How to handle day stress when you are neurodiac

Exam Results Day can be difficult for everyone – but especially if you are neurodivoregant.

The term is used to describe people whose brains work differently for others, sometimes as a result of conditions like autism or ADHD.

Looking back as an adult now, I remember the leading lead – but I did not know that at that time I had ADHD.

I had a large amount of nervousness and anxiety that I would not get the required grades to go to the university, resulting in migraine, vomiting and insomnia.

Fortunately, all this worked at the end and I enjoyed the ceremony at school, even though it was a bit heavy.

But now I know that I am a neurodynse, I am wondering which tips can help me navigate the stress of that time better.

Ahead of GCSE result day this weekThese are the lessons that I have learned from others who have gone through similar situations recently than me.

The 20-year-old paddy from Warsesterushire says that during his A-Levels sitting, his anxiety was “large-scale enhanced” by his obsessive-dialogue disorder (OCD).

He is emotional about politics and volunteers for mental health charity young minds, now share his experience to help others.

“All my attention turned into these exams, and I could not enjoy anything else yet, if I was not studying,” they say.

“And then at any time anything went wrong, I caused havoc and thought,” My whole life was ruined due to the exam. ” And such construction and construction were done. ,

Paddy says that at that time his parents were “incredibly worried” about him, and he said “uncontrollably” crying before one of his exams.

Examination pressure affects their sleep and food, and enhanced the symptoms of their OCD, they say.

Only that day, he ensured that he had plans, so whatever results they had, they would not have to sit at home and worry.

Now the paddy says that he looks back with “very proud”, because “whatever happened, whatever my grades were, I really survived the really difficult period of my life”.

He was very happy with his final A -level grade – two A*S and A – but now at what price is surprised.

He says he wants it to take longer to relax and be “kind to himself”, which he thinks may have put him in a calm state.

After it is through it with his counselor, he wants to remember others that “you are much greater than some numbers on a piece of paper”.

The 22 -year -old Lotte of Peterbaro, who is autistic, likes to read and color and has completed a level 3 course in the creative media.

Five years ago, when Lotte took her GCSE, she was struggling with her mental health and ended in the hospital – a moment of crisis that gave her more support in school, allowing her to stay in education for a long time.

After completing their media courses, Lote universities are excited to make a career in marketing, a training, or straight jobs.

But she says that the results day can bring “mass pressure”, and that its unexpectedness can be “really scary” for autistic people.

Jolanta Lasota, the chief executive of the ambitious about autism, agreed that the uncertainty of the result day could be “particularly stressful” for young autistic people.

She says that parents and carers can do many things to support them:

• Plan for several scenarios including different possible grades
• Avoid vague phrases like “don’t worry” while trying to assure
• Look at the alternative methods of achieving results, such as online

Lote says she went to school to collect her results, as she wanted to see her friends and teachers, and wanted to confirm her place in the sixth form.

But she says that this can be a really difficult environment, due to increased feelings and noise, crowded places.

Overall, Lotte wants other people to remember with autism that “doing these exams is already a major achievement”.

“Find time to see yourself and remember that the results are personal to you,” she says.

“Try not to compare yourself with other people, because other people do not know the struggles you have.”

The 19 -year -old Stephano is from London and has finished its first year at Warwick University. He enjoys campaigning on various issues, such as mental health and on Getting a vote of 16 years of age,

Stephano says that this year “I got a chance to catch some fun that I wanted in previous years”.

About a month before his A-Level exam last year, Stephano says he fell into school due to burnout.

Despite having a “supportive supportive” network, Stephano says that the system and A-level pressure just became too much.

He has seen a marked improvement this year, where some of his examinations in the university are open books, which they say that he has liked his assessment in school.

Stephano is neurodynamgent and states that it can make the exam duration more challenging.

Reaching the result day, he managed his nerves by conducting various clearing options and school phone numbers, did he need them.

He says that his advice to others is to remember that “this is your moment”, and if you need to go to school or college, make sure you are ready to do so and have as much information as possible.

Later, he suggests that you have nearby people, it doesn’t matter.

“Go to your community – whether it is your family, your friend or your school,” they say.

Asked about the challenges faced by some youth due to the examination, a government spokesperson said that they play an important role in maintaining a fair and reliable qualification system, and that the curriculum and evaluation reviews “Young people should leave education ready for work, and be ready for life”.

From Young Minds, Stevy Golding has three top suggestions for parents and carers on the result day.

1. reflection

“Start speaking about the result day,” Stevy suggests. “What are feelings?”

She encourages open interactions about how they want results day. In the lead up, on that day and on the days, the stevy suggests that reflecting what you are looking and hearing can help open the conversation with your child.

2. Verification

Stevy says that sometimes the best solution has to fight “overriding urge” to solve the problem, saying that it is really important that young people sit with their feelings, although they are feeling.

“Conten, if they feel angry, disappointed, upset, disappointed, then it’s perfect and fine to feel all those things.”

3. Assurance

Along with verification, the assurance of results is very important, says Stevy. When asked what support they need, what will help them today, and what this support can see, can be really beneficial, Stevy says.

And if things do not go in the way they expect, tell them that everything does not need to be solved in the day, and there will be other options to find together.

Other sources of support include: