At a glance: Supports children experiencing challenges with emotional regulation, attention, anxiety, or attachment. Activities focus on co-regulation, sensory calming, predictable routines, and building emotional vocabulary through play. Browse 181 adapted activities below.
This area covers challenges with emotional regulation, attention, anxiety, and attachment. It includes children with ADHD traits, those who experience big emotions more intensely than peers, and those who find social situations overwhelming.
Your child may have meltdowns that feel disproportionate, struggle to settle into new environments, find it hard to wait or take turns, become very anxious about changes, or need more physical closeness than peers. These are signs of how they experience the world, not ‘bad behaviour’.
Play can provide a safe space to practise managing feelings. Predictable routines within play help build security. Sensory activities can help a child regulate their nervous system. Playing alongside a trusted adult can support the attachment that helps emotional growth.
Keep sessions short and finish on a positive note. Use calming sensory elements — warm water, soft textures, gentle music. Give warnings before transitions: ‘Two more turns, then we’ll tidy up.’ Stay close and calm when emotions are big.
Your health visitor or GP can discuss your concerns and refer to specialist services. A child psychologist or play therapist can help with emotional regulation strategies. If your child is in nursery, their SENCO can put support in place.
Emotional and social challenges often overlap with communication needs and sensory processing. A child who melts down in noisy environments may have sensory needs rather than — or as well as — emotional regulation difficulties.
These are starting points for parents who suspect a specific condition might be part of the picture. None of this is diagnostic — if any of it sounds familiar, the next step is a conversation with your GP, health visitor, or nursery SENCO.
Attention deficit hyperactivity disorder (ADHD) involves persistent patterns of inattention, hyperactivity, and impulsivity that significantly affect daily life. Important context first: the American Academy of Pediatrics and the CDC do not typically diagnose ADHD before age four to six, because so many of the indicators overlap with normal toddler development. Many highly active toddlers turn out not to have ADHD.
Constant motion well beyond what is typical for their age, unusual difficulty with transitions or waiting, very intense impulsivity (risk-taking that does not reduce with practice), trouble following simple instructions even when they understand them, and emotional reactions that feel out of proportion to the trigger. The key word is ‘unusual’ — every toddler does these things sometimes; the question is whether the pattern is unusually intense and persistent.
Strategies that help most toddlers also help children who may later be diagnosed with ADHD: predictable routines, plenty of physical movement, short focused activities, clear simple instructions, calm responses to big emotions, and adequate sleep. There is no harm in trying these now even if a diagnosis is years away — they are good practice for any toddler.
If your child’s activity level, attention, or impulsivity is significantly affecting their nursery experience, sleep, or your family routine, speak to your GP or health visitor. They can help rule out other causes (sleep difficulties, hearing problems, anxiety) and refer you if appropriate. Diagnosis at toddler age is rare and not the goal — understanding and support is.
This SEND area covers challenges with emotional regulation, attention, anxiety, and attachment. It includes toddlers with ADHD traits, those who experience big emotions more intensely than peers, and those who find social situations overwhelming.
Meltdowns that feel disproportionate, difficulty settling into new environments, struggling to wait or take turns, and strong anxiety about changes can all be signs. These reflect how your child experiences the world — not ‘bad behaviour’.
Predictable routines within play build security. Sensory activities can help regulate the nervous system. Playing alongside a trusted adult supports the attachment that helps emotional growth. Keep sessions short and finish on a positive note.
Speak to your health visitor or GP if your child’s emotional responses are significantly affecting daily life, nursery, or family routines. A child psychologist or play therapist can help with emotional regulation strategies. Your nursery SENCO can also put support in place.
The official guide to special educational needs and disabilities for families in England.
NHS guidance on getting support for children with additional needs.
A charity for families with disabled children — helpline, local groups, and practical support.
Free legally-based advice for families navigating SEN support and EHC plans.
Support for parents on child behaviour, development, and safeguarding — including Talk PANTS with SEND-friendly resources.
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