On 1 December 2021, Benedict Blythe went to school, as normal, yet a few hours later, his dad Peter received a call to say he’d been sick. When he arrived to pick up his son, it became clear he was seriously unwell.
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Peter began CPR until an ambulance arrived. Sadly, despite medical help, Benedict was pronounced dead in hospital just after lunchtime.
An inquest into his death determined the five-year-old died from an accidental exposure to cow’s milk protein, which triggered fatal anaphylaxis.
His parents, Helen and Peter, have been fiercely campaigning for safety changes in schools ever since.
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The couple have worked with clinicians, coroners, charities and parliamentarians to highlight gaps in allergy safety in schools and push for national protections so no other family suffers a similar fate.
And now it seems ‘Benedict’s Law’ is set to make real change.
The government has shared that under new statutory guidance, schools will have to stock life-saving adrenaline auto-injector pens, teachers will undergo compulsory allergy awareness training, and every school will need to have a dedicated allergy policy.
The guidance is currently open for consultation and will come into force in September 2026.
Helen and Peter said: “We are grateful that the government has listened to us, and that as a result a new generation of children with allergies will, from September, enter a school system far safer for them.
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“Our son Benedict died aged just five years old, from an allergic reaction in school that was not only preventable but treatable.”
They added that if Benedict’s Law had been in place when their son joined his school, “he may still be alive”.
Helen and Peter Blythe, pictured with their children.
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Food allergy affects around 7-8% of children worldwide, equivalent to roughly two pupils in every classroom. What’s more, roughly 30% of allergic reactions in schools occur in children previously undiagnosed with an allergy.
“As a family, leading the campaign for allergy safety in schools has been about remembering our son,” Helen and Peter continued.
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“He was a kind, clever boy who cared about helping others – so knowing that for the first time schools will be expected to protect children with allergies like him from harm feels like a fitting legacy for Benedict.”
The Benedict Blythe Foundation caveated that while guidance sets expectations, it does not create an enforceable legal duty or guarantee consistent implementation across every school.
Olivia Bailey, minister for Early Education, said: “No parent should have to send their child to school worried that a life-threatening allergic reaction won’t be handled swiftly.
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“We have listened to the families and organisations who have campaigned tirelessly on this issue, and we are acting.
“These new requirements will give parents the confidence that every school has the training, the plans and the equipment in place to keep their child safe.”
Tanya Ednan-Laperouse OBE, whose daughter Natasha died aged 15 from an allergic reaction, said she is “deeply grateful” that the government is taking action to keep children with food allergies safe at school.
Measles cases continue to rise in London, largely driven by an outbreak of the illness among children in Enfield.
There have been 50 confirmed cases of measles in the borough up to 16 February, according to the UK Health Security Agency (UKHSA). However, experts have said it’s likely the actual number of cases will be higher.
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The outbreak is mostly affecting unvaccinated children under the age of 10, in both schools and nurseries.
According to a GP surgery in Enfield, one in five children with measles have been hospitalised as a result of this latest outbreak, and all of those hospitalised have not been fully immunised.
For a number of years, the borough has struggled with low uptake of the measles, mumps and rubella (MMR) vaccine – which children can have two doses of in early childhood as part of NHS immunisations – due to online misinformation, health equalities and general vaccine hesitancy, the Guardian reported.
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On 19 Feb, Dr Vanessa Saliba, consultant epidemiologist at UKHSA, confirmed the outbreak has led to some children ending up in hospital.
The possible long-term health complications from catching measles can include: hearing loss, blindness, pneumonia (infected inflammation of the lungs), encephalitis (inflammation and swelling of the brain) and brain damage. In some cases, it can prove fatal.
“Measles is a nasty illness for any child, but for some it can lead to serious long term complications and tragically death, but is so easily preventable with two doses of the MMRV vaccine [the MMR vaccine also now includes protection against varicella, or chickenpox],” Dr Saliba said.
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“All parents want what is best for their child – if they have missed any of their doses or you’re unsure, get in touch with your GP surgery. It’s never too late to catch up.
“The MMRV vaccine will give them the vital protection they need against this highly contagious disease, and also help protect more vulnerable children around them who are too young or unable to have the vaccine due a weakened immune system.”
Symptoms of measles
Measles typically starts off like a cold with a high temperature, runny nose, sneezing, cough and red, sore, watery eyes.
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Some people might also experience Koplik spots, which show up as white spots inside the mouth on the inner lining of the cheek and lips – this can help distinguish it from a common cold.
The distinctive body rash can show up a number of days later. This is the “most typical symptom of measles, which usually starts on the face and spreads to the rest of the body”, Superdrug’s pharmacy superintendent Niamh McMillan previously told HuffPost UK.
“It usually appears three to five days after first signs of symptoms and lasts for several days. The rash can be flat or slightly raised and join together into larger patches.”
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According to the NHS, the rash can look brown or red on white skin and may be harder to see on brown and black skin.
If you suspect your child has measles, the NHS advises to call for an urgent GP appointment or to speak to NHS 111. It’s important to call your GP surgery before you go in as measles is very contagious.
Halloween is nearly here – meaning dozens of kids are headed to a front door near you very soon.
If you live in an area where trick-or-treating is a pretty big deal, you’ll probably want to buy in some sweet treats to hand out to tiny ghouls and monsters – unless you opt to turn off your lights and pretend nobody’s home (in which case: no judgement, save yourself some cash).
If you are planning to hand out treats however, a doctor has issued a word of warning.
Paediatrician Dr Arindam Das spoke to Totalkare about some specific Halloween dangers that can lead to an increase in “blue light” callouts during spooky season.
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One of them is pumpkin carving, he said, due to the obvious risk of cutting themselves.
“Young children are also at risk of choking on hard sweets,” he added.
So what are the safest sweets to give then?
The main takeaway is that hard or boiled sweets should be avoided at all costs for kids under the age of five (so it’s probably a wise move to forego them completely).
Whole nuts, popcorn kernels, chewing gum and small jelly sweets “all are high choking risks”, he added. Nuts are also problematic for those with allergies.
Popcorn might be a surprising one to some parents. However, they are problematic for a few reasons: the kernels are so lightweight they can be sucked up back into a child’s oesophagus, where children can either breathe them in, called aspiration, or they can choke – which is where the airway is blocked.
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Dr Das said older children (over-fives) can “usually manage chewy or gummy sweets, but parents should still be cautious with very hard or sticky items”.
The safest alternatives, he noted, are “soft, melt-in-the-mouth treats”, like chocolate buttons, mini muffins or soft jelly.
Little boxes of raisins or dried fruit snacks (like BEAR Paws) can be a decent option for younger children, too – and are free of common allergens like gluten, dairy and nuts.
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I’m also a big fan of Soreen lunchbox loaves as children with an egg and/or milk allergy can have them.
And if your little one does get to enjoy a treat (or three) this Halloween, the paediatrician added that having water or milk alongside these sweets can help “reduce dental risk”.
The online world is vast – and while it can both educate and entertain kids for hours on end, there are murkier areas where they need to tread much more carefully.
New research from safety experts at McAfee has uncovered the most common online threats facing British children, including: cyberbullying, inappropriate contact and scams.
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The study of over 4,300 parents found one in six say their child has been targeted by an online threat in the UK.
The highest risk group is 12-year-old boys, with almost a third (32%) being targeted.
For girls, online dangers tend to emerge later, with reports steadily climbing through the teens and peaking at age 16, where more than one in five parents (22%) say their daughter has been targeted.
What are the most common online threats facing children?
According to the research, cyberbullying or harassment from peers (48%) is the number one threat. Nearly half of UK parents say their child has experienced cyberbullying, while one in three (35%) ranking it in their top three worries.
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Cyberbullying can include mean comments, exclusion from online groups or spreading harmful rumours, often through social media platforms.
Scams are also a huge problem – particularly fake social media giveaways or contests (33%), which purport to be giving away gaming consoles, smartphones or designer products.
Children are lured into clicking fraudulent links or providing personal information, with boys aged 13-15 particularly vulnerable.
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Similarly, online gaming can be a hotbed for scams. Over a quarter (27%) of parents report their child has been affected by gaming-related fraud, such as fake offers for in-game currency, exclusive items or upgrades.
Scammers often pose as fellow players, using familiarity and trust to get children to share passwords or personal info.
There are also concerns about unsafe or inappropriate contact. One in four UK parents say their child has received inappropriate contact online, with girls being more frequently targeted (29% versus 21% for boys). Unknowns might try to initiate conversations with children via direct messages, chat rooms or even multiplayer gaming platforms.
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And lastly, scam messages or phishing texts (21%) – designed to trick recipients into divulging sensitive information, such as passwords, bank details or personal data – are a problem.
Girls are significantly more likely to experience this (29%) than boys (14%), the study found, with those aged 16-18 most at risk.
The rise of AI-generated scams
Worryingly, parents are also noticing a rise in the use of AI-generated deepfakes and nudify technology. Nearly one in six UK parents say their child has experienced deepfake image or nudify app misuse.
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Girls are facing this threat the most – 21% of parents say their daughter has been impacted, compared to just 11% for sons.
Boys are more likely to be targeted by AI-generated voice cloning scams, instead – where fraudsters use AI to mimic the voice of loved ones through phone calls, voicemails or voice notes.
Understandably, when children are impacted by these online threats, the emotional and psychological effects are significant and can include anxiety, academic struggles and social withdrawal.
How to keep kids safe
It’s clear parents need to be having ongoing conversations with their kids about online safety. (Check out these helpful guides from Internet Matters and the NSPCC if you need somewhere to start.)
But what else can we be doing to keep kids safe? Here are McAfee’s top tips:
Pair tools with talks: Combine parental controls with regular, judgement-free conversations about harmful content, coercion or bullying so your children know they can come to you. Explain what cyberbullying and scams might look like, and that it’s okay to block or report people.
Teach “trust but verify”: Show balanced digital habits yourself as children copy what they see. Show them how to pause, check sources and ask for help when something feels off – especially with AI-altered media.
Talk about the risks of oversharing: Remind children never to share personal information such as their name, school, address or phone number. Encourage strong passwords and explain two-factor authentication.
Set and revisit a family tech contract: Create clear boundaries with kids about screen time, online behaviour, and device use – and update them as your child grows.
Keep devices secure: Ensure all devices are updated with the latest security settings and include AI-powered scam protection to help spot and flag suspicious links or manipulated content before it can do harm.
Everyparent knows how difficult it can be when their child is struggling to regulate themselves.
But for parents of children with AuDHD – those who are both autistic and have ADHD (attention deficit hyperactivity disorder) – it can be especially tough to navigate emotional outbursts that seem to come out of nowhere.
In my experience, understanding the difference between a meltdown and a tantrum is crucial in knowing how to respond – and how to help.
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What’s the difference?
