AISee Collaborative proposes a 24-month study to transform early support for neurodivergent children and young people. Discover our neurodivergent-led research plan and solutions.
Learn how to contribute effectively to a person-centred adult outcome assessment. Expert guide for neurodivergent individuals, carers, and professionals in Scotland.
We at AISee Collaborative are always deeply thankful to receive recommendations from our community for our Inspirational and Reflective Reading series, and Beyond Behaviours feels like a particularly special one. It has been recommended not only by psychologists, but also by parent carers whose understanding comes from both professional knowledge and the deeply personal experience of walking alongside children and young people through distress, uncertainty and challenge. At its heart, this book invites us to pause and look more gently at behaviours that can so often leave adults feeling worried, exhausted or at a loss. Rather than asking, “What is wrong with this child?”, it helps us ask, “What might this child be carrying, feeling or trying to communicate?” Drawing on neuroscience, Beyond Behaviours offers a compassionate framework for understanding the hidden causes and triggers beneath behaviour, helping us see children not through the lens of blame or frustration, but through curiosity, empathy and care.
Learn how viewing ASD and ADHD behaviors as communication and processing challenges can reduce bias and improve outcomes within the UK justice system.
On the topic of feelings. This book is the most regularly suggested book on the subject for inclusion on AISee’s Inspirational and Reflective Reading List. Suggested from parents/cares, support for learning assistants, teachers and social care support staff. The Great Big Book of Feelings allows children to explore how they’re feeling in a safe and judgement free environment. If you’re looking for a trusted, practical way to help children understand and talk about emotions, The Great Big Book of Feelings is an excellent place to start. With engaging artwork and warm, accessible language, it helps children recognise what they feel, name those emotions with confidence, and open up in a safe, supportive way. Ideal for families, classrooms and support settings, this thoughtful book turns everyday moments into opportunities for meaningful conversation. By exploring feelings at home, at school and in social situations, it encourages empathy, reassurance and emotional resilience—making it a valuable resource for anyone who wants to support children’s wellbeing with warmth, humour and sensitivity.
Discover how indicative profiling and early assessment tools for Autism and ADHD can transform outcomes in the justice system through prevention and rehabilitation.
A wonderful supportive suggestion to AISee’s Inspirational and Reflective List. Parent/Carer-Focused Appeal If you are supporting a child with ADHD, this book offers practical, reassuring guidance you can use in everyday family life. Written in clear, accessible language by a paediatrician, it helps parents and carers better understand ADHD while offering proven mindfulness-based strategies to reduce stress, build connection, and create calmer routines at home. It is a thoughtful and encouraging resource for families looking for realistic support, greater confidence, and a more compassionate way to navigate daily challenges together.
This book was recommended for inclusion in AISee’s inspirational and reflective reading list by an international colleague. For me, it proved to be more reflective than inspirational. It invited me to pause and think not only about how our understanding has developed over time, but also how much remains uncertain, unspoken and still to be learnt. It first led me to reflect on how long the journey of learning, research, and understanding can be. The first recorded use of the word autism is generally attributed to the Swiss psychiatrist Paul Eugen Bleuler around 1911. It appeared again in the work of the Russian psychiatrist Grunya Sukhareva in the early 1920s, culminating in one of the first clinical descriptions of autistic traits in 1925. That was some twenty-five years before the work of Kanner and Asperger, a reminder of how gradual, layered, and often incomplete progress in this field has been.
Learn how to create effective, in-school individualised holistic assessments for neurodivergent students with our comprehensive 2026 guide for teachers and parents.
Explore the transformative benefits of development and wellbeing assessments for neurodivergent individuals within the youth justice system in Scotland.