Discover practical guides, strategies and expert insights to support young people’s social, emotional and mental well‑being. From building resilience and emotional regulation to fostering positive relationships and self‑esteem, these resources equip educators, families and professionals with the tools they need to nurture healthy development in every learner.
Jon Mansell explores how PDA, EBSA and demand avoidance can affect school attendance, explaining why neurodivergent learners may avoid demands and how connection, flexibility and emotional safety can support gradual re-engagement.
Jon Mansell shares neuroaffirming strategies to help families support young people through end-of-term changes and the summer holidays, using predictable routines, low-demand planning and realistic expectations to reduce anxiety and protect emotional wellbeing.
Jon Mansell explores why Emotional Based School Avoidance is rising and how compassionate, individualised support can help anxious and neurodivergent young people re-engage with school safely, gradually and successfully.
Niamh Little explores how specialist boarding can provide SEMH learners with consistency, trusted relationships and supported opportunities for independence, creating a secure home-from-home where young people can regulate, reconnect with education and prepare confidently for adulthood.
Amy Clampin explains how effective EHCPs can move beyond paperwork to become personalised, working plans that centre each young person’s voice, align families and professionals, and create the safety, support and ambition needed to thrive in education and adulthood.
Matthew Mackay from Wilds Lodge School explores how behaviour often communicates unmet needs, not defiance. Using a trauma-informed lens, he explains how ACEs shape stress responses and why emotionally available adults, co-regulation and restorative repair can rebuild safety, trust and readiness to learn.
Mary Rennie explains how Wilds Lodge supports SEMH learners through emotionally safe environments where behaviour is understood as communication. From co-regulation to restorative “repair and reflect,” the focus is on relationships, consistency and a culture of hope that helps young people reconnect with learning.
Christopher Lloyd shares how Abingdon House School tailors integrated support for a pupil with autism, ADHD and EAL, combining therapy-led strategies, multisensory learning and clear routines to build focus, safe social connection and confidence ahead of a carefully planned transition.
James Gilbert-Farrell shares a case study showing how integrated support at Abingdon House School helped a GCSE student with autism and dyslexia build confidence and independence, using assistive technology and oracy strategies to reduce barriers and achieve strong qualification outcomes.
Rachel Cullen shares a day-in-the-life case study showing how Abingdon House Prep personalises learning for a student with autism, ADHD and anxiety, blending classroom adaptations, therapeutic input and trusted relationships to reduce barriers, build resilience and support meaningful engagement.
Rory Vokes-Dudgeon is the Headteacher at Abingdon House School, a specialist school dedicated to removing barriers to learning for students with SEN. Rory is passionate about ensuring all students have the opportunity to achieve meaningful outcomes. In addition to his role at Abingdon House School, Rory guest lectures at King’s College London on maths education and support for SEN learners.
Maria Blasco-Garcia explains how music education at Burlington House School strengthens the cognitive skills that underpin learning, supporting students with SpLD through rhythm, pattern and structure, while also building confidence, emotional regulation and a sense of belonging.
KS5 Maths Lead Ewan Dennis at Burlington House School explores the critical differences between dyscalculia and maths anxiety, showing how understanding the root cause of a learner’s struggle allows educators to provide the right emotional support, teaching strategies and pathways for success.
English teacher and dyslexia specialist Annie Crerar explores how thoughtful classroom environments, multisensory teaching and inclusive strategies can remove barriers for dyslexic learners -supporting confidence, literacy and self-esteem while benefiting every student.
Deputy Headteacher Victoria Howe and SENDCo Catherine Harrison explore how emotional safety shapes learning and wellbeing at Gretton School.
Supporting autistic learners is about more than teaching lessons. Beth Elkins, Headteacher of Gretton School, discusses with Niamh Little how Cavendish schools support autistic young people to thrive in education.
Through inclusive practice, adaptive teaching, and strong relationships, Jack Lee, PE teacher at Gretton School, explains how a specialist school can nurture a lifelong love of movement while supporting learners’ physical, social, and emotional wellbeing.
ADHD learners need the right conditions in order to thrive. This guide offers compassionate, practical strategies for behaviour and focus, helping parents. carers and educators shift from correction to cultivation so that attention, motivation and self-worth can blossom.
Louise Wallis-Jones shares practical, compassionate advice to help neurodivergent children build confidence, regulate emotions, and make meaningful connections with others—supporting friendship on their own terms.
Learn how exam access arrangements support fairness for students with additional needs. From extra time to separate rooms, Cavendish Education explains what’s available, who qualifies, and how families can help secure support early.
This guide explains ADHD in children, from signs and executive functioning to effective classroom strategies. Discover how to create inclusive, strengths-based environments that support focus, confidence, and success for neurodivergent learners.
This guide explores neurodiversity in education, what it means, why it matters, and how educators can create inclusive classrooms that celebrate cognitive differences and support every learner’s strengths, needs, and wellbeing.
Cavendish Education redefines SEMH by focusing on student strengths, not behaviours. Through trauma-informed care, emotional literacy, and nurturing school cultures, learners are empowered to feel safe, supported, and ready to thrive.
James Gilbert-Farrell, Deputy Head at Abingdon House School and former Royal Shakespeare Company director, explores how creative subjects such as Drama, Music, Dance, and Art empower students with unique learning profiles to build confidence, communication, and emotional wellbeing.
The Outdoor Education team at Bredon School explores how outdoor learning supports students with unique learning profiles — helping them build confidence, resilience, and a deeper connection to the world around them.
At Heathermount School, performing arts goes beyond simply putting on a play; it’s about fostering confidence, nurturing potential, and celebrating the dedication of our students.
Jane Rogerson counsellor at Burlington House Sixth Form considers contributing factors which affect self-esteem and shares ideas of what can help promote positive outcomes. Jane began working at the sixth form at the start of 2023 having come from a mainstream school where she worked as a counsellor for three and a half years.
The Headteacher of Gretton School in Cambridgeshire, Beth Elkins, shares what a privilege it is to work with Autistic children from her own unique perspective and explains why specialist provisions are so important for this wonderful cohort.
SEND Advisor for Cavendish Education Group, Vanessa Danz, shares practical tips to help support autistic children during the festive period.
To mark this year’s Outdoor Classroom Day, a global initiative taking place on November 2nd to encourage children to embrace the outdoors for play and learning, we asked Chris Sykes to talk us through a ‘typical day in the life’ for him as Lead for Outdoor Learning at Hardwick House School.
We asked Nuala Dalton, SENCo at Burlington House School, to explain Exam Access Arrangements, what they are, who qualifies, and how they ensure fairer assessment for students with additional learning needs.
At Bredon School, sport is a pathway to confidence, inclusion, and success. Director of Sport David Hughes explains how a broad, inclusive programme helps every pupil thrive—whether competing nationally or simply enjoying physical activity.
Rachel Cullen is a Speech and Language Therapist and is Head of Mental Health and Wellbeing at Abingdon House School – www.abingdonghouseschool.co.uk Here, Rachel shares her insights about anxiety – what it is, how to recognise the signs, and how to provide help and support for your child.
Claire Bailey, Compliance Audit Officer at Cavendish Education, and David Shearer, Computing Teacher at The Holmewood School, share insights into how online games and social media can benefit neurodiverse children — and offer practical advice for families on promoting safe and balanced internet use.
Here Nuala Dalton, SENCo at Burlington House School, London, outlines some of the potential signs of learning differences in children and what actions to take if you think your child might have Special Educational Needs and Disabilities.
Bridget Young is the Headteacher at The Holmewood School London, an Outstanding specialist school for young autistic people. She is passionate about social outcomes as well as academic, and supports young people to thrive independently within their communities. She writes about travel training for National Road Safety Week.
Jodie Grant, Head of Learning Development and SENDCo at Bredon School, explains what dyslexia is, how to spot the signs, when to seek assessment, and how families can support children to thrive with the right tools and understanding.
Autism-specialist school, The Holmewood School, share their insight and tips to help support autistic young people at Christmas time and other festivals.
Cavendish Education Founder Aatif Hassan shares how his own experience of dyslexia shaped the values and vision of the Group, and how thinking differently became a strength that now supports thousands of students with unique learning profiles
Angela Fowler, Emotional Wellbeing Manager at Trinity School and College, shares how the school supports students’ mental health through routine, trusting relationships, and tailored emotional mentoring—offering safety, belonging, and a strong sense of care.
From calming classroom visits to therapeutic ‘squish’ cuddles, animals play a powerful role in Cavendish schools. “Students build confidence, learn practical skills, and de-stress,” says Jenny Parkes, Farm Manager at Bredon. “And they absolutely love it.”
Luckily for the Bredon School community, Pastoral Support Officer Jeff Wood has embraced the transformative potential of mindfulness. After attending a stress reduction seminar, Jeff was introduced to its many benefits for children—and has been practising mindfulness personally for the past three years. Now, he’s passionate about sharing these tools with students, staff and parents alike.
Mayuri Tokekar is a qualified and experienced Occupational Therapist, offering behaviourally-oriented and sensory based programmes at The Holmewood School in London. She has recently completed training in special yoga and mindfulness for children and young people with Autism and ADHD.
Support, strategies and lived experience to help students thrive with focus, organisation and self-regulation.
Resources to support autistic learners, including sensory needs, communication strategies and inclusive practices.
Practical tools and expert advice for supporting reading, writing and spelling for dyslexic learners.
Explore ways to support number confidence and reduce anxiety for students with dyscalculia.
Help students with motor and planning challenges succeed with structured, accessible approaches.
Understand the EHCP process and how it can unlock tailored support for students with learning differences.
Guidance on helping students build resilience, regulate emotions and form positive relationships.
Explore broad support strategies for students with special educational needs across settings.
Identify and support specific learning difficulties such as dyslexia, dyscalculia and dyspraxia.
Articles, reflections and strategies celebrating neurodivergent ways of thinking and learning.
Support students with speech, language and communication needs in every learning environment.
Guidance on helping students with handwriting, spelling, and written planning challenges.
After multiple school moves and rising anxiety, Alex* found calm, confidence and progress through the right therapeutic support at the right time.
After severe school-based anxiety, sensory difficulties and social isolation, Sam* rebuilt trust, returned to learning and is now attending regularly, building friendships and feeling hopeful about the future.
After anxiety and early learning barriers led to school refusal, Amelia* found safety, confidence and steady progress through integrated support and learning adapted to her needs.
