Practical quick tips from our Occupational Therapist, Katie Fielding. Choose a guide below to read it.
Some children experience the world more intensely. Their nervous systems work hard to make sense of everything happening around them, and everyday routines can feel louder, faster, or more demanding as a result. Small, thoughtful changes can make those moments feel calmer and more predictable.
The nervous system is always learning. This is neuroplasticity, which means the brain can change and strengthen its pathways through repeated experience. When children regularly have sensory friendly moments, their regulation pathways become more reliable over time.
Sensory needs also shift day to day. Tiredness, hunger, stress, illness, busy environments, and transitions can all make sensations feel bigger or smaller. This is a normal part of being human.
Self-regulation doesn’t mean being calm, available, or compliant. It means being connected: noticing the alignment between body, mind, and emotion. The goal isn’t getting into a ‘green zone’: the goal is participation: being connected enough to themselves and the moment to take part.
Sensory processing is how the nervous system receives, organises, and responds to sensory information. When this feels tricky, children may become overwhelmed, under-responsive, or seek extra input to stay connected.
In the UK, “sensory processing disorder” is not a recognised diagnostic term. Instead, occupational therapists describe sensory processing differences or sensory modulation difficulties, because these patterns can appear across many neurodevelopmental profiles and do not exist as a standalone diagnosis.
The focus isn’t on feeling ‘just right’ it’s on participation. Sensory processing affects how children join in, stay involved, and take part in everyday routines. When the sensory world feels manageable enough, children can participate in what’s happening around them, even if their emotions are big or their body feels busy.
Movement and body awareness input are especially regulating for the nervous system.
These signs relate to how the brain modulates sensory input. This may look like too much, too little, or seeking more to feel regulated.
What matters most is noticing patterns over time, not single moments. All children have days when they are tired, hungry, stressed, or overwhelmed. A one-off reaction doesn’t indicate a sensory processing difficulty. It’s the repeated, predictable patterns across different routines that help you understand how your child’s nervous system is responding.
Try to view the world through a sensory lens. When you notice a behaviour, pause and consider which sensory experiences might be influencing it — what the child is seeing, hearing, feeling, smelling, tasting, or sensing in their body.
If a child is finding an activity or routine overwhelming because of sensory needs (for example, eating a new food or accepting certain clothing), you can use the Lower , Add , Grow approach to guide support in a calm, structured way.
Lowering means softening the sensory world around your child. It is not about changing the child. It is about reducing what feels overwhelming right now.
Lowering the environmental load helps the nervous system settle so your child can engage and feel safe.
Add means weaving regulating sensory input into routines your child already enjoys. It is not about creating new activities. It is about making familiar moments more supportive.
“Grow” is the final part of the process. It focuses on building interoception, the ability to notice internal body signals, and this awareness is key for long-term self regulation and meaningful participation. In Grow, children begin tuning into what their body is telling them and become more curious about their needs. Self regulation is not an expected skill in primary aged children. They are still developing the foundations through co regulation, sensory awareness and noticing body signals. Even adults get this wrong. Regulation is a lifelong practice of connection, not a behaviour target.
Many things can affect how a child participates in daily routines. Neurodivergence, family changes, illness, tiredness, or stress can all influence how a child responds to their environment. These factors can make routines feel harder even when sensory processing is not the main difficulty. Noticing patterns over time can help you understand what might be contributing.
If daily routines feel consistently hard or you are unsure what your child’s sensory profile is, an Occupational Therapist can help.
We offer sensory needs assessments that focus on understanding your child as an individual. This is not another parenting course. It is dedicated, in-person time with an OT who will observe your child, listen to your concerns, and explore how their sensory processing affects everyday participation.
You will receive practical, day-to-day advice that fits your child’s routines and strengths. Many families find that personalised guidance helps them feel more confident and better able to support regulation at home, at school, and in the community.
Handwriting is a whole body, highly complex skill. It relies on posture, core strength, shoulder stability, hand control, visual attention, motor planning, and confidence. When any part feels difficult, writing can become tiring or frustrating.
