Little Life Development

28/09/2026

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H***e et al suggests the sensory environment be an overlooked influence on mental health?

A new 2026 paper by Erin H***e invites us to consider how everyday sensory environments belong within mental health prevention, education and care.

It calls for sensory understanding to be incorporated into school and adult mental health education, alongside the training of mental health professionals. It also recognises the knowledge already established within occupational therapy.

For us, this connects with a longstanding area of practice here in the United Kingdom and Ireland and our pioneering research, practice and education programmes in this area.
This is an almost perfect link directly back to this article by one of our team. In 2009, Brown, Shankar and Smith built on an earlier 2006 OT News article and explored sensory processing in adult mental health, describing personalised sensory approaches, education and support for everyday participation.

The new paper offers a timely argument for wider recognition and further research. It does not test a particular intervention or training programme.

For ASI Wise and The Sensory Project, it reinforces a question at the heart of our innovation and work for over 25 years: how can we understand sensory experiences together, and use that understanding to support dignity, belonging and participation?

That means listening to people, learning alongside them and developing support in co-production, including thoughtful changes to environments and the ways we respond.

Read the 2026 paper:
The sensory environment may be a neglected social determinant of mental health

Explore the earlier work:
Brown, Shankar and Smith, 2009

Book on one of of learning offers and explore our resources that support clinical practice in mental health at https://www.sensoryproject.org/shop

16/09/2026

Taking it one block at a time 🧱✨

​Back-to-school can feel like standing in front of a giant Jenga tower. When you look at the whole picture—the routines, the new expectations, the big feelings—it’s easy to feel completely overwhelmed.

​Playing Jenga as a grounding game to start one of our sessions this week reminded me of navigating this transition:

​Look at the whole tower: It’s good to step back, take a breath, and see the big picture. What are the most important pieces? Which areas need to stay the same and which need to be adjusted?

​Focus on one block at a time: When it’s time to move, picking just one small piece of the puzzle helps. Each block might represent a small challenge impacting our day—like morning routines, sensory overload, or new schedules.

​Take it slow: You don't have to adjust everything all at once. Pause, think about the best way to tackle that single piece, and approach it gently.

​Wishing all the children, families, and educators a smooth transition as you settle into the new school year. Remember to breathe and take it step by step! 💛

​

26/08/2026

Something exciting I had to share with you all!
💚🦊🦡💚

11/07/2026

Transitioning to Secondary school 🏫 📚 🎒

It's always a big step and can be extra challenging for neurodivergent pupils or anyone with additional needs. The changes to routines, environments, pace, alongside changing bodies and identity. It's a lot!

This year I have been supporting 4 amazing children on caseload who are transitioning (and a 5th is my own child!). With the right questions, adaptations and forward planning a lot of the unknowns and anxiety can be alleviated. We've been busy co-creating resources to support our children who don't always have access to speech, figuring out adaptations and tools to support and manage sensory needs and visiting new secondary schools and meeting with the SEN teams who have all been so welcoming and supportive. There may be a few bumps in the road ahead but I'm so excited to see where this next chapter takes them 📚❤️ 🌟

08/07/2026

Fantastic posts and information from Gray Matriarch - Education Advocate go give them a follow!

📋 What is a One Plan?

You may have heard your child's school talk about a One Plan. Although it works alongside a One-Page Profile, it is much more detailed.

A One Plan sets out the support your child needs in school and the specific outcomes everyone is working towards.

A good One Plan follows the Plan – Do – Review cycle:

📝 Plan
Identify your child's strengths, needs, desired outcomes, and the support or strategies that will be put in place.

🎯 Do
The agreed support should be delivered consistently, with staff working together to help your child achieve their outcomes.

🔄 Review
The plan should be reviewed regularly. At each review, the school should consider: • Has the support been effective? • Has your child made progress towards their outcomes? • Should the outcomes stay the same, be updated, or be replaced? • Does the support need to change?

A One Plan should be a working document, not something that is written once and forgotten. Each review should build on the previous one, ensuring the plan continues to reflect your child's current needs and the support they require to succeed.

Parents and, where appropriate, the child or young person should be involved throughout the Plan–Do–Review process. Their views are an important part of creating a plan that is meaningful, effective, and centred around the child.

08/07/2026

Many parents are told they must wait for their child to receive a diagnosis before applying for an Education, Health and Care Plan (EHCP).

This is simply not true.

The law does not require a child to have a diagnosis before an Education, Health and Care Needs Assessment can be requested.

Instead, the legal test is whether a child or young person has or may have Special Educational Needs and may require special educational provision to be made through an EHCP.

Some children receive an EHCP before a diagnosis is confirmed, while others may never receive a formal diagnosis at all.

The focus should always be on your child's needs, not whether they have been given a diagnostic label.

If you've been told you must wait for a diagnosis before requesting an EHC Needs Assessment, it's worth asking the person giving that advice to explain which legislation or statutory guidance they are relying on.

💜 Gray Matriarch Education Advocacy – helping parents navigate the SEND system with confidence.

05/07/2026

Interesting research! Anyone who knows me well may think I had conducted this research! Some children I work with (and my family and friends) know me as the pickle lady.😂 I even have 3 pickle ornaments for my Christmas tree 🤣. In all seriousness though, the use of taste and smell in therapeutic intervention is incredibly powerful. And for those individuals who can tolerate tastes like this, it can be a real grounding strategy. Have a read of the article if you are interested in the neuro behind this!

Add it to your toolbox where you can and get to know what works for you/your child 😋 👅

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26/06/2026

Here's a flyer for a discount if anyone wishes to order the book ❤️

26/06/2026

https://www.facebook.com/share/1LFsxm4diV/

I'm incredibly pleased to have supported a parent in securing the right school placement for their child.

These processes can be stressful and emotionally draining for families, so achieving a positive outcome is always worth celebrating.

The best part is knowing that a child will now have access to an educational environment that better meets their needs and gives them the opportunity to thrive.

A huge well done to the parent for their determination and commitment throughout the process. It was a privilege to be part of the journey.

26/06/2026

A great article for anyone working in education settings or if you suppprt someone in your family who has intermittent access to speech/is diagnosed selective mute. Kim has taught me so much and I can't wait to recieve my copy of the book! https://jadefarrington.substack.com/p/spotlight-on-semi-speaking-as-a-communication?r=4s59bv&utm_medium=ios&utm_source=notes-share-action&fbclid=IwdGRzaASrH3ljbGNrBKsfdGV4dG4DYWVtAjExAHNydGMGYXBwX2lkDDM1MDY4NTUzMTcyOAABHslqQQqqUamVlIHk9uqaKYmAryQeGaKMikZywVn0D5hDqDGE1qAYjDPdaA6E_aem_FI93apmdxPAsQVH8Y946mg&utm_id=97757_v0_s00_e0_tv2_a1dennhb5gfdu7&sfnsn=scwspmo

When mouth words don't come easily