to feel overwhelmed.

Hearing that your child isn’t quite “on track” can feel like a punch to the gut — especially when you thought things were going okay.  Kinders and Schools often refer to professionals when they notice a child is finding parts of the day consistently challenging — whether that’s communication, transitions, emotions, play, or learning. This doesn’t mean your child is broken — it just means their brain might need a different kind of support.

Whatever it is, it’s okay to feel that wave of uncertainty (and even grief). And it’s okay to not know what to do next.

Start with listening — to your child, to your gut, and to the professionals who know what to look for. Getting support doesn’t mean something’s wrong. It means you’re paying attention.

We’ve created simple ways to help with those first steps. Whether you need a folder to keep all the paperwork in one place, someone to help you decode what kinder actually means, or tools to support your child right now — come have a chat, we’ve got you.

This is one of the most common — and confusing — experiences for parents. 

Your child might hold it together all day at school, only to come home and completely unravel.

What you’re seeing is the mask dropping. Home is safe. Home is where they don’t have to work so hard to fit in. That meltdown? It’s not manipulation — it’s release. It’s their nervous system finally letting go.

It’s not your parenting that’s the problem. It’s that your child trusts you enough to show you what they’ve been holding in.

Often your Occupational Therapist will be able to assist you create after-school decompression routines, use tools that help with regulation, and even build language around why this happens — for you, your child, and the school.

 It’s something so many of us carry quietly — the guilt of feeling stretched too thin. When one child needs a lot of support, siblings can sometimes feel left behind. And you might feel like there’s just not enough of you to go around.

You’re not doing it wrong — you’re doing something really complex. Even noticing it means you’re already showing up with intention.

Small, meaningful moments go a long way: a one-on-one walk, a bedtime story, a “just us” activity. And when you can, involving siblings in the support — without making them responsible — can help foster empathy and connection.

We talk about this in our workshops and support groups. You’ll also find reflection prompts in our parent workbook that can help you explore this more deeply and gently.

Regulation is the ability to recognise, manage, and recover from big feelings. And it doesn’t just happen — it’s taught, modelled, and supported over time. For neurodivergent children, emotional regulation can take more scaffolding, more co-regulation, and more recovery.

You might see dysregulation as screaming, hiding, crying, running away, hitting — or going silent. It’s a child saying, “I don’t feel safe, and I don’t know what to do.”

Our job isn’t to make them feel better right away — it’s to be their calm. To ride it out with them. To help them feel seen, safe, and supported — and to give their nervous system time to come back online.

We offer tools that help you and your child name, notice, and move through these moments. Social stories, emotion cards, and gentle routines can build confidence and connection in emotional moments.

It’s incredibly disheartening when you feel like you’re constantly having to explain your child over and over — and still not being heard. Sometimes school teams are open but don’t know how to help. Other times, you hit resistance, minimisation, or worse — blame.

You’re not imagining things. And you’re not overreacting. You’re advocating. And that can be exhausting.

Start small. Document what you see. Ask for a meeting. Bring someone with you if you can. You don’t need to walk in as the expert — just as the person who knows your child best.

We can support you with practical advocacy tools, communication templates, and resources that make it easier to show what's needed — not just say it. Our folders and coaching sessions are built for exactly this.

You’re not alone. Meltdowns can feel overwhelming — for everyone. They’re not about control or discipline; they’re about your child feeling unsafe, overwhelmed, or out of capacity.

Sometimes just being nearby and calm is enough: “I’m right here. You’re safe. I’ll stay with you.”

Afterwards, rather than focusing on what went wrong, shift to recovery. “That was a big feeling. Let’s take a breath together.”

If you’re looking for gentle tools, visuals can help kids express what they’re feeling without words. Social stories can also help them understand what to do next time.

 This can be really hard — especially with people who mean well but don’t understand. You might try:

“My child’s brain works a bit differently, and that means they sometimes need things other kids don’t. They’re not being difficult — they’re doing their best.”

It’s okay to keep it simple and kind. You don’t have to go into details unless you want to.

And if you need something to hand over (to a teacher, family member, support worker), one-page summaries or communication tools can help make your child’s needs clear without needing a long explanation.

 This one stings — and sadly, it’s common. If you’re up for it, you might say:

“What you’re seeing is my child doing their best in a world that isn’t always set up for them. We focus on connection, not punishment.”

Or, if you don’t have the energy: a shrug and “We’re doing what works for our family” is more than enough.

You’re not responsible for educating everyone — especially not when you’re tired. Come back to your values, your child’s needs, and your own peace.

No — your child is likely deeply aware of the world around them. Sensitivity isn’t a flaw — it’s information. It helps us understand what’s too much, what needs adjusting, what might help them feel safe.

Instead of trying to toughen them up, we can soften the world around them. And that’s powerful.

 You are not alone in this fear. This was a big one for me, many of us hesitate — not because we don’t want to help, but because we don’t want to reduce our child to a list of challenges. The word you're reaching for might not be “pathologising” — it's the worry of turning concern into a label that feels heavy.

But here’s a different perspective: seeking answers isn’t about putting your child in a box. It’s about opening doors. When we understand the “why” behind the behaviours, we can respond with compassion and strategy instead of confusion and blame.

You can still celebrate your child for exactly who they are while exploring whether there’s a different framework that might make life a little easier for them — and for you.

If you're sitting in the uncertainty, we can help you hold that space gently. Our starter tools, information folders, and 1:1 conversations can help you explore options without pressure.