Team Licence Seats

This session explores demand avoidance as a natural, anxiety-driven response rather than a behavioural choice. It examines what counts as a demand, why they can feel overwhelming, and how to reduce distress.

This session provides a certificate worth 1 hour of Continuing Professional Development (CPD).

By completing this CPD session, participants will demonstrate that they can:

• Understand what demand avoidance is and isn't.
• Recognise how the internal and external environment can be used to support those struggling with demand avoidance.
• Learn how to adapt the environment and leverage it to passively support someone struggling with demand avoidance.
• Explore common support strategies that work for a range of individuals.
• Identify real life examples and strategies for both children and adults that can work in both school and at home.

This session explores neurodiversity and what differences and needs neurodivergent staff might have in the workplace. It examines barriers, reasonable adjustments, culture, and communication, alongside the impact on performance, retention, and wellbeing.

Learning Outcomes

• Understand what neurodiversity means and what the main neurodivergent conditions are.
• Understand neurodivergent differences in communication, processing and sensory experiences.
• Recognise the importance of supportive structures at work.

This session explores how autism and ADHD co-occur and interact within the same individual. It examines overlapping traits, conflicting needs, sensory differences, and executive functioning challenges, alongside implications for identification and support.

• Understand what is meant by a combined autism and ADHD presentation.
• Recognise overlapping traits shared by autism and ADHD and identify differences that may mask one condition.
• Understand conflicting regulation needs in AuDHD profiles.
• Recognise sensory and executive functioning challenges.
• Understand why support needs may appear inconsistent.

By completing this CPD course, participants will demonstrate that they can:

• Explain what Avoidant-Restrictive Food Intake Disorder (ARFID) is, including its diagnostic criteria.

• Understand that ARFID is also commonly experienced in Autism, ADHD, Learning Disability, and mental and physical health conditions.

• Understand the boundary between autism-related restrictive eating and ARFID, including when both may co-occur and require separate consideration.

• Identify a range of factors that can contribute to ARFID, including sensory processing differences, anxiety, pain, interoceptive differences, physical health conditions, medication effects, and demand avoidance.

This session explores interoception and how differences in internal body awareness affect regulation and wellbeing. It examines hunger and thirst, bladder and bowels, sleep, pain, periods, temperature, emotion, and more with some key ideas to help in these areas.

By completing this CPD course, participants will demonstrate that they can:

• Understand what interoception is.

• Recognise how interoceptive differences affect regulation responses.

• Identify links between interoception and emotional awareness.

• Understand how interoception overlaps with physical health.

• Apply strategies to support interoceptive awareness safely.

This session explores interoception and how differences in internal body awareness affect regulation and wellbeing. It examines hunger and thirst, bladder and bowels, sleep, pain, periods, temperature, emotion, and more with some key ideas to help in these areas.

By completing this CPD course, participants will demonstrate that they can:

• Understand what interoception is.

• Recognise how interoceptive differences affect regulation responses.

• Identify links between interoception and emotional awareness.

• Understand how interoception overlaps with physical health.

• Apply strategies to support interoceptive awareness safely.

This session explores why eating can be challenging for autistic people, including the role of sensory processing, anxiety, physical health, and associated eating disorders.

This session provides a certificate worth 2 hours of Continuing Professional Development (CPD).

By completing this CPD course, participants will demonstrate that they can:

• Understand the key factors contributing to eating difficulties for autistic people.

• Recognise how sensory sensitivities (taste, texture, smell, interoception, vestibular and proprioceptive input) can impact eating.

• Identify the links between anxiety, stress, social experiences, and eating behaviours.

• Distinguish between autistic eating differences and diagnosable eating disorders, including ARFID, and understand when additional support may be required.

• Apply practical, low-pressure, person-centred strategies to support eating.

This session explores the vestibular and proprioceptive senses and their role in movement, safety, and regulation. It examines how unmet body-sense needs can affect behaviour, learning, and wellbeing.

This session provides a certificate worth 2 hours of Continuing Professional Development (CPD).

By completing this CPD session, participants will demonstrate that they can:

• Understand vestibular and proprioceptive sensory systems.
• Recognise signs of over and under-sensitivity.
• Understand how proprioceptive differences can contribute to physical behaviours.
• Identify the impact on learning and daily tasks, such as around planning, prioritisation, and sequencing.
• Apply practical movement-based support strategies.