A tantrum is a way of expressing frustration or attempting to get something. It is typically goal-oriented and usually the child has some control over it – for example, if they get what they want, they are usually able to calm down.
A meltdown is not a choice. It’s a neurological response to overwhelm – whether that’s too much sensory input, emotional stress, or cognitive demand.
Meltdowns are associated with the range of intense emotional regulation challenges that can accompany AuDHD. Importantly, meltdowns stem from a loss of control, not a desire to gain it.
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An emotional safety plan can help
An emotional safety plan is a proactive, collaborative tool that helps children identify their emotions, recognise their triggers, and explore personalised strategies for managing distress.
It can be as simple as a colourful chart or journal page created together with your child, divided into spaces to note what each emotional state looks and feels like, what might have caused it, and what helped in those moments.
Involving your child in building their plan is key: it not only gives them a sense of ownership, but also helps them reflect on their own needs, feel heard, and develop vital self-awareness skills over time.
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This can provide children with the tools to “name it to tame it”, putting words to feelings, to help reduce distress. This can be empowering, in addition to providing a sense of validation and control.
Key emotional states you can map together
Here are some common emotional states your child may experience, and ways you can support them through each one:
Hyper-arousal (meltdowns)
A meltdown is an intense, involuntary reaction to being overwhelmed, often as a result of stress and exhaustion. It may present physically, such as kicking or self-harming; verbally, such as screaming or shouting; and/or emotionally, such as through crying.
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Meltdowns are highly individual and situational, with many potential causes, such as sensory overload, changes in routine, loud environments, and an inability to communicate effectively.
Co-regulation is a highly effective strategy to manage a child’s meltdown – stay calm and regulate yourself, while validating their experiences.
Reducing demands and sensory input, such as turning off lights or providing noise-cancelling headphones, can also be very helpful.
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Establishing a safe physical space and toolkit for when a meltdown occurs, tailored to an individual’s needs, can provide an important foundation of safety.
Identifying potential triggers can flag opportunities to plan effectively, such as by using visual aids to plan transitions or changes.
Dysregulation (overwhelm)
Dysregulation is linked with overwhelm, such as from sensory input, emotional demands, or social expectations. Masking (suppressing natural responses to ‘fit in’) takes a toll on the nervous system, often resulting in emotional outbursts when this becomes unsustainable.
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For example, a common scenario is when an AuDHD child arrives home from school and ‘releases’ overwhelm in a ‘safe’ environment, having masked all day. This can be referred to as the ‘shaken Coke bottle’ effect, where dysregulation builds up pressure internally, until this becomes external.
Overwhelm could appear as ‘naughty’ or ‘rude’ behaviour, which may be more accurately described as decompressing and adjusting.
Identifying these experiences with your child can help signpost potential strategies for support. For example, providing predictable decompression time before any conversations or demands after arriving home from school, or predictable rituals, can provide space for healthy decompression.
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‘Normal’/balanced
Many AuDHD children grow up feeling like they need to adapt to what others expect – smiling when distressed, hiding self-soothing activities, or mimicking social behaviours, for example. This can make it difficult for them to understand what they actually need, or what it feels like to be authentically themselves.
Helping them to identify their own version of ‘normal’ (by identifying situations where they feel safe to unmask) and their sensory preferences can empower them to know their own baseline. This enables them to better recognise dysregulation, including when and how to seek support.
Reframing masking in this way can help AuDHD children (and adults) understand the difference between harmful suppression and strategic adaptation in masking, moving towards conscious choices, as opposed to involuntary reactions.
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Dysregulation (numbness)
Not all dysregulation looks explosive – sometimes, it can manifest as becoming numb, distant, or zoned out, failing to follow instructions. This stress response may be a form of dissociation, where the brain temporarily disconnects to protect itself from overwhelm or perceived danger.
Such behaviours may be misunderstood as ‘rudeness’, ‘laziness’ or ‘not paying attention’, when the individual is in fact likely freezing up mentally and physically.
Triggers could include high pressure environments (such as classrooms), feeling criticised or misunderstood, or sensory overload, which builds up slowly.
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Helping children to identify that these experiences aren’t ‘normal’ – or their fault – can be empowering. This can not only enable children to identify early warning signals, but also helpful activities to move through such states.
For example, creating mindfulness routines, such as counting breaths or colours, can help to centre their focus, in addition to identifying tools such as fidget toys to offer grounding through sensory input.
As a parent, providing non-intrusive presence, or grounding activities such as a firm hug (if your child is comfortable with this) can be highly effective. Ultimately, compassion can help them move into a state of safety.
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Hypo-arousal (or shutdown)
Hypo-arousal is an intense state of nervous system under-action, often referred to as a shutdown. This is an internalised response, where the body and brain effectively go into ‘power-saving mode’ to survive overwhelm, effectively switching off.
Although highly individual, signs of shutdown can include selective mutism, where they become unable to speak. Children might become non-responsive, and extremely fatigued, withdrawing from interaction or situations and becoming detached from their surroundings.
Triggers for this involuntary response could include being told off, a lack of sleep, or an inability to communicate their needs. Certain sensory stimuli – such as smells, lights, noises, textures or movements – could also result in a shutdown.
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In all situations, it’s crucial to prioritise the safety and wellbeing of the child, such as gently guiding them to a less stimulating, safe environment, and respecting their personal space. Avoiding pressure, such as to talk or communicate, is important, and pre-identifying alternative communication methods such as hand signals can be highly effective.
