An Oxfordshire mental health charity has published a free guide to help parents and carers support neurodivergent children through the loss of routine, sensory pressures and emotional demands of the school holidays.
At a glance
| Guide | Supporting neurodivergent young people in the school holidays |
| Published by | Response, an Oxfordshire mental health and housing charity |
| Who it is for | Parents, carers, families and people supporting neurodivergent young people |
| Issues covered | Loss of structure, changes to routine, anxiety, sensory overload, emotional regulation, shutdown and overstimulation |
| Cost | Free |
| How to access it | Sign up through the Response resource page |
| Download page | Visit Response’s school holiday guide page |
| Urgent support | Call NHS 111 and select the mental health option, or call 999 if someone is in immediate danger |
Response has launched the free online resource after warning that the six-week summer break can be challenging for some children and young people who rely on the structure and predictability of school.
While many pupils welcome the end of term, others may feel unsettled by sudden changes to their routine, increased social expectations, unfamiliar activities or a lack of clear purpose during the day.
The charity says some neurodivergent young people may also begin the holidays exhausted after navigating a busy school term and need more time to recover than their families initially expect.
The guide offers information, practical support, resources and templates designed to help families reduce anxiety and create a more manageable school break.
Why school holidays can feel difficult
Neurodivergent is a broad umbrella term that can include autistic people, those with attention deficit hyperactivity disorder, dyslexia and other neurological differences. It does not describe one shared experience, and support that works for one child may be unsuitable for another.
In 2025, the Government said an estimated one in seven children are neurodivergent.
For some young people, the school timetable provides a predictable sequence of lessons, breaks, meals and travel. When that structure disappears at the end of term, days can feel uncertain or difficult to navigate.
Response says children and young people may experience a mixture of relief, excitement, worry, exhaustion and overwhelm. Some may feel lost or without purpose, while others may struggle with sensory changes, anxious thoughts, excessive energy or becoming “stuck”.
Withdrawal or shutdown can also occur when a young person becomes overwhelmed or needs time to recover.
These responses should not automatically be treated as deliberate misbehaviour. They may be signs that expectations, sensory input or uncertainty have become difficult to manage.
Nicola Leavesley, chief executive of Response, said: “The loss of structure and purpose which comes with being in a school environment can be challenging for some young people to manage.
“Parents and carers might find those they are looking after withdraw from certain situations or have heightened feelings of anxiety due to a changing routine. It really does vary from person to person, and no two cases are the same.”
What parents may notice during the break
A young person’s needs may change from one day to the next, particularly after a demanding activity, family gathering, journey or crowded day out.
| What families may notice | What may be happening |
|---|---|
| Increased anxiety | The child may be uncertain about what will happen, where they are going or what is expected of them. |
| Withdrawal or shutdown | They may need reduced demands, quiet and more recovery time after becoming overwhelmed. |
| Restlessness or excessive energy | The loss of school routines and regular movement opportunities may make regulation more difficult. |
| Difficulty moving between activities | Unexpected endings or transitions may feel abrupt without warning or a clear plan. |
| Sensory distress | Crowds, heat, unfamiliar food, bright light, noise or new environments may become overwhelming. |
| Changes to sleep | Later nights, fewer morning commitments and altered medication or activity patterns may disrupt sleep routines. |
| Feeling lost or purposeless | The young person may miss the orientation and predictability provided by school. |
These signs can have several possible causes and are not a diagnosis. Parents who are concerned about a significant or persistent change should speak to their GP, health professional or existing support team.
Ways to make the holidays more manageable
Response’s guide is designed to help families develop support around the individual young person rather than impose a rigid programme on every household.
Alongside that guide, NHS advice for families of neurodivergent children suggests keeping some predictability, preparing for changes and building recovery time into plans.
Keep a flexible daily structure
A holiday routine does not need to copy a school timetable, but a few regular points in the day can make it easier to understand what is coming next.
Keeping broadly consistent times for waking, meals, medication, movement and bedtime may help some children feel more settled.
A written or visual timetable can show planned activities, rest periods and changes. For some young people, it may be enough to divide the day into morning, afternoon and evening rather than schedule every hour.
The timetable should include free time and recovery. Filling every day with outings can create a different form of pressure.
Give advance warning of changes
Unexpected changes cannot always be avoided, but clear warnings can make transitions less abrupt.
Families might use a clock, timer, calendar or verbal countdown to show when an activity will end. A child may also benefit from knowing what will happen immediately afterwards.
Before visiting somewhere unfamiliar, parents can look at photographs, maps or videos together, explain how long the visit may last and identify somewhere quiet that can be used if needed.
Giving two manageable choices, such as choosing between two activities, can provide a sense of control without creating an overwhelming number of options.
Build in quiet and recovery time
Some children may need time without conversation, demands or social activity after a busy school term.
A quiet space at home can contain familiar objects, sensory aids, headphones, books or other items the young person finds calming.
Recovery time should not necessarily be treated as a reward that has to be earned. It may be part of what allows the child to take part in other activities safely and comfortably.
Families planning a day out may find it helpful to keep the following day quieter rather than arranging several demanding events in succession.
Consider the sensory environment
Heat, crowds, queuing, loud music, unfamiliar smells and different food can make summer attractions difficult for some young people.