This session explores executive functioning (mental processing) differences and how differences affect daily living tasks, learning, work and emotional tolerance.

This session provides a certificate worth 2 hours of Continuing Professional Development (CPD).

By completing this CPD session, participants will demonstrate that they can:

• Understand what executive functioning and the executive functioning skills are.
• Recognise common executive functioning difficulties.
• Understand than common support strategies can work across a range of processing difficulties.
• Apply strategies to education, work, and daily living needs.
• Apply practical executive functioning support strategies.

This session explores how ADHD presents in women and girls and why it is often missed or misunderstood. It looks at masking, internalised traits, and the impact of executive functioning differences.

This session provides a certificate worth 2 hours of Continuing Professional Development (CPD).

By completing this CPD session, participants will demonstrate that they can:

• Understand how ADHD commonly presents differently in women and girls.
• Recognise why in women and girls it is frequently missed, misdiagnosed, or identified later in life.
• Identify the emotional, sensory, and executive functioning challenges associated with ADHD.
• Understand the mental health impact of long-term masking, including on burnout, and self-esteem.
• Apply strengths-based strategies to support women and girls across different life stages.

This session explores sensory processing and why differences are often misunderstood. It looks at overload, sensory seeking, and everyday environments.

This session provides a certificate worth 2 hours of Continuing Professional Development (CPD).

By completing this CPD course, participants will demonstrate that they can:

• Understand what sensory processing is and how it differs between individuals and across life.
• Recognise signs of sensory overload, sensory seeking and avoiding.
• Understand all main eight senses in the context of neurodivergence.
• Identify environmental factors that increase sensory demand significantly.
• Apply sensory-informed support strategies effectively.

This session explores autistic mental health in children and young people and why distress is often misunderstood. It looks at environment, unmet needs, and emotional regulation differences.

This session provides a certificate worth 2 hours of Continuing Professional Development (CPD).

By completing this CPD session, participants will demonstrate that they can:

• Understand why mental health difficulties are more common experiences.
• Recognise signs of distress in autistic young people's responses.
• Identify the role of sensory and emotional regulation.
• Understand key mental health risk factors.
• Apply compassionate support strategies safely.

This session explores visual processing differences and why visual overload is often missed. It looks at light, movement, and visual clutter as well as their impact on movement and safety.

This session provides a certificate worth 1 hour of Continuing Professional Development (CPD).

By completing this CPD session, participants will demonstrate that they can:

• Understand how visual processing differences affect daily life experiences.
• Identify environmental factors that increase visual demand.
• Understand links between visual input and regulation.
• Connect visual processing differences to difficulties with movement and navigation.
• Apply practical visual support strategies effectively.

This session explores how autism presents in women and girls and why it is often missed or misunderstood. It looks at masking, gendered expectations, and the impact of sensory and life-stage differences.

This session provides a certificate worth 2 hours of Continuing Professional Development (CPD).

By completing this CPD session, participants will demonstrate that they can:

• Understand how autism can present differently in women and girls.
• Recognise why autism in women and girls is often missed or misdiagnosed.
• Identify the impact of masking on wellbeing, identity, and mental health.
• Understand how hormonal and life-stage changes affect autistic women.
• Apply person-centred, sensory-informed support across life stages.

This session explores practical strategies for adults with ADHD and common barriers. It looks at organisation, focus, and regulation.

This session provides a certificate worth 2 hours of Continuing Professional Development (CPD).

By completing this CPD session, participants will demonstrate that they can:

• Identify common executive functioning challenges in adults.
• Recognise how the environment affects ADHD minds.
• Understand links between sensory needs and anxiety, hyperactivity, and impulsivity.
• Identify practical strategies to reduce barriers.
• Explore the importance of finding someone's baseline and finding community. 

By completing this CPD session, participants will demonstrate that they can:

• Understand how menopause can affect autistic people differently.
• Recognise the impact of hormonal change on sensory processing.
• Identify effects on executive functioning and emotional regulation.
• Identify effects on executive functioning and emotional regulation.
• Apply supportive strategies and reasonable adjustments.

This session explores dyspraxia and how difficulties with coordination and planning affect daily life. It examines organisation, fatigue, confidence, and overlap with other neurodivergent profiles, alongside practical support approaches.

This session provides a certificate worth 2 hours of Continuing Professional Development (CPD).

