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Monday 9am - 5pm Tuesday 9am - 5pm Wednesday 9am - 5pm Thursday 9am - 5pm Friday 9am - 5pm

OT4me, 5 Middlethorpe Business Park, Sim Balk Lane, York (2026)

16/02/2026

When a child is overwhelmed, dysregulated or struggling, our instinct is often to reason with them.

Regulation is built through the body and through relationship.

Here are we 9 practical, evidence-informed ways to support a child’s nervous system, including:

• Co-regulation through calm connection
• Using movement and vestibular input carefully
• Building interoceptive awareness
• Proprioceptive input for organising and calming
• Predictable routines and proactive sensory planning
• Teaching bottom up before top down

When we understand what is happening in the sensory systems, behaviour starts to make sense. And when behaviour makes sense, we can respond with support rather than frustration.

We see every day how small, consistent changes can transform participation at home and school.

15/02/2026

“They can do it. They’re just lazy.”

We hear this a lot, but here’s the difference 👇

Capability is having the physical skill to do something.

Capacity is having the regulated nervous system to do it in that moment.

A child might be fully capable of getting dressed, starting homework or brushing their teeth. But if they’re dysregulated when the demand is placed on them, they may not have the capacity right then.

That is not defiance.
That is not laziness.
That is regulation.

When we give children time and support to re-regulate, their capacity returns. And suddenly, the thing they ‘wouldn’t’ do becomes something they can.

Shift the question from:

“Why won’t they?”
to:
“What’s happening in their nervous system right now?”

Then we find a way to move forward 💚

14/02/2026

We are so proud to celebrate a young person who has recently completed two blocks of therapy with OT4me. 🌟

They thoroughly enjoyed their sessions and engaged brilliantly throughout. It has been a joy to see them build trust in the therapeutic process and develop confidence in understanding their own needs.

During their time with us, they created their own personalised sensory ladder and an ‘emotions booklet’. These are tools they now use to support their self-regulation and to help them navigate different emotional experiences.

Therapy has also supported them to:
✔ Develop structured morning and evening routines
✔ Build greater interoception awareness
✔ Strengthen self-regulation strategies
✔ Increase confidence in recognising and responding to body signals

At OT4me, our intervention is grounded in sensory integration theory and evidence-based occupational therapy practice. We focus on helping children understand their bodies, build regulation skills and develop practical strategies that transfer into everyday life.

Most importantly, they had fun. When therapy is playful and meaningful, we help them make progress.

Well done for all of your hard work, we're incredibly proud of you 💚

12/02/2026

If you’re new to OT4me, let us introduce ourselves.

We are a specialist occupational therapy and sensory integration service based in York.

We started our journey of supporting families and children in 2020.

Our clinics include fully equipped sensory integration spaces and access to a dedicated hydrotherapy pool.

We use gold standard assessment tools, including the Evaluation in Ayres Sensory Integration.

Our favourite thing is to make children smile and watch them grow.

We offer multidisciplinary diagnostic assessments, including Autism and Dyspraxia.

We support schools with practical, evidence based strategies to improve regulation and classroom participation.

We also provide specialist training to build confidence in sensory and neurodiversity support.

Our recommendations are clear, practical and designed for real everyday life.

Comment ‘ot4me’ on this post to get started with a free 30-minute call with an OT 👇

11/02/2026

We welcome today’s announcement of the government’s 10-year plan to revitalise schools and colleges for every child.

In our work, we regularly observe how sensory processing differences, developmental trauma, attachment needs and neurodivergent profiles can affect a child’s ability to access learning. When these needs are not fully understood, this may present as anxiety, school avoidance, behavioural challenges, sleep disruption, low self esteem or disengagement from education.

Modern buildings and financial investment are important. Alongside this, consideration may also need to be given to:

- Regulation before expectation
- Sensory informed environments
- Early identification and intervention
- Clear, specific and evidence based recommendations
- Joined up working between families, schools and professionals

As a specialist occupational therapy and sensory integration service, we use recognised assessment tools, including the Evaluation of Ayres Sensory Integration, and provide detailed, functional recommendations designed to support everyday school participation.

Research and clinical practice indicate that when sensory integration differences are appropriately assessed and addressed, improvements can be seen in participation, regulation and functional performance. Early and targeted intervention can influence longer-term outcomes.

Investment in physical spaces may also need to be accompanied by investment in workforce development. Teachers and support staff benefit from practical, evidence-informed understanding of sensory processing, co-regulation and trauma-informed approaches, enabling consistent and confident responses within the classroom.

For some children, particularly those who have experienced trauma or attachment disruption, regulation and relational safety form an important foundation for learning.

If the ambition of this 10-year plan is to improve outcomes, areas for consideration may include:

- Early support
- Sensory integration
- Emotional regulation
- Neuro-affirming practice
- Adequately resourced provision that bridges mainstream and specialist settings

Recognising families as partners in this process is also important. Parents and carers often hold valuable insight into a child’s regulatory needs, and collaborative working between schools and families is associated with more sustainable outcomes.

We will continue to support schools, families and local authorities in translating policy into practical, evidence-informed approaches.

09/02/2026

Tantrums and meltdowns are not the same thing.

We are asked this a lot, so let’s gently clear it up.

A tantrum is purposeful.
The child is still in control and there is usually a desired outcome. For example, wanting a lollipop before dinner. The behaviour may stop once that outcome changes.

A meltdown is very different.
During a meltdown, a child is not in control. Their nervous system is overwhelmed and they are in a fight, flight or freeze state. This can last a long time and can sometimes begin as a tantrum before tipping into full dysregulation.

When a child is in meltdown, they are not being defiant or manipulative. Their body and brain are telling them they are not safe.