Practicing grounding and self-soothing techniques in a safe environment, such as deep breathing, or identifying calming activities such as colouring or journaling, can also help to form the basis of an emotional safety plan.
These plans can help empower children
Every child’s experience will be very different, but they likely already have a lifetime of experiences to draw upon and identify their own unique triggers and strategies that have helped them.
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Having a step-by-step list of things to do in situations that trigger emotional dysregulation can be a highly empowering touchpoint, especially within states of overwhelm.
Just like you wouldn’t be able to stop crying just because someone told you to, neither can children – especially when they’re AuDHD. However, these plans can bridge the gap, providing a window into their invisible experiences, enhancing awareness and empathy.
Ultimately, kindness and understanding are key to supporting AuDHD children. Avoiding judgement, demonstrating reassurance and providing well-informed, tailored support is key to creating environments where AuDHD children can thrive – not just survive.
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The experiences I’ve mentioned above are not ‘bad’ – they are simply part of a normal reaction to a world that isn’t designed for their unique neurological makeup, but all AuDHD children deserve to feel happy, safe, and empowered as they are.
Leanne Maskell is the founder and director of ADHD coaching company ADHD Works, and the author of AuDHD: Blooming Differently – a new book offering practical help and advice for AuDHD individuals and those who support them.
Swansea University research found it takes, on average, six years longer to diagnose autism in girls than boys.
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The study, which involved 400 people, found three-quarters (75%) of boys received a diagnosis before the age of 10 compared to half (50%) of girls.
While the average age of diagnosis was between four and six for boys, in girls it was between 10 and 12 years old, the BBC reported.
Early diagnosis is key to being able to support a child’s development and wellbeing – and as part of this, parents can be aware of the signs to look out for in children so they can begin to seek diagnosis.
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While every child is unique, there are common indicators parents can be mindful of, ranging from physical patterns like differences in eye contact and speech, to cognitive preferences like routines and special interests.
Here, Dr Bijal Chheda, consultant psychologist and founder of Nos Curare, a private clinic specialising in neurodiverse care, has shared seven early signs of autism for parents to know.
1. Limited eye contact
“One of the earliest and most noticeable signs of autism in young children is inconsistent eye contact,” the psychologist told HuffPost UK.
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You might notice your child avoids directly looking at others’ faces – including yours. They might sometimes glance briefly during interactions, but with minimal reactions.
The expert stressed this “shouldn’t be taken as rudeness or lack of affection”.
“This habit reflects how children with autism tend to process social cues, finding it difficult or even draining to participate in everyday conversations,” she said.
“By limiting eye contact, they allow themselves to focus on processing their surroundings in a way that feels less intimidating and more manageable.”
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If you’ve noticed this in your child, it might help to provide them with gentle encouragement and low-pressure one-on-one sessions to help them become more comfortable with social engagement.
2. Delayed speech development
Language delays are common early indicators of autism, said Dr Chheda.
“Some children may not start saying their first recognisable words until around 12-18 months, which is much later than the typical developmental range,” she noted.
“Meanwhile, others may have a limited vocabulary or struggle with forming sentences well into adolescence.”
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The expert noted delays can occur because children with autism “often process language in a more analytical way, making it harder for them to grasp context”.
As a result, they may find it harder to imitate sounds or follow basic conversational patterns, she suggested.
“However, autistic children are highly perceptive, and these delays usually coexist with strong non-verbal skills, such as pointing or using sounds to express their needs,” she said.
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3. Repetitive movements
Some children might display patterned behaviours such as spinning, rocking, or looping the same phrases – these are signs of autism known as ‘stimming’.
“These rhythmic movements and sounds often serve as self-soothing mechanisms that regulate emotions and process stimuli,” said the psychologist.
″‘Stimming’ provides autistic children with predictable stimulation, reducing anxiety or helping the child cope with overwhelming situations.
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“While sporadic repetition is normal in most children, as this can be a way to practice new skills or explore their immediate surroundings, intense patterns may indicate a cognitive difference,” she said.
As interrupting these habits may lead to instant emotional outbursts or sudden aggression, her advice is to provide safe spaces for stimming, “where children can soothe themselves and redirect their focus, without discouraging the behaviour entirely”.
4. Lack of social engagement
Children on the autism spectrum may avoid group play, not respond to their name, or show minimal interest in forming meaningful connections with others, said the expert.
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“While not intentional, sensory sensitivities like taking part in small talk may disrupt their preference for predictability,” she said.
“This may trigger the practice of ‘masking’ wherein they suppress autistic traits (like stimming, limited eye contact, or repetitive speech) and mimic neurotypical behaviours to fit in.”
Children can find it really hard to socialise – and being forced to do so can trigger anxiety in some – so Dr Chheda advises starting by encouraging small interactions in familiar settings while respecting their need for breaks and letting them express themselves naturally, so they don’t feel the need to mask.
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5. Sensitivity to sound or touch
Perhaps one of the more well-known signs of autism is a heightened sensitivity to stimuli. “These responses are linked to how their nervous system interprets body signals, including physical or emotional reactions to certain noises, lighting, or textures,” said Dr Chheda.
“For example, some children with hypersensitivity may cover their ears in response to common sounds like tapping, vacuum cleaners, or clinking utensils.
“On the other hand, hyposensitive or under-responsive children may not feel certain sensations as strongly, usually seeking more intense sensory input by tapping surfaces or holding tightly onto objects like their favourite stuffed animals.”