By completing this CPD course, participants will demonstrate that they can:

• Understand what dyspraxia is.
• Recognise coordination and planning difficulties.
• Understand common difficulties across multiple life domains: school, college, university, personal life, and work.
• Learn to adapt strategies to different sectors and life domains.
• Learn from lived experience to apply a strengths-based approach.
• Explore the sensory underpinnings and their roles in planning, sequencing, time management, and prioritisation, all of which have impact on learning, home life and work.

This session explores alexithymia and how difficulties identifying and describing emotions affect communication and wellbeing. It examines emotional awareness, expression, and regulation, alongside the impact on mental health, relationships, and support.

By completing this CPD course, participants will demonstrate that they can:

• Understand what alexithymia is and how it presents.
• Recognise how alexithymia affects emotional awareness.
• Identify links between alexithymia and mental health.
• Apply supportive approaches.

This session explores hypermobile Ehlers-Danlos syndrome and its high prevalence within autistic and ADHD populations. It examines chronic pain, fatigue, proprioceptive differences, injury risk, diagnostic barriers, and the cumulative impact on mental health, regulation, and daily functioning.

By completing this CPD course, participants will demonstrate that they can:

• Understand what hypermobile Ehlers-Danlos syndrome is.
• Recognise its prevalence in autism and ADHD.
• Understand links between pain, fatigue, regulation, communication, and sensory sensitivities.
• Recognise proprioceptive and vestibular based injury risks.
• Understand implications for daily functioning.

This session explores autism and LGBTQIA+ identities and why intersectional needs are often missed. It looks at identity, safety, and inclusion.

This session provides a certificate worth 2 hours of Continuing Professional Development (CPD).

By completing this CPD course, participants will demonstrate that they can:

• Understand key concepts relating to gender and sexuality identities experiences.
• Recognise why autistic people may question gender and sexuality norms responses.
• Identify additional risks faced by autistic LGBTQIA individuals.
• Understand the importance of acceptance over full understanding.
• Apply inclusive and respectful support approaches effectively.

This session explores auditory processing and how sound affects communication, regulation, and access. It distinguishes hearing ability from auditory processing and focuses on practical environmental adjustments.

This session provides a certificate worth 1 hour of Continuing Professional Development (CPD).

By completing this CPD course, participants will demonstrate that they can:

• Understand auditory processing and how it differs from hearing experiences.
• Recognise signs of auditory overload and distress responses.
• Identify environmental factors that increase auditory demand.
• Understand why we see auditory oversensitivity so often in autistic people.
• What auditory support works and what strategies can help total sensory demand.

By the end of this course, you will be able to:

• Understand what Avoidant-Restrictive Food Intake Disorder (ARFID) is and how it is different from picky eating.

• Know that ARFID is common in Autism, ADHD, Learning Disability, and mental and physical health conditions.

• See the difference between autism-related restrictive eating and ARFID, and know that both can happen at the same time.

• Spot some of the things that can play a part in ARFID, like sensory differences, anxiety, pain, body signals (interoception), health conditions, medication effects, and demand avoidance.

This session explores why eating can be challenging for autistic people, including the role of sensory processing, anxiety, physical health, and associated eating disorders.

This version is designed for parents, carers, and family members. It uses plain language and focuses on what you can do at home.

In this course you will learn how to:

• Understand the key factors that make eating difficult for autistic people.

• Recognise how sensory sensitivities (taste, texture, smell, and body signals) can affect eating.

• See the links between anxiety, stress, social experiences, and eating behaviours.

• Tell the difference between autistic eating differences and eating disorders, including ARFID, and know when to seek extra support.

• Use practical, low-pressure strategies to support eating at home.

This session explores the vestibular and proprioceptive senses and their role in movement, safety, and regulation. It examines how unmet body-sense needs can affect behaviour, learning, and wellbeing.

By completing this session, you will be able to:

• Understand vestibular and proprioceptive sensory systems.
• Recognise signs of over and under-sensitivity.
• Understand how proprioceptive differences can contribute to physical behaviours.
• Identify the impact on learning and daily tasks, such as around planning, prioritisation, and sequencing.
• Apply practical movement-based support strategies.

This session explores hypermobile Ehlers-Danlos syndrome and its high prevalence within autistic and ADHD populations. It examines chronic pain, fatigue, proprioceptive differences, injury risk, diagnostic barriers, and the cumulative impact on mental health, regulation, and daily functioning.

