Haley Graham

So our sort of clients, if you like, our service users, I mean, we provide mental health support. And we were having a conversation the other day as sort of a small, you know, just small group of us in the team. And I would say... Probably 50% of the children and young people that come through our door either have a diagnosis of autism or are on the pathway or, you know, have a diagnosis of ADHD.

So it's a very, very high proportion of the children and young people that we work with are neurodivergent.

So it's a very, very high proportion of the children and young people that we work with are neurodivergent.

So it's a very, very high proportion of the children and young people that we work with are neurodivergent.

Gosh. Yeah, it's a big question. I mean, it's very wide ranging. I would say, and I think it's probably reflected everywhere, that the complexity of what we're seeing is increasing. So, you know, we don't get a lot of kids now just presenting with sort of maybe a little anxiety. There's a lot of trauma there.

Gosh. Yeah, it's a big question. I mean, it's very wide ranging. I would say, and I think it's probably reflected everywhere, that the complexity of what we're seeing is increasing. So, you know, we don't get a lot of kids now just presenting with sort of maybe a little anxiety. There's a lot of trauma there.

Gosh. Yeah, it's a big question. I mean, it's very wide ranging. I would say, and I think it's probably reflected everywhere, that the complexity of what we're seeing is increasing. So, you know, we don't get a lot of kids now just presenting with sort of maybe a little anxiety. There's a lot of trauma there.

So we're seeing a lot of complex problems within the kids that are neurodivergent, presenting often with difficulties with school attendance. So we're getting a lot of that as well at the moment. A lot of kids who are just really struggling with school.

So we're seeing a lot of complex problems within the kids that are neurodivergent, presenting often with difficulties with school attendance. So we're getting a lot of that as well at the moment. A lot of kids who are just really struggling with school.

So we're seeing a lot of complex problems within the kids that are neurodivergent, presenting often with difficulties with school attendance. So we're getting a lot of that as well at the moment. A lot of kids who are just really struggling with school.

Yeah, I mean, you know, I suppose it's across the board. I think bullying definitely is part of the picture, often online. I would say, and I guess people might disagree with me, But I would say that bullying is probably secondary. I would say that kids feel like they don't necessarily belong. But I think that they really struggle with the system.

Yeah, I mean, you know, I suppose it's across the board. I think bullying definitely is part of the picture, often online. I would say, and I guess people might disagree with me, But I would say that bullying is probably secondary. I would say that kids feel like they don't necessarily belong. But I think that they really struggle with the system.

Yeah, I mean, you know, I suppose it's across the board. I think bullying definitely is part of the picture, often online. I would say, and I guess people might disagree with me, But I would say that bullying is probably secondary. I would say that kids feel like they don't necessarily belong. But I think that they really struggle with the system.

And I think it's more about the whole school environment than bullying. simply being bullied by other kids i mean that that's sort of that's my feeling i think it's a whole system thing and a sense of of not belonging in that system and not being able to find a place within it particularly you know spaces where they can feel safe i suppose you know they're very intense environments

And I think it's more about the whole school environment than bullying. simply being bullied by other kids i mean that that's sort of that's my feeling i think it's a whole system thing and a sense of of not belonging in that system and not being able to find a place within it particularly you know spaces where they can feel safe i suppose you know they're very intense environments

And I think it's more about the whole school environment than bullying. simply being bullied by other kids i mean that that's sort of that's my feeling i think it's a whole system thing and a sense of of not belonging in that system and not being able to find a place within it particularly you know spaces where they can feel safe i suppose you know they're very intense environments

Well, I mean, I suppose at the moment, mainly what we're doing is we're providing support for teachers because it's a difficult job for them. You know, they're now having to deal with a lot of children who are struggling and They're sort of trying to provide mental health support when actually what they want to be doing is they want to be teaching. They want to be educating.

Well, I mean, I suppose at the moment, mainly what we're doing is we're providing support for teachers because it's a difficult job for them. You know, they're now having to deal with a lot of children who are struggling and They're sort of trying to provide mental health support when actually what they want to be doing is they want to be teaching. They want to be educating.

Well, I mean, I suppose at the moment, mainly what we're doing is we're providing support for teachers because it's a difficult job for them. You know, they're now having to deal with a lot of children who are struggling and They're sort of trying to provide mental health support when actually what they want to be doing is they want to be teaching. They want to be educating.

And, you know, they're seeing a lot of stuff. They're hearing a lot of stuff. So they need support. And actually what we're often doing is we're often supporting them to think about children and to think about what the needs of that child might be, but also to support them so they can go back to class and support that child. Because it's a difficult job.