Haley Graham

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.

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.

You've got 30 kids in a class, and you've got five, six kids in that class who are struggling in some way or another. It's a difficult job.

You've got 30 kids in a class, and you've got five, six kids in that class who are struggling in some way or another. It's a difficult job.

You've got 30 kids in a class, and you've got five, six kids in that class who are struggling in some way or another. It's a difficult job.

Yeah. Okay. I think that's really tricky. I think that it's, again, we have these conversations. We talk about these things. I think it depends on the motivation of the child or the young person. And I think if they really want to be in school, then you can help them. You can give them strategies if they're highly motivated. You know, to help them sort of manage their anxiety, for example.

Yeah. Okay. I think that's really tricky. I think that it's, again, we have these conversations. We talk about these things. I think it depends on the motivation of the child or the young person. And I think if they really want to be in school, then you can help them. You can give them strategies if they're highly motivated. You know, to help them sort of manage their anxiety, for example.

Yeah. Okay. I think that's really tricky. I think that it's, again, we have these conversations. We talk about these things. I think it depends on the motivation of the child or the young person. And I think if they really want to be in school, then you can help them. You can give them strategies if they're highly motivated. You know, to help them sort of manage their anxiety, for example.

You know, we can do that. We can sort of go through relaxation techniques. We can go through grounding techniques. We can help them think about situations that arise and how they might frame those situations and think about them in different ways. But I think it really depends on the motivation of the child. And I think that we also need to be careful.

You know, we can do that. We can sort of go through relaxation techniques. We can go through grounding techniques. We can help them think about situations that arise and how they might frame those situations and think about them in different ways. But I think it really depends on the motivation of the child. And I think that we also need to be careful.

You know, we can do that. We can sort of go through relaxation techniques. We can go through grounding techniques. We can help them think about situations that arise and how they might frame those situations and think about them in different ways. But I think it really depends on the motivation of the child. And I think that we also need to be careful.

And I suppose the conversation that we were having the other day is something around, as therapists, we have to be really careful that what we're not doing is we're not just saying to kids that are autistic or ADHD, you know, this is how to mask better. Or if we are, we need to be really clear. That's what we're saying.

And I suppose the conversation that we were having the other day is something around, as therapists, we have to be really careful that what we're not doing is we're not just saying to kids that are autistic or ADHD, you know, this is how to mask better. Or if we are, we need to be really clear. That's what we're saying.

And I suppose the conversation that we were having the other day is something around, as therapists, we have to be really careful that what we're not doing is we're not just saying to kids that are autistic or ADHD, you know, this is how to mask better. Or if we are, we need to be really clear. That's what we're saying.

We're saying to them, if this is what you want to do, you know, you can try this. But we need to be really careful that we're not suggesting that their way of being in the world is wrong.

We're saying to them, if this is what you want to do, you know, you can try this. But we need to be really careful that we're not suggesting that their way of being in the world is wrong.

We're saying to them, if this is what you want to do, you know, you can try this. But we need to be really careful that we're not suggesting that their way of being in the world is wrong.

Absolutely. Yeah, 100%. Yeah. And, you know, that masking and we hear this so often, you know, we hear of kids that sort of managing in school. And actually, when we talk to the schools, they say, no, we're not having a problem here. And the kids are going home at the end of the day, and they're just going into complete meltdown.

Absolutely. Yeah, 100%. Yeah. And, you know, that masking and we hear this so often, you know, we hear of kids that sort of managing in school. And actually, when we talk to the schools, they say, no, we're not having a problem here. And the kids are going home at the end of the day, and they're just going into complete meltdown.

Absolutely. Yeah, 100%. Yeah. And, you know, that masking and we hear this so often, you know, we hear of kids that sort of managing in school. And actually, when we talk to the schools, they say, no, we're not having a problem here. And the kids are going home at the end of the day, and they're just going into complete meltdown.