By completing this course, you will:

• Understand what hypermobile Ehlers-Danlos syndrome is.
• Recognise its prevalence in autism and ADHD.
• Understand links between pain, fatigue, regulation, communication, and sensory sensitivities.
• Recognise proprioceptive and vestibular based injury risks.
• Understand implications for daily functioning.

This session explores how ADHD presents in women and girls and why it is often missed or misunderstood. It looks at masking, internalised traits, and the impact of executive functioning differences.

• Understand how ADHD commonly presents differently in women and girls.
• Recognise why in women and girls it is frequently missed, misdiagnosed, or identified later in life.
• Identify the emotional, sensory, and executive functioning challenges associated with ADHD.
• Understand the mental health impact of long-term masking, including on burnout, and self-esteem.
• Apply strengths-based strategies to support women and girls across different life stages.

This session explores auditory processing and how sound affects communication, regulation, and access. It distinguishes hearing ability from auditory processing and focuses on practical environmental adjustments.

• Understand auditory processing and how it differs from hearing experiences.
• Recognise signs of auditory overload and distress responses.
• Identify environmental factors that increase auditory demand.
• Understand why we see auditory oversensitivity so often in autistic people.
• What auditory support works and what strategies can help total sensory demand.

This session explores dyspraxia and how difficulties with coordination and planning affect daily life. It examines organisation, fatigue, confidence, and overlap with other neurodivergent profiles, alongside practical support approaches.

• Understand what dyspraxia is.
• Recognise coordination and planning difficulties.
• Understand common difficulties across multiple life domains: school, college, university, personal life, and work.
• Learn to adapt strategies to different sectors and life domains.
• Learn from lived experience to apply a strengths-based approach.
• Explore the sensory underpinnings and their roles in planning, sequencing, time management, and prioritisation, all of which have impact on learning, home life and work.

This session explores how autism presents in women and girls and why it is often missed or misunderstood. It looks at masking, gendered expectations, and the impact of sensory and life-stage differences.

• Understand how autism can present differently in women and girls.
• Recognise why autism in women and girls is often missed or misdiagnosed.
• Identify the impact of masking on wellbeing, identity, and mental health.
• Understand how hormonal and life-stage changes affect autistic women.
• Apply person-centred, sensory-informed support across life stages.

This session explores visual processing differences and why visual overload is often missed. It looks at light, movement, and visual clutter as well as their impact on movement and safety.

• Understand how visual processing differences affect daily life experiences.
• Identify environmental factors that increase visual demand.
• Understand links between visual input and regulation.
• Connect visual processing differences to difficulties with movement and navigation.
• Apply practical visual support strategies effectively.

• Understand how menopause can affect autistic people differently.
• Recognise the impact of hormonal change on sensory processing.
• Identify effects on executive functioning and emotional regulation.
• Identify effects on executive functioning and emotional regulation.
• Apply supportive strategies and reasonable adjustments.

This session explores executive functioning (mental processing) differences and how differences affect daily living tasks, learning, work and emotional tolerance.

• Understand what executive functioning and the executive functioning skills are.
• Recognise common executive functioning difficulties.
• Understand than common support strategies can work across a range of processing difficulties.
• Apply strategies to education, work, and daily living needs.
• Apply practical executive functioning support strategies.

This session explores demand avoidance as a natural, anxiety-driven response rather than a behavioural choice. It examines what counts as a demand, why they can feel overwhelming, and how to reduce distress.

• Understand what demand avoidance is and isn't.
• Recognise how the internal and external environment can be used to support those struggling with demand avoidance.
• Learn how to adapt the environment and leverage it to passively support someone struggling with demand avoidance.
• Explore common support strategies that work for a range of individuals.
• Identify real life examples and strategies for both children and adults that can work in both school and at home.

This session explores alexithymia and how difficulties identifying and describing emotions affect communication and wellbeing. It examines emotional awareness, expression, and regulation, alongside the impact on mental health, relationships, and support.

• Understand what alexithymia is and how it presents.
• Recognise how alexithymia affects emotional awareness.
• Identify links between alexithymia and mental health.
• Apply supportive approaches.

This session explores practical strategies for adults with ADHD and common barriers. It looks at organisation, focus, and regulation.

• Identify common executive functioning challenges in adults.
• Recognise how the environment affects ADHD minds.
• Understand links between sensory needs and anxiety, hyperactivity, and impulsivity.
• Identify practical strategies to reduce barriers.
• Explore the importance of finding someone's baseline and finding community.