07/09/2026
A child can enjoy parts of school and still be struggling far more than you realise.
They might love seeing their friends, enjoy a particular lesson, or seem happy at certain points in the day, but that doesn’t mean school as a whole feels manageable.
Lunchtime is a good example. For a neurodivergent child, it can mean noise, smells, social pressure, unpredictability and difficulties around eating, all at once.
So rather than asking, “But they like school, don’t they?” it can be much more helpful to ask, “Which parts feel okay, and which parts feel difficult?”
That’s where an individualised, solution focused approach can really help.
Look beneath the surface, get curious, and focus on the small changes that might make the day feel safer and more manageable.