Eating

Any child may have issues with what they want to eat and when, but when children have additionalneeds these issues can be particularly challenging. Some children and young people may struggle with fine and gross motor skills, reduced movement or lack of muscle tone and have trouble gripping or holding any cutlery. This could be because of their physical and/or sensory ability. Often children who are neurodivergent experience food in a different way. They may taste, smell and feel food differently.

But, you are not alone - there are a number of things you can do to better understand your child and how to support them.

Looking for Patterns: Parents can start by observing and recording their child's behaviour during mealtimes. You can do this using Hibi’s journal. You may want to include information such as time, what was eaten, where it was eaten, who was there and any other relevant factors to better understand your child.

Communication: Clear and consistent communication is crucial. Using stories and visual aids can help children understand mealtimes.

Rewards: Using reward systems can be effective. However, avoid using a preferred food as a reward for trying a new or non-preferred food.

Exercise: Encouraging activities that involve exercise can help with controlling weight gain and reducing stress.

Modelling: Parents can lead by example, demonstrating the behaviour they want to encourage - whether that be the types of foods eaten, or the manner in which they are eaten

Praise, rather than bribe: Avoid pressuring or bribing your child into eating a certain food, as this can make them want to avoid it in future. Instead, try to offer new foods in a relaxed way. Give lots of praise when your child is brave enough to try them.

Food presentation & environment : Some individuals may thrive on routine and predictability. Parents should be mindful of how food is presented, as even small changes can be distressing. Similarly, bear in mind the environment - your child may prefer a quiet room rather than a noisy canteen, or a comfy chair over a hard bench.

Social considerations: Some children may eat better in the company of family or peers, while others may prefer solitude during meals. Some children may be more willing to try new foods if they see other people trying the same food and enjoying it.

Obsessions, special interests, and routines: Obsessions can be channeled positively, such as using special interests to encourage trying new foods. Consistent routines, including meal timing and table settings, can provide comfort and structure.

Equipment: You may also want to consider searching for and using adaptive cutlery (which may help lessen the laundry load over time!).


Further support & resources

To learn more about this topic, there are some great resources available. These include:

• Scope - who have an A-Z of eating difficulties on their website as well as more tips on feeding children

• Contact - have a guide on feeding & eating for children with disabilities

• Pinnt (patients on intravenous and nasogastric nutrition therapy) - have specific advice on tube, nasogastric or intravenous feeding

There’s no need to be too concerned if a child is eating foods from each of the main food groups and is growing well. However, you should look for advice if they are & guidance if you find they are accepting fewer than 20 foods, or foods from a particular food group. You should also look for support if their diet is causing constipation, significant changes in weight, or causing missed school or social opportunities. If there are any problems, be sure to speak to a medical professional.

And do be sure to be patient. It can be worrying if you see your child refusing to eat or eating only a limited diet. But behaviour change related to food can take time.