We live in a digital world, and technology is making recording work more accessible than ever. Typing, speech to text, tablets, and laptops all support learning and can reduce barriers for many children. Handwriting still matters. Children will continue to use it for every day, meaningful tasks such as writing in a birthday card, jotting on a calendar, signing forms, making a shopping list, or leaving a note for someone at home. Being able to write comfortably and confidently helps children participate in real life routines, not just schoolwork.
Handwriting is not about perfection. It is about participation. When writing feels manageable, children can join in with learning, express ideas, and take part in everyday routines at home and school.
Handwriting starts with the body, not the pencil. A stable, comfortable posture helps children control their hands, move smoothly across the page, and stay focused for longer. When posture is tricky, writing becomes harder because the body is working harder to stay upright.
Shoulder stability and core strength are especially important. The shoulders provide the base for steady arm movements, and the core helps the body stay upright without effort. When these areas are working well, the hands can move more freely and writing feels easier.
A good setup supports the whole body and reduces fatigue.
These activities help build shoulder stability, core strength, and confidence while keeping writing fun.
These positions encourage strong shoulder muscles, steady arm movements, and better body awareness.
School note: Children grow at very different rates, especially in upper primary. You may have pupils who are much taller than their peers, and standard classroom furniture does not always fit every child well. If feet do not reach the floor, a footrest, box, or stack of books can help pupils feel grounded and stable. Taller pupils may benefit from an office style chair or a different desk height to reduce shoulder tension and improve writing comfort. Offering a few different seating options such as a standing desk can help pupils find a position that supports their handwriting.
Handwriting relies on small, controlled movements from the fingers, hand, and forearm. These movements are easier when the hand is strong and the pencil feels comfortable to hold. A child does not need a perfect grip. They simply need a grip that allows control without pain or tension.
Some children have physical differences that affect how they hold a pencil. Children with Down’s syndrome often have low muscle tone and more flexible joints. Some children have shorter digits or differences in hand shape. Children with hypermobile joints may find their fingers bend backwards or feel less steady when holding writing tools.
These children may benefit from:
These adaptations help children feel more secure and reduce strain on the fingers and joints.
Strength building and warm up activities:
These activities support the muscles that help children hold a pencil comfortably and move it with control.
School note: Offering a range of pencil types helps pupils find a tool that suits their hand shape and joint stability. This is especially important for pupils with hypermobility or low tone. Pen licences are popular in schools however consider that some children will find it easier to write in pen rather than pencil.
Letter formation is a motor skill. Children need clear models, repeated practice, and time to build automaticity. When letter formation becomes more automatic, children can focus on spelling, ideas, and content rather than the physical act of writing.
Large movements help children understand the shape and flow of letters before shrinking down to line size.
School note: Displaying clear letter models on the board or worksheet helps pupils follow consistent formation and reduces confusion.
Spacing and layout help children organise their writing on the page. When spacing is tricky, writing can look crowded or uneven, and children may lose their place. Clear visual boundaries make writing feel more manageable.
These small habits help children develop a sense of order and structure on the page.
School note: Writing frames or boxes can help pupils who need stronger visual boundaries or who struggle to organise their work independently.
Handwriting uses many muscles at once. Children often tire quickly, especially if posture, grip, or letter formation are still developing. Short, successful bursts of writing help build stamina without overwhelming the child.
These strategies help children stay comfortable and reduce frustration.
School note: If speed affects quality, reduce writing load or offer alternatives such as typing or scribing. This supports participation without increasing pressure.
Handwriting support should always focus on participation, not perfection. A child does not need perfect letter formation to take part meaningfully in learning. The aim is comfort, confidence, and the ability to express ideas.
Small adjustments can make writing feel safer, calmer, and more achievable.
Some children find handwriting particularly tiring or stressful, even with support. It is completely appropriate to explore other ways of recording work so they can still take part fully in learning and everyday tasks.
Alternative methods can include:
These approaches reduce pressure and allow children to show what they know without being held back by handwriting difficulties.
School note: Offering a range of recording options helps pupils stay engaged and reduces frustration. It also supports curriculum access for pupils who fatigue quickly or who find handwriting particularly challenging. Be sure to involve children in discussions about how they feel they can best record their work. Typing is also a complex skill and may not necessarily be an easier skill for every child than writing.
If children enjoy using a screen at home , consider gaming on a PC or laptop rather than tablet to teach computer skills through play.
Handwriting is a whole-body and brain skill, and many different factors can make it harder. Some children simply need more time or practice. Others may have underlying differences that affect how they process language, organise information, or control their muscles.
Dyslexia affects how children process language and remember sequences. Red flags can include:
Vision plays a major role in handwriting.
Ensure children have regular vision tests, Glasses can make a significant difference to comfort, accuracy, and stamina.
An Occupational Therapist can help explore what is making writing difficult and offer tailored strategies.
A practical, parent-friendly guide to understanding and supporting motor coordination
Developmental Coordination Disorder, also known as dyspraxia, affects how children plan, organise, and carry out motor actions. It is a lifelong condition that impacts movement and coordination. Children may appear clumsy, move more slowly, or find everyday tasks more effortful.
Activities such as dressing, handwriting, PE, and organisation can feel harder than expected because DCD affects both fine and gross motor skills and the ability to plan and coordinate movements.
DCD is not related to intelligence or effort. Children with DCD often try extremely hard, but their brains process movement differently. It is important for children to know that their difficulties are due to DCD, not because they are “not good” at something.
Motor planning is the ability to have an idea of how we want to move, plan how we are going to move, and then carry out the movement. It helps us respond to new instructions, navigate busy environments, and learn new skills.
Motor planning has three parts:
Ideation – knowing what movement to perform
Planning – the brain works out how to do it
Execution – the body performs the movement
Children with DCD may find any or all of these stages difficult, which can make new tasks feel confusing or overwhelming.
DCD is diagnosed using internationally recognised criteria (DSM-5). Diagnosis looks at how a child learns and uses motor skills, how these difficulties affect everyday life, and whether the challenges have been present since early childhood. A diagnosis also requires ruling out other medical reasons for the motor difficulties.
A complete diagnosis also requires Criterion D, which is completed by a medical doctor:
This medical component is essential for ruling out other causes.
Occupational Therapists assess functional skills, everyday impact, and developmental history. Paediatricians assess medical factors and rule out other causes.
A diagnosis can help children and families understand why certain tasks feel harder. It provides clarity and reassurance, helping children recognise that their difficulties are due to DCD rather than a lack of ability. This understanding can protect confidence and self-esteem, especially for children who may have started to compare themselves with peers or feel frustrated by everyday challenges.
A clear diagnosis also helps adults respond with empathy rather than frustration. It supports access to appropriate strategies, adjustments, and teaching approaches at home and in education settings.
Good posture helps children use their hands, arms, and body more effectively. A stable base reduces fatigue and supports smoother movement. This includes everyday tasks such as eating dinner or doing homework at the table.
Children with DCD benefit from clear, structured teaching. They often need extra sensory information to understand what a movement should look and feel like.
Children with DCD often find busy, fast paced sports challenging. Simpler sports with fewer variables can be more successful.
Helpful approaches include:
Children with DCD may find dressing, washing, and organising belongings difficult. Backward chaining is a helpful strategy.
Examples include:
Organisation is part of motor planning. Clear routines help children feel more in control.
Children with DCD often benefit from activities that provide strong body feedback. This type of body feedback is called proprioception. Proprioception helps the brain understand where the body is in space, making movements easier to plan and carry out.
Activities that provide strong proprioceptive input include:
These activities give the body more information, making planning and executing movements easier.
Helpful ways to use proprioceptive input:
If your child has a specific goal such as tying shoelaces or dressing independently, Occupational Therapy using the CO OP approach can be helpful. CO OP is an evidence based method recommended by the Royal College of Occupational Therapists. It teaches children practical everyday skills through structured problem solving.
CO OP is child centred and builds independence, confidence, and self awareness. It is particularly effective for children with DCD who need support with motor planning and learning new routines.
Please contact our admin team if you would like any more information on DCD assessments or Occupational therapy programmes.