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If you notice this in your child, you can help them by creating calm environments that offer sensory breaks, with easy access to safe items that satisfy your child’s needs.
Plenty of us are creatures of habit and don’t particularly love change, but a strong preference for predictability is common among children with autism. You might notice that sudden shifts in daily schedules, including meals and bedtimes, can trigger distress and even lead to meltdowns.
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“When children with autism experience frequent disruptions to their routines, it can contribute to feelings of unease, leading to demotivation and low mood,” said the psychologist.
Her advice is: instead of demanding immediate changes, introduce small adjustments gradually and provide visual schedules to help children adapt.
“Accommodating their need for structure, such as giving advanced notice of upcoming changes, can help children prepare and feel more secure, making transitions easier,” she added.
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7. Special interests
“Children with autism often develop deep interests in specific topics or activities called ‘hyperfixations’,” added Chheda. “These hobbies may seem unusual in intensity or subject matter compared to their peers, leading to challenges in group or classroom settings.”
The psychologist pointed out that many parents worry that this extreme interest in a specific area could limit social development.
But “we must highlight that these special interests can actually act as leverage for learning, skill-building, and connecting with others who share similar passions,” she said.
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Her advice is to encourage exploration of these niche interests in safe and structured ways. “You can enroll them in inclusive special needs programs or incorporate these fixations into educational activities, using them as a bridge to develop any delays in communication and problem-solving skills,” she added.
Many parents nonchalantly refer to their children, whether babies or adults, as their “best friend”. It can be an offhanded comment about an infant daughter or a declaration to the room at your child’s 30th birthday party.
It’s a phrase that, generally, comes from a good place. But if a parent actually treats their child as a best friend, such as by sharing personal stories or swapping gossip, it can become a problem.
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“There is absolutely nothing wrong with you wanting to spend time with your child and [if] you find that you have fun hanging out with them, that is great, but when you are referring to your child as your best friend, that is a blurring of boundaries,” said Holly Humphreys, a licensed professional counsellor with Thriveworks in Roanoke, Virginia.
This can cause the relationship dynamics to move from parent-child to parent-friend or parent-counsellor, she noted.
“So, you’re actually putting your child into a different category when you say that they’re your best friend, and then that can lead into oversharing of personal details that your child should not know about,” Humphreys noted.
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It can also cause problems for both the kid and the parent in other realms, too. Here’s what therapists want you to know:
Your young children should absolutely never be your “best friend”
It’s always a no-no for parents to refer to and treat a young child as their best friend, therapists say. And that’s true whether you have kids in elementary school, middle school, high school or college.
The idea that your young child is “your best friend” may come from a loving place, “but even with good intentions, it points to a deeper issue,” said Carrie Howard, a licensed clinical social worker and anxiety coach.
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“Kids need their parents to be their parents. They need [their parents] to be the safe, guiding adults in their lives, not their peers. And when those lines get blurred, it makes it harder to set boundaries and actually parent well,” Howard explained.
If you treat your kid like your best friend, they may not want to listen to you when you do set rules. Or, they may feel pressure to care for you, either emotionally, practically or both. This role-reversal is known as parentification, Howard explained.
“A child can’t be their parent’s best friend without feeling some unspoken pressure to meet the needs of the parent that just aren’t theirs to meet,” said Howard.
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“Children aren’t developmentally equipped to be a parent’s primary emotional support system.”
– Kyndal Coote, licensed social worker
Kyndal Coote, a psychotherapist, said when she hears a parent refer to their young child as their best friend, her first concern is the emotional burden that’s falling on the child.
“Children aren’t developmentally equipped to be a parent’s primary emotional support system. They don’t have the tools to do that, their brain is not even developed,” Coote said.
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If a child is a parent’s primary emotional support system, the child may feel responsible for managing a parent’s feelings, she noted. “And that is a very, very heavy burden for someone who should just be focused on learning how to manage their own development,” added Coote.
As children get older, this kind of emotional burden can cause the child to feel insecure in their decision-making and lead to guilt when prioritising other relationships, such as romantic partnerships, Coote said.
“When we rely too heavily on our children in adolescence or in childhood, that relationship is just going to continue to be enmeshed as the child grows into an adult child,” said Meredith Van Ness, a psychotherapist and the owner of Meredith Van Ness Therapy.
The line is a little more blurred with adult children, but they still shouldn’t be your “best friend.”
With adult children, this is a much more nuanced issue and likely depends on the relationship and the family, Van Ness said.
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Treating your adult child as your best friend isn’t as damaging as treating a young child that way, because adult children can understand grown-up issues, but it can still be problematic and is not advisable.
“With adult kids, the dynamic is a bit different. Sometimes these relationships can feel very close and even look like a friendship in some ways – you might talk on the phone every day or spend a lot of time together, and that can be really wonderful, but I caution parents not to mistake that closeness for a peer-to-peer best friend relationship,” Howard said.
When your child becomes an adult, they’ll start to have their own relationship woes and other grown-up problems. “And they should still be able to come to you as their parent,” Humphreys said.
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More, the parent-child history doesn’t just disappear when a child grows up, which can lead to an imbalance in the so-called “best friendship,” Howard said.
“Think of it this way, in my role as a therapist, ethically, I can’t be friends with my clients when they discharge from treatment, even though we’re both consenting adults, and there’s an important reason for this. It’s really hard to have a truly mutual, healthy, give-and-take relationship when there’s been a significant power differential in the past, like with therapist [and] client or parent and child,“ Howard explained.
