Tag Archives: autism

New online talk – this month

The 3 things your child needs for mental health – online talkhands touching to make a heart - child mental health and meditation

We’ve just announced our next online talk

It’s about using meditation and mindfulness to support the 3 things your child needs for mental health development.

There are limited places – the talk is live and available as a recording too. find out more - child mental health and mindfulness talk


Useful links…

Toolkit for teaching mindful activities – kids on the autistic spectrum

Creating a space to teach mindfulness to kids with autism 

We were asked a question about the types of tools people could use if they wanted to teach their kids (who are on the autistic spectrum) how to feel calmer and less stressed using mindful activities.  

” I will be moving into a purpose built unit for children with autism shortly and I have to kit out the sensory room. I’m wondering if you can suggest anything in particular that would be beneficial.”

Expert advice

We write about this subject all the time…particularly in the 2nd book – “Connected Kids‘.

However we have taught thousands of people how to teach kids meditation, and  thought that many of our Connected Kids Tutors would have great, practical advice.  

We were right!

Here are some wonderful ideas that may help your kids on the spectrum bring their energy back into balance with meditation and mindfulness.

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Child Genius – academically bright but emotionally inept?

Emotional vs Academic Intelligence

The other week we caught the end of the TV show ‘Child Genius’ – teach_children_meditation_boy_wearing_glasseswhere children with (usually) a high score on Mensa take part in a quiz to become the Child Genius for that year.
These kids demonstrate an amazing array of skills – from their ability to remember facts to computing arithmetic sums at lightening speed. It was impressive.

What was not so impressive was watching the stress these children experienced. The emotions they were feeling were bubbling under the surface (some cried) and yet the parents seemed to focus on scores and winning.  Continue reading

Good intentions about teaching meditation to your kids

I had good intentions…

I wanted to write an post about perception and how we what we see and perceive is what we experience.  It’s how our brain works and how it helps us interpret life.

If our brain is wired differently then it can be challenging to respond to life in the way we want to (until we become aware of this – aka having a meditation practice makes you aware of this!)

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Teaching meditation to kids with special needs

I love showing people how to teach kids meditation.  I am constantly amazed at how children and teens respond to mindfulness and mindful activities and it gives me no greater joy to see the delight of the adults who teach them.

Often adults are amazed how kids respond.  Perhaps adults think that it must be difficult for kids to meditate because adults usually struggle at the beginning.  I don’t believe this is true and especially for kids with special needs.

I believe in them.  I believe that kids with special needs are just as capable of finding moments of peace if we show them how.  I refuse to accept that they can’t do it and know that it is my purpose to help find a more creative, fun and adapted way for them to access this important life skill we call meditation.

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Helping Kids Eat Mindfully

Some quick tips on how to help children eat mindfully – bringing meditation into to day to day activities.

Learn how to teach kids meditation (online course)

Calm Kids book >>>

Connected kids courses worldwide >>>

how to talk so children will listen

This post was prompted by an experience I had recently.   I was walking my dog Jess past our local nursery.  As we approached, there were 3 kids who came running around the corner of the building (aged about 3 years old) and as they saw us in their excited state, they picked up a handful of
gravel and threw it on the pavement in front of us (but not aiming at us!)

One of the nursery staff who saw this warned them “if you throw stones, you’ll hit the dog”.  The next minute they picked up another handful and did the same thing again.  You could see the disbelief on the adult’s face.

Yet as I walked past them (both me and my dog Jess unscathed) I realised that what she had meant to say was “don’t throw stones as you’ll hit and hurt the doggie”.  But she didn’t say that.  She had stated a fact, not an instruction or guidance. Even though she had used a tone that might warn them not to do it, the words were factual.  It made me ponder on the thought that when we communicate with kids, sometimes what we say and what we think we have said are really different.

Clear Communication

I read a wonderful book called ‘how to talk so children list and how to listen so children talk”.  When I read it I realised that it was helping adults to both talk and listen more clearly thus helping their children communicate too.  In fact when I read it I remember thinking “lots of relationships could really benefit from this – including mine!”

I’ve noticed that when we communicate with children who have autism, this is a lesson in being clear and specific –  really saying what we mean.  If you watch Sheldon in The Big Bang Theory – you’ll have a funny, yet strong example of how important it is to communicate clearly! I’ve often heard that children who are on the spectrum don’t understand irony or sarcasm.  However I believe that lots of children don’t understand this.  It’s an adult perspective and usually born of cynicism (why would we want to teach our children this anyway!)  It’s not helpful when we are trying to teach our children clear communication skills.

Communication – the influence of perception

Perception can also play a large part in our communication (and listening skills).  You may have noticed this already when you read certain emails and depending on how you feel, it can really colour your interpretation of the words.  Whether the words are spoken or written, how you hear and interpret them has a lot to do with where you are and how you are feeling at that moment.

Mindful Communication

Mindfulness is a wonderful tool to learn and teach our children as it shows us how to recognise when our emotions are colouring our perception of the facts.  Mindfulness helps us recognise when we are projecting our own feelings or fears onto another person.  When we are able to recognise this, we can communicate (talking and listening) much more clearly.

Children may be too young at first to learn mindfulness, but if we practise it, then it helps us to stay present and help us perceive the facts rather than become involved in the heat or emotion of the tantrum or tears that our children are using to express their emotions.

As children get older, we can teach them mindfulness skills so that they too can learn how to communicate clearly, helping them feel that they are heard and understood.

Perhaps we can consider that by being clearer in our communication then our children are really teaching us to be mindful.  Both adult and child are experiencing a useful lesson.

I’ve found that simply repeating the following phrase with a single, deeper breath (especially when buttons are being pressed) is a way for me to be mindful before, during and after I communicate (and listen)…

“breathing in I know I am breathing in, breathing out I know I am breathing out”



Calm Kids 2 – Research Case Studies – Children with Special Needs – Autism – ADD – ADHD

I am planning a 2nd book which will focus on teaching meditation to children
with special needs and or who have been diagnosed with ADD, ADHD or Autism.

If you would like to take part in the research (there are a limited number of places) Please complete the form below. The information from the case studies will be published (anonymously) in my book.

Application deadline is 28th February 2013.

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Developing Children – autism and aspergers

I just watched a fascinating programme on TV about how our brainsman flying kite develop as children and the potential link with autism.  Many of the issues they mention, such as sensory overload issues, are exactly what I have been talking and writing about for years and I am delighted that this subject is being recognised, discussed and researched.

It will be fascinating to hear how about the results of the research and perhaps how this can influence the diagnosis and teaching of children with autism and how we support them in the world.


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singing bowls and mindfulness for children – inspired by Thich Nhat Hahn

In a previous post, I mentioned my retreat experience with the wonderful Thich Nhat Hahn. One of the mindfulness practices that struck a chord with me was ‘inviting the bell to sing’. This is my interpretation of what this means and how you can teach children to practise using this to help aid their meditation.

‘Inviting the bell’ to sing is where a singing bowl or bell is used as a form of meditation practise. It is something we can use to help children learn mindfulness, meditation and to help improve their concentration levels.

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