What helps most in these moments is:

- Removing shame
- Reducing demands
- Offering calm, regulating support
- Having a plan in place that helps their nervous system settle

Many children feel completely exhausted afterwards and carry a lot of shame about what has happened. How we respond matters.

Understanding what is really going on beneath the behaviour helps us respond with empathy rather than punishment and that is where regulation and healing begin.

Regulation sessions at OT4me are one way we support children who need ongoing, proactive help with regulation. If this feels relevant for your child, you can contact us to discuss whether weekly sessions would be appropriate.

If you would like to learn more about these sessions, comment 'regulation' on this post or send us a DM and we will be in touch.

06/02/2026

A little update from us! 💚

We won’t be running social skills groups over the February half term. Thank you for your understanding.

Looking ahead: all being well, we’ll be arranging some lovely options for the Easter break, so keep an eye out for updates. If you’d like support over half term:

🟢 Our therapy room is available to hire
🟢 Individual regulation sessions can be booked

Comment ‘half term’ below or pop us a DM with ‘half term’ and we will will you in touch with our team.

Prefer email? Get in touch at enquiries@ot4me.co.uk

05/02/2026

Thrive at Work - Inclusive Futures - FREE FSB EVENT

We are excited to share that Elaine Morris, Curious Edge, alongside Lizzie Huxford, OT4me, have been invited to deliver their sessions at this fantastic full-day event focused on building more inclusive, resilient workplaces. This is such a great opportunity for us.

📆 When: 13 March 2026 9:30 AM to 3:00 PM

📍Where: The Grand Hotel Scarborough

Bringing together local employers to explore the real workforce challenges facing businesses across York and North Yorkshire. From skills shortages and health-related absence to neurodiversity, menopause, caring responsibilities and an ageing workforce.

The day will be packed with:
➡️ Practical, real-world tools for inclusive recruitment and retention
➡️ Interactive discussions (including using the GROW model for better workplace conversations)
➡️ Honest peer-to-peer learning and networking
➡️ Direct input to help shape future local employment support and policy

We’re really looking forward to contributing to conversations around growing talent pools and supporting diverse access needs in the workplace.

If you’re a business owner or employer navigating workforce pressures and want practical support in a relaxed, collaborative setting - this is a great opportunity. Open to everyone not just FSB members

🌟 Free to attend | Lunch & refreshments included | Ticket link in the comments

*This project is supported by York and North Yorkshire Combined Authority, using funding from the Department for Work and Pensions - DWP’ Get Britain Working Economic Inactivity Trailblazer.

04/02/2026

Introducing our next free webinar for the month of February.

- Wednesday 4th February
- 12PM - 1PM

This webinar introduces the concept of neurodiversity and explores how to support neurodivergent children through a neuro-affirming lens, focusing on why this approach matters for valuing difference, long-term wellbeing, self-understanding, and confidence.

Key topics include:

- What neurodiversity means and an overview of common neurodivergent profiles, including ADHD, autism, and dyslexia
- The impact of masking and why acceptance, safety, and authenticity matter
- Practical, neuro-affirming strategies for use at home, in school, and within therapy
- Language swaps that promote respect, positive identity, and understanding
- Tips for supporting emotional regulation, self-advocacy, and sensory needs
- How occupational therapy and sensory integration approaches support regulation and participation through understanding and support
- Recommended resources, books, and tools for further support

This is a valuable session for parents, educators, and therapists who want to create inclusive, supportive environments that recognise and respect difference.

⟶ Free 30-minute call
You can book a free 30-minute call with an occupational therapist to ask questions, explore support options, and talk through what might be helpful for your child, setting, or practice.

31/01/2026

There has been important recognition that children and young people with special educational needs deserve better support, highlighted in recent discussions involving Rachael Maskell MP and the Education Secretary.

Recent discussions at a national level have underlined the need for improved SEND training, not just for teachers, but for the whole school workforce. When staff are confident in recognising need and responding early, children are more likely to feel safe, understood, and able to engage in learning.

Investment in SEND training is a positive step. Identifying need is only the starting point. What matters most is how children are supported day to day, across classrooms, playgrounds, and learning environments.

This is where occupational therapy and sensory integration make a real difference.

Occupational therapy focuses on how a child functions in their environment. Sensory integration helps us understand how sensory processing impacts regulation, attention, and behaviour. Many children are not disengaged or challenging. Their nervous systems are overwhelmed by sensory demands.

When schools understand sensory processing, behaviour starts to make sense.

With the right training and support, environments can be adapted, regulation can be supported proactively, and children can access learning in ways that work for them.

Every child deserves the same opportunities, regardless of where they live. Real change comes from investing in understanding, evidence-based practice, and support that meets children where they are.

This is the work we are committed to at OT4me.

30/01/2026

Today shrimpy did a good job of helping our clients with compression, comfort and feeling safe.

Shrimpy really loves spending time with the children and young people who come to play at Derwent Clinic. He is always so well cared for and looked after.

During today's session, one young person shared how much a weighted blanket helps them feel calmer, safer and happier.

Then they showed us why they knew it was important…

They helped shrimpy experience it too, with an added bonus of gently rocking him on the swing.

Compression and deep pressure input, such as weighted blankets, can be incredibly regulating for some children.

This type of sensory input can help the body feel more organised, support emotional regulation, reduce anxiety, and create a sense of security. When combined with slow, rhythmic movement, like gentle swinging, it can further support calming and co-regulation.

This is a lovely example of a child recognising what supports their own sensory needs and wanting to share that experience with someone else.

Learning what helps our bodies feel safe is such an important part of developing self-regulation.

Shrimpy says thank you 🦐💚

OT4me

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Monday	9am - 5pm
Tuesday	9am - 5pm
Wednesday	9am - 5pm
Thursday	9am - 5pm
Friday	9am - 5pm