Former roles in a relationship leave an imprint, Howard added. “It’s hard to erase that history of who had more power, influence or responsibility in the relationship,” Howard noted.
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This can then make the relationship vulnerable to bad boundaries and blurred lines, Howard noted.
Finance adds another power dynamic to this relationship, Van Ness added.
Parents often pay the dinner bill for their grown-up children or give them money for the grandkids. This isn’t so common in friendships.
The Good Brigade via Getty Images
While it’s OK to be friendly and warm to your child, you shouldn’t lean on them as you would with a best friend.
There are red flags that the parent-child friendship has gone too far
There can certainly be an aspect of friendship within a parent-child relationship, but you have to understand when that goes too far, Howard said.
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“We want to maintain boundaries with our kids … these are long-standing relationships, so we don’t want to infringe on those boundaries by burdening [our kids] with our emotions that we really need to rely on someone else for,” Van Ness said.
If a child, no matter the age, has to become the emotional caretaker of the parent, it’s a red flag that the parent-child friendship has crossed a line, said Van Ness.
“Unfortunately, that happens with young children when parents get divorced,” said Van Ness.
This may look like one divorced parent trying to get a child to “side with them” instead of the other parent, Van Ness said.
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Oversharing personal details that your child shouldn’t know is another sign that the relationship isn’t healthy, Humphreys said.
“You should not be going to your child to discuss marital difficulties, problems with other people, that sort of thing,” Humphreys added.
“If you find yourself doing that, then that’s a red flag that you need to have more peer-to-peer relationships,” said Humphreys.
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“It’s hard to erase that history of who had more power, influence or responsibility in the relationship.”
– Carrie Howard, licensed clinical social worker and anxiety coach
Instead of reaching out to your child about these things, you should aim to talk to your significant other, a friend, another parent, or a sibling, Humphreys noted.
“You should not be relying on your child to help you get through situations. That puts a lot of pressure on a child, and also, if you are going to them when you’re having marital issues or relationship issues, that puts them in the middle a lot of times with the other parent or the other significant person in your life,” Humphreys said.
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If you find yourself getting jealous of your child’s friendships or romantic relationships because you feel threatened by the bond, that’s also a bad sign, Coote said. You should want your child to have other happy and healthy relationships.
If you lean on your parent or child too much for support, there are other places to go
If you think you’ve been leaning on your parent or child a little too hard and treating them as that “best friend” role, it’s OK. In most cases, it comes from a place of love.
“This is everybody’s first human experience, so the first thing I tell parents is, it’s not your fault that you weren’t taught healthy relationship skills and you didn’t have the tools to develop that — most of us didn’t get an education on managing your emotions and [emotional] intelligence and relational intelligence and that sort of thing — but, even if you didn’t get that education and you didn’t have that healthy example, it’s not your fault, but it is your responsibility to do something about it and develop those skills as adults so you don’t unintentionally harm your kids,” said Coote.
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The first step in breaking this pattern is developing your own support system, Coote added.
“Do you have healthy adult friendships? Are you good at managing your own emotions independently? Do you know how to regulate your emotions? Can you sit with difficult emotions?” Coote asked.
“You can have warm, loving relationships while still maintaining that role as their parent. It’s almost like mentorship rather than friendship. You’re not their equal, you’ve been on the planet much longer than them, so you really shouldn’t even developmentally feel like they’re equal,” Coote said.
Whether your child is six, 16 or 36, the parent’s job is to “guide them toward independence, not keep them close to meet your emotional needs,” Coote noted.
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“Our goal as a parent is to raise our kids so that they can be independent,” Van Ness said.
“We really need to know that our parents are going to be OK without us and that our kids are going to be OK without being in their lives so fully,” said Van Ness.
Leaning on your child (or your parent) as your best friend only puts unfair pressure on them and takes away from all the great aspects that can exist in a parent-child relationship.
While these flags usually crop up during football tournaments, children are asking why they’re being flown – and in some cases, graffitied, now – and for some parents, they don’t know where to even begin.
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Such was the case for one parent who took to Mumsnet to say their children, aged eight and 11 years old, were “asking about the current influx of England flags”.
“How do you explain it?” asked the parent. “I’ve tried to explain it but to be honest I don’t really understand it fully myself, and think I’ve just bumbled out a lot of rubbish that they don’t really get. Any ideas on an age appropriate way?”
Responses were mixed. One commenter said: “In a nutshell people are displaying the flag in what they feel is a rebellious act against a government which doesn’t listen to them or, in fact, care about them in any way at all.”
Another said: “At 8 and 11, I would presume that they have an understanding of racism? I would just explain that there are sadly still a lot of racists around, and that some of them like to express this by flying the flag.
“I would also explain, of course, that there is nothing inherently racist about the flag itself, but that the racists were trying to claim it for their own cause.”
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It’s certainly a tricky one – and not something they write about in your average parenting advice books. So, I enlisted the help of a therapist who works with young people, and a clinical psychologist, to advise parents on the best approach to take.
How to talk to kids about the influx of England flags
The issue is the flag has multiple meanings – and not only this, it means different things to different people. While some might see it as a way to say you’re proud to be English, others might see it as a sign of division and hatred.
And this is even more confusing for children.
Fiona Yassin, family psychotherapist and founder of The Wave Clinic, told HuffPost UK: “The double meaning of some flags and symbols can leave children and young people confused.
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“It’s important to remember that children are often asking questions from a place of curiosity, not judgement. When a question feels loaded for parents, they may try and defend it, which can create anxiety in parenting.
