BrightPaths

19/01/2026

For this Wellbeing Week, we’ve created a mini BrightPaths Wellbeing Week calendar.

Simple daily prompts to support children and families throughout the week:
• Monday: Move & Stretch
• Tuesday: Connect
• Wednesday: Sensory Break
• Thursday: Express Yourself
• Friday: Celebrate Wins

16/01/2026

One thing we have learned is that just because a child seems to manage everything, it does not mean they are not carrying a lot.

Smiling at school. Finishing tasks. Being “easy to support.” Looking “fine.” 😔

What looks fine on the surface is often a performance.

Much of that comes from not feeling emotionally safe in school. Holding it together all day takes energy. It takes self-control. It takes constant monitoring. Then home becomes the place it all comes out.

As one child said: “I can’t keep it in at school, so I let it out when I get home.”

That is not manipulation. That is the mask finally dropping.

Some children learn that being polite, helpful, or “doing it right” keeps them safe. Pleasing becomes survival. “Pleasing = safety.”

The children who appear bright, compliant, or independent are often the ones whose needs go unseen. Not because they don’t need support, but because their support needs are hidden.

Creating real, emotionally safe space matters. Not a one-off check-in. Not “you can talk to me” said once in a corridor.

Real support is the kind where honesty is normal, where a child can say, “I’m coping, but it’s costing me,” and where they do not have to perform to be valued.

Our CEO says it simply: “Just because a child can suppress a behaviour doesn’t mean they should.” 💚

Masking takes a real toll. When we create space for honesty, support is not about performance.

It is about relief. Belonging. And letting children be themselves.

15/01/2026

As we step into 2026, we’re taking a moment to reflect on all we achieved in 2025.

A huge thank you to our amazing team, partners, and everyone who helped us make a difference. Here’s to another year of positive change and support in 2026!

12/01/2026

“My child isn’t allowed to leave class to use the toilet; they were given a detention for leaving anyway, and it’s making getting into school a daily struggle.”

❓Why this matters:

Many children with ADHD, autism, or other neurodivergent profiles face this reality, and it can have a profound impact on health, wellbeing, and confidence. These children often experience interoception difficulties—meaning they struggle to notice internal body signals, like needing the toilet, until it’s urgent. Expecting them to always wait until break or lunch simply isn’t reasonable.

🚽The impact of restricted toilet access:

Physical: Holding on can cause constipation, urinary issues, headaches, or stomach pain.
Emotional: Repeated embarrassment can damage self-esteem, especially if the child has a history of bedwetting or toileting accidents linked to interoception difficulties.
Social: Children may mask their needs, hide distress, or avoid school altogether to escape shame and anxiety.

Behavioural: The stress can trigger emotional dysregulation, anxiety, or other behavioural challenges.

📋Research highlights:

➡️Nearly half of pupils report they aren’t allowed to use the toilet during lessons (https://www.eric.org.uk/news/toilet-access-in-schools).

➡️73% of pupils aged 10–17 avoid using the toilet at school because of embarrassment or fear of being judged (https://www.eric.org.uk/news/toilet-access-in-schools).

➡️Toileting resistance occurs in ~49% of autistic children, compared with ~8% of their typically developing peers (https://pubmed.ncbi.nlm.nih.gov/30811793/).

💡Policy & legal context:

While there aren’t robust published stats on formal disciplinary actions for asking to go, guidance is clear: sanctions around normal bodily needs should never be used as punishment. Policies that do so disproportionately affect children with SEND and can amount to discrimination

(https://www.legislation.gov.uk/ukpga/2010/15/contents).

⬇️Practical guidance for parents:

You can request flexible toilet access as a reasonable adjustment, linked to interoception difficulties and their impact on wellbeing and learning.

If your child has an EHCP, you can ask for it to be formally added in the needs and provision sections or raised during an annual review.

Schools are legally required to make reasonable adjustments for children with ADHD, autism, or other SEND.

🎯The goal:

This ensures your child can access the toilet when needed, feel safe and supported, and avoid unnecessary shame, stress, or school avoidance.

If you would like guidance on phrasing a request or gathering evidence, get in touch.

Needing the toilet is not a behaviour issue. It’s a basic need.💚

09/01/2026

08/01/2026

Yesterday, BrightPaths were out in the community attending the Connecting Professionals, Supporting Families Early Help event.

These spaces matter because families don’t experience support in neat boxes, they experience waiting, referrals, and being told to try somewhere else. Being in the room with other organisations helps us understand what support is available locally and how we can better help families navigate it.

With over 40 organisations focused on early support, we shared a bit about BrightPaths and made connections that help create clearer pathways and less bouncing around for families.

We’ll keep showing up, listening, and working together, because early support should feel joined-up, not exhausting.

08/01/2026

We recently connected with Jasmine, a researcher leading a study close to our hearts, exploring the real-life challenges of accessing mental health support for people with ADHD, and for parents trying to get help for their children.

If you’re an adult with ADHD (18+), or a parent/carer of a child with ADHD, and you’ve tried to access mental health support at any point, Jasmine is recruiting for:

A short survey (adults with ADHD, 18+)

https://herts.eu.qualtrics.com/jfe/form/SV_3sMf4dfntH3QVUy

Interviews (adults with ADHD and parents/carers)

https://forms.cloud.microsoft/Pages/ResponsePage.aspx?id=ur7mk6rEMUevXdc1sJfq22QjdSbehkJArPpWBjhwsfVUMlA0Sk1EOE9WNU0xSTJGRllNM0Y0TEVJOC4u

The study is ethics-approved and co-produced with a lived-experience group. If you want to advocate, share your experience, and help shape better access pathways, please take part, and share with someone who might too.

Seen. Supported. Empowered. 💚

07/01/2026

Myth vs Reality: Children’s mental health

Not all struggles are visible.

Some children stay quiet when they’re finding things tough, and neurodivergent children may hide their distress to fit in. That’s why checking in, listening, and creating safe spaces is so important.

01/01/2026

Bubbles aren’t just for play.

For many children and young people, blowing bubbles can be a simple way to slow down, practise deep breathing, and feel calmer. It’s an easy activity that can support emotional regulation in a gentle, accessible way.

26/12/2025

How does your child communicate their feelings?

Talking it out, or communicating in non-verbal ways?

This or that is a reminder that there’s no one-size-fits-all approach. Every child deserves to be heard in the way that feels safest for them.

💬 Comment below and let us know!

19/12/2025

Fun Fact Friday!

Did you know that a good night’s sleep is one of the most powerful tools for emotional wellbeing?

When children are well-rested, they’re better able to manage big feelings and cope with stress. Sleep supports emotional regulation, helping the brain process emotions and reset for a new day.