Build a snowman

The rolling, packing and lifting of snow into place all count as “heavy work”. This kind of movement helps release excess energy and feel more grounded in your body.

You might notice:

• Better emotional regulation
• Less fidgeting
• A calmer transition back indoors

Tip: Encourage slow pushing and rolling rather than rushing. Adding pauses to “admire the snowman” can help the body reset. Use a spade or shovel if you don’t like touching the snow (or wearing gloves!).

Go Sledging

Sledging gives gentle, linear movement that helps you feel balanced and settled.

To keep it regulating rather than overwhelming:

• Take turns, don’t race
• Walk back up the hill slowly
• Admire the view – what can you see on the way down
• Pause between rides to catch breath and notice the cold air

If you become dizzy or overly excitable, that’s the body asking for a break.

Snow Angels

Snow angels involve both sides of the body moving together, which helps the brain integrate and calm so is like a natural reset button. They’re especially helpful after lots of high-energy play.

Try counting slow angel “wings” together or taking deep breaths while lying in the snow. It often brings a noticeable shift from excitement to calm.

If you seem calmer, more focused, or more emotionally settled after playing in the snow, that’s not a coincidence. The body has done exactly what it needed to do but pace yourself…

What are visual timetables?

A visual timetable can be in various different formats but it is always a clear, visual sequence using pictures, symbols, words, or even objects to show what is happening and in what order.

At home you can use a visual timetable for a daily plan, an activity schedule, or even a whole week. This is particularly useful at times when routine changes like during holidays or special events.

Why are timetables important?

Transitions and unpredictability can feel overwhelming, especially for neurodivergent people. A visual timetable will:

• reduce anxiety
• increase predictability
• aids communication
• encourages independence
• creates consistency

By making time visible, we help people feel safer, more in control, and better able to participate in meaningful activities.

Think of it like weather planning…

• Proactive is checking the forecast, packing a raincoat, and planning a route to stay dry.
• Reactive is opening the umbrella when the rain starts.

Why both are important:

We need to have both types of strategies because life is calmer when we’re prepared but we can’t plan for every eventuality…

Proactive strategies help reduce stress on the nervous system. They give your child predictability, safety, and skills to manage their emotions before they feel overwhelmed.

Reactive strategies are essential when emotions are already high. They help calm the body and bring your child back to a state where they can think, learn, and connect again.

• Proactive strategies engage the “thinking brain” (the prefrontal cortex), teaching planning, reflection, and choice-making.
• Reactive strategies soothe the “feeling brain” (the amygdala and limbic system) when your child’s nervous system is in fight, flight, or freeze.

When we focus on proactive support, we reduce the frequency of fight or flight moments happening but when they do, they will be less severe or easier to recover from.

Proactive Strategies: Prevent Stress Before It Builds

These daily habits and routines can help children feel safe, calm, and in control.

1. Sensory-Friendly Environments

• Reduce noise and visual clutter
• Dim lights or use warm lamps
• Offer a calm corner or quiet space
• Keep routines predictable

Example: A “cosy corner” with soft lighting, fidgets, and weighted blankets gives a child somewhere to retreat before they feel overwhelmed.

2. Self-Regulation Skills

Teach your child what helps them feel calm. This can include:

• Wall pushes or animal walks (heavy work)
• Breathing games or blowing bubbles
• Stretching or yoga poses
• Crunchy snacks or chewing (oral regulation)
• Visualization or story-based relaxation

Example: Practice “starfish breathing” together when you’re calm — trace your fingers and breathe in and out with each point.

3. Emotional Education

Help your child name what they feel:

• Use feelings charts or visuals
• Talk about emotions in stories or daily life
• Model naming your own feelings calmly

Example: “I’m feeling a bit frustrated, so I’m going to take a deep breath.” This teaches emotional language and coping by example.

4. Adult Modelling

Children learn regulation from our calm presence.

• Narrate what you’re doing to calm yourself
• Use a steady tone
• Keep routines consistent

Example: “Let’s pause together and take a breath. We can figure this out once we feel calm.”

Reactive Strategies: Support in the Moments

When your child is already upset or overwhelmed, the goal is calm and connection, not correction.

Try some or all of these:

• Moving to a quieter, low-stimulation space
• Using deep pressure (like a firm hug or weighted blanket)
• Offering a familiar comfort item or soothing activity
• Keeping language minimal — too many words can add stress
• Waiting patiently — give their nervous system time to settle

Example: If your child is melting down after school, dim the lights, sit nearby quietly, and let them rock or squeeze a fidget.

Once they’re calm, you can talk or problem-solve.

Neurologically, we all need closure to mark an activity as complete and for those who struggle to interpret signals a Finished Box is a tangible, physical method which provides:

• A clear, consistent end-point (supporting executive functioning) giving the brain has a clear signal “when I’m done, it always goes in here”
• Predictable sensory-motor feedback – the motion of putting or throwing things in the box can release energy in a positive way (tactile/proprioceptive closure)
• Reduction in overwhelm from too many items at once – minimising stimulus by ‘finishing’ with some toys/games before moving onto other items
• Visible reassurance that items are “done for now” will help reduce stealing/clinging/throwing
• Creates a predictable bridge for smoother transitions between activities

• Have a Finished Box on standby during play activities or home tasks as part of their routine and model repeated use of the box in every activity so it becomes a predictable part of their behaviour.
• Use consistent language when guiding children: “Finished? It goes in the Finished Box.”
• Create a unique Finished Box when you need them to “let go” of items (toys, fidgets, comforters etc.) helping them transition away from reliance on those items more smoothly. 

Top tips:

• Involve them in choosing which box is for different toys or rooms of the house.
• Colourful boxes or tubs will help them identify what goes where as well as making it more visually interesting.
• Why not make a finished box or bag to take out with you for small fidgets, comforters or toys.
• Keep it going in adulthood – the same principles can work when you have to complete household chores, life admin etc.

What is it?

Repeated up-and-down movements help people increase awareness of their body’s position and the force it is using, as well as supporting balance and spatial awareness. Jumping using trampolines, skipping ropes, hopscotch, or even simple “star jumps” on the spot all stimulate multiple sensory systems in the body which can have a positive effect on a person.

Why it matters:

Jumping is a brilliant regulating tool because it combines heavy work (impact through the joints) with rhythm and repetition. For both children and adults, it can boost alertness and focus; for some people, it offers an outlet to release built-up energy or stress. It improves balance, coordination, and overall body awareness, making it both fun and regulating!

Regulation through proprioceptive input
o Jumping delivers high-intensity heavy work to joints and muscles, which can be calming for sensory seekers and organising for sensory avoiders.

Vestibular–proprioceptive integration
o The brain must process acceleration, deceleration, and impact timing and this is building spatial awareness and balance.

Motor planning & coordination
o Sequencing jumps, adjusting force, and landing safely develops praxis.

Core stability & postural control
o Maintaining upright position on unstable surfaces strengthens deep postural muscles.

Attention & engagement
o Rhythmic, repetitive jumping increases dopamine and norepinephrine, supporting focus

Safety

• Always supervise jumping activities closely.
• Use age-appropriate, well-maintained equipment (mini-trampolines, crash mats).
• Clear the area of obstacles.
• Teach safe mounting/dismounting.
• Consider fatigue — high-intensity jumping may be exhausting for some children.
• Monitor arousal levels — some children may become over-stimulated and need grounding afterwards.