“Avoid answering questions from this standpoint and try not to parent through the lens of anxiety. Stick to short, understandable sentences and simple, age appropriate explanations.”
Both experts agree that a balanced and open approach is best. But how much detail you offer will depend on the age of your child.
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For primary school-age children
Yassin suggested connecting the discussion to real-life examples to help make it more meaningful for a child. For this conversation, parents may want to use the concept of team or house colours at school.
“You could explain that flags are similar to team colours at school. Just like cheering for the purple team on sports day shows that you’re part of a team, a flag can show pride in a place or a group,” she explained.
The therapist said parents could share that being excited about a team or a flag “doesn’t mean that we are better than anyone else” or that “we should leave anyone out”.
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“For example, cheering for the purple team doesn’t mean the green, yellow or red teams are less important,” she said.
“Introduce the idea of different messages. You might say ‘Flags can have nice meanings, like being proud of your home, but sometimes people use them to say unkind things about others. It’s important to be kind and inclusive, no matter what team you are in or flag you are waving’.”
Dr Patapia Tzotzoli, clinical psychologist and founder of My Triage Network, told HuffPost UK the goal during these conversations is not to provide a single answer, “but to open a space for dialogue, showing children that it is possible to hold multiple perspectives while keeping compassion at the centre”.
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“In this way, they learn that while symbols may sometimes divide or unite, what matters most is treating people with kindness, fairness, and inclusion,” she said.
For tweens and teens
If your child is a bit older, it might also help to ask them what they think the flags mean. “Acknowledge and validate their feelings – whether they find the flags exciting or unsettling – and then explain that symbols can carry different meanings for different people,” said Dr Tzotzoli.
“For example, for some, flags represent pride and belonging, while for others they may bring discomfort because of how flags are being used or have been used in the past.”
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Yassin urges parents to be “honest and balanced” when talking to kids about the flags. “Acknowledge that some people use flags to show unity, whilst others may use the same symbols in a way that are not kind or inclusive. Encourage them to think critically rather than telling them what to believe,” she said.
The therapist stressed that “our job as parents is to empower children to be critical thinkers and make solid, valuable decisions, and to do that, we need to provide them with factual information”.
You could discuss values and choices with your child, as part of this discussion. It might be helpful to show them that being part of something – whether that’s a team, a community, or a country – “should involve curiosity, respect, and fairness”, she added.
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“It’s okay to celebrate identity, but it should never come at the expense of being unkind or excluding others.”
And if your child does share their viewpoint on the flags, the therapist warns not to “dismiss it”.
“When children express their thoughts on these issues, as parents it’s important we actively listen and validate our child’s experiences. Being present and open for discussion is essential,” she said.
“Ensure they know they will not be judged. Let your child know that there is no question too small or too silly to ask. If we encourage children to talk, we must ensure we meet it with empathy, and reassurance that they will not be judged. If children fear talking to us, it’s unlikely they will come to us when they need help the most.”
My son, who starts second grade soon, is autistic and largely nonverbal.
We don’t live in a world that’s made for neurodiverse folks. And while there’s so much out there that tries to push kids like mine to conform into neurotypical spaces, it’s really on us to bend the world for them.
That’s why I talk to our neighbours, the folks running nearby stores, members of our community, about his autism. As a result, he has a favourite corner deli, where the owners know him. A thrift store where, when we walk in, an employee turns the music down, smiling at me from across the aisles. A bookshop where the booksellers don’t mind him sitting at the little kid’s table for half an hour, even when he unpacks a bag of Lego.
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As a father, I will pry the world apart with my bare hands if I have to, if it means he can find a way through. But outside of these specific situations, I’ve never liked talking about my son’s autism with other people.
Growing up as a marginalised person, particularly as an adopted person of colour who didn’t really fit into any one space, a lot of irritating questions regularly came my way. “Where are you from, from?” perhaps being the favourite.
And while I had plenty of canned responses, none were ever satisfying, and I was always tired. No one likes to continuously explain their existence.
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It wasn’t until I was an adult that I learned the concept of “it’s not your job to educate everyone”. It quickly became a core part of how I walk through the world. I was frustrated. I didn’t want to keep justifying myself to people who didn’t understand.
They could just go Google. It’s not that hard to learn about adoption, or what being a transracial adoptee means. Why waste my time, why make me cut myself open for you?
When our son was first diagnosed, there were a lot of questions from family and friends. Most of them were genuinely well-meaning, but as he grew older, some of them started to feel more and more ignorant and intrusive. I got angry. I snapped on phone calls, out at dinner. And that shield went up once again.
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It wasn’t my job to educate everyone.
But in the last two years, something has changed. My child started going to school, then started wanting to go to the park, to playgrounds. He was trying to be social, even without the words. And in that world that tries to make neurodiverse folks bend and change, he deserved every opportunity, every run on a slide, every jump in a splash pad. A classroom, a summer camp. A childhood.
Then the questions started to happen again.
But they weren’t coming from the adults. The other parents mostly looked at us silently, from the corner of their eyes, as I showed up with my kiddo in a wagon while the rest of their children walked; or when he jumped around as their kids sat still; or when he got wildly upset over someone touching his backpack and had to unpack the entire thing so he could make sure everything was just the way he needed it to be.
The side eyes and furrowed brows are seared in my brain. Even if they don’t recognise me at the local grocery store, I sure remember them. I’m a father first and a Scorpio second.
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So no, the questions didn’t come from those adults. They came from their kids.