Parents can ask venues about quieter opening times, accessible queues, sensory information and whether a child can bring familiar food or equipment.
Ear defenders, sunglasses, comfortable clothing, a familiar object or a preferred snack may make an unfamiliar environment more manageable.
Not every child will find the same sensory tools helpful, so families should follow the young person’s existing preferences rather than introduce several new strategies at once.
Use the young person’s preferred communication
A child who is overwhelmed may find broad questions such as “What is wrong?” difficult to answer.
More specific questions, pictures, mood cards, writing or gestures may be easier, depending on the individual.
Allowing extra processing time and reducing the amount of spoken information can also help when the young person is anxious or overloaded.
Parents do not need to solve every feeling immediately. Sometimes acknowledging that something is difficult and reducing demands is more useful than asking repeated questions.
Prepare gently for the return to school
The end of the holidays is another significant transition.
Families can begin discussing the return gradually, checking transport and uniform, looking at the school calendar and reintroducing usual sleep times.
Where a child is worried about returning, parents should contact the school’s special educational needs co-ordinator or pastoral team as early as possible to discuss adjustments and any changes expected in the new term.
Oxford Health NHS Foundation Trust also provides a free How do I help? animation series covering common challenges including trips, sleep, meals and school attendance.
Charity warns demand for support is rising
Response supports young people from the age of 11, as well as adults and older people, across Oxfordshire, Berkshire and Buckinghamshire.
Its work ranges from supported housing and specialist services to early-intervention and community programmes.
The charity says it supported more than 750 people during 2025/26.
Its youth wellbeing hub in Thatcham, West Berkshire, opened in 2025 but has already experienced a waiting list of up to a year for some one-to-one services.
Response says free online resources cannot replace properly funded professional support, but can give families practical information while they wait or when they need help with a non-urgent issue.
Nicola said: “Demand for our services has reached a critical point, so we encourage parents to make use of these guides which will be especially useful during any school break.”
Other free Response resources cover sleep, social media, coping with change, wellbeing, exam stress and starting university.
The full collection is available through Response’s mental health resources page.
Where Oxfordshire families can find help
Oxfordshire families can also use the county’s SEND Local Offer and Short Breaks information to find support, activities and holiday provision.
| Service | What it offers |
|---|---|
| Response school holiday guide | Free guidance, resources and templates for people supporting neurodivergent young people during school breaks. Access the guide. |
| Oxfordshire SEND Local Offer | Information about education, health, care, activities and support for children and young people aged up to 25 with SEND. Visit the Local Offer. |
| Oxfordshire Short Breaks | Holiday activities, inclusive playschemes, teenage provision and information for parent carers. See current Short Breaks information. |
| Oxford Health CAMHS | Oxfordshire’s Child and Adolescent Mental Health Service. Families can call 01865 902515 during normal working hours. Read referral information. |
| Response urgent-help page | Links to NHS, local and national mental health support, including Childline, Shout and Samaritans. View support options. |
Oxfordshire County Council’s current Short Breaks information includes holiday schemes in Oxford, Banbury, Bicester, Kidlington and Witney, as well as activities for teenagers and support groups for parents and carers.
Places, eligibility and charges vary, so families should check directly with the provider rather than assuming an activity will meet their child’s needs.
When more urgent help is needed
Immediate danger: Call 999 if a child or someone else is at immediate risk of serious harm.
Urgent mental health support: Call NHS 111 and select the mental health option.
Oxfordshire CAMHS: Call 01865 902515 during normal working hours for advice about accessing the service.
Childline: Children and young people can call 0800 1111 free of charge.
Shout: Text SHOUT to 85258 for free, confidential support at any time.
A downloadable guide is not a replacement for emergency care, medical assessment or ongoing professional support.
FAQs
Who has published the guide?
The guide has been published by Response, a mental health and housing charity operating across Oxfordshire, Berkshire and Buckinghamshire.
Who is the guide for?
It is intended for parents, carers, families and other people supporting neurodivergent children and young people during school holidays.
What does the guide cover?
Response says it addresses anxiety, loss of structure, changes to routine, emotional regulation, sensory overload, shutdown, excessive energy and burnout after a busy term.
Is the guide free?
Yes. It is available free through a sign-up form on Response’s website.
Does a child need a formal diagnosis?
The public guide page describes it as support for neurodivergent young people and does not state that a formal diagnosis is required to access the resource.
Why can school holidays be difficult for some neurodivergent children?
The loss of the school timetable, unfamiliar activities, sensory changes and increased uncertainty can be difficult for some children. Others may need substantial recovery time after managing the demands of the school term.
What can parents do to provide structure?
A simple visual or written plan, regular meals and sleep times, advance warning of changes and clearly scheduled recovery time may help. Any approach should be adapted to the individual child.
Where can Oxfordshire parents find holiday activities for children with SEND?
Oxfordshire County Council publishes current Short Breaks information, inclusive holiday schemes and parent-carer support through its SEND Local Offer.
How can a family contact Oxfordshire CAMHS?
Families can call Oxford Health CAMHS on 01865 902515 during normal working hours. For urgent help, call NHS 111. Call 999 if someone is in immediate danger.
Where can the guide be accessed?
The guide is available through Response’s school holiday resource page.