“Hi, are you his Dad?”
“Why do you take him everywhere in that wagon?”
“What’s wrong with him?”
“Why doesn’t he talk?”
“He won’t play with me, why not?”
“Why does he keep spinning around like that?
“How can I help?”
At 6 or 7 years old, they were full of questions, but they were also full of empathy. Between drop off and pick up at school, at neighbourhood block parties, and at this year’s summer camp, little kids frequently asked these gentle questions, sometimes while a nearby parent tried to shoo them away or tell them what they were asking was inappropriate.
Maybe Past Me would have felt the same. The part of me that insisted “it’s not my job to educate everyone”. But I think that changes when the person you’re trying to educate people about can’t do it for themselves. When you have a chance to alter the world for your child, even a little bit.
So, I started to answer the questions. Just a quick sentence here or there.
“Oh, well he’s autistic. He experiences the world in another way.”
“Sometimes he gets overstimulated, and moving around helps. It’s called stimming.”
“It’s called being nonverbal. Words are hard, but he does communicate.”
“He experiences sensory things differently. So touching is sometimes very uncomfortable.”
And so on. My responses were always met with a thoughtful look, a smile. An “I want to try that!” and a kid spinning around themselves, arms stretched out in the morning sun.
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I’m hopeful, staring down second grade. He’s got great teachers and a great community. And there are kids with empathy everywhere, even if some of the adults have lost it over the years.
Where I once thought it wasn’t my job to educate everyone, now I wish that more people would ask these questions in the gentle, well-meaning way kids do. That instead of the stares and the whispers, they would be curious and brave, like children who only want to understand.
A parent has asked if they should be enforcing separate bath times now their sons are eight and 11 years old – and it’s proven to be a divisive topic.
Writing on Mumsnet’s Am I Being Unreasonable forum, the parent said their sons “adore each other and are pretty much inseparable, which also includes bath time”.
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“I have never had a problem with them bathing together as that’s what they choose to do, but some of my friends who have children of a similar age have started making comments that it isn’t appropriate,” they said.
In particular, the parent’s friends have taken issue with the eldest son sharing a bath because he is approaching the age of puberty (the average age for girls to start puberty is 11, while for boys it’s 12).
The parent pointed out that they’re not making their children share a bath – they simply like bathing together. “I give them [the] option to bathe alone if that’s what they’d prefer, but they don’t want to,” they added, before asking if they should be enforcing separate baths.
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Some commenters were of the opinion that their comes a certain age – usually when kids start secondary school or hit puberty – where it might be wise to start implementing privacy around bathing.
“I think this is [a] time where as their parent you start encouraging them to bathe alone. I do think it’s too old now and your eldest needs to start having some privacy,” said one respondent.
Another said: “I’d be enforcing separate bath times. I’d do it in a gentle way rather than make them feel they were wrong for it but they do need to know that bathing together isn’t appropriate.”
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But there were also many commenters who didn’t see any issue. “Personally I think as long as they are happy, it is fine,” said one respondent.
“In the UK we are quite conservative about nudity, which influences people’s views. It would seem odd if you prevented then having a bath together when they are used to it. I imagine your eldest will decide to stop soon enough without your interference.”
Another said: “I imagine your elder son will decide soon enough that he doesn’t want to share anymore. I think if the boys are both happy with it then it’s fine.”
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Is there an age when siblings should stop bathing together?
First up, consider safety
There is no strict clinical or legal age when children should start bathing independently, Dr Patapia Tzotzoli, clinical psychologist and founder of My Triage Network, told HuffPost UK.
“Readiness depends more on maturity, motor skills, and safety awareness than age, and parents should adjust for each child’s needs,” she explained.
In the UK, safety guidance states children under the age of five must never be left alone in the bath. Yet “between about five and eight years, parents need to stay nearby for supervision”, warned Dr Tzotzoli.
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You can be gradually handing over tasks, such as teaching them how to properly wash themselves and wash their hair, during this time.
“The goal is to build autonomy and competence over time. Parents can start by framing bath time as their private time, important for relaxation and self-care. They should talk about privacy and use correct anatomical terms when discussing private parts with their children,” said Dr Tzotzoli.
“By around 8-10 years, many children can manage the full routine independently with an adult nearby and periodically checking on them,” the psychologist said.
Former sex education teacher Kathleen Hema suggests parents can start offering separate baths once safety isn’t a concern. “This age can be different for each child and when parents feel there is no safety risk,” she explained.
See how your kids feel about it
Once they’ve reached an age where safety is less of an issue, it’s worth telling your children they can bathe separately if they want – perhaps to gauge how they would feel about it, and whether they would want to.
“There’s nothing inherently wrong with siblings bathing together. Nor is there anything wrong with siblings bathing separately,” Hema told HuffPost UK.
“If the kids aren’t respecting each other during bath time (not respecting boundaries), then there is a reason to end it. Or if one kid says they want to bathe separately, then there is a reason to end it.”
It’s important to set boundaries from a young age around not touching other people’s genitals – including siblings.
“Ensuring safety and comfort for all siblings is the parent’s job,” Hema continued. “Parents can check in with their kids by reminding them they can shower separately whenever they want.
“They can also discuss privacy and what that means to them and let their kids know that they can request privacy at any time.”
Erica Miller, clinical psychologist and director at Connected Minds NYC, previously told Scary Mommy in her experience, children “begin to express more of a desire for privacy around 10 years old”.
Although she noted “this may come earlier for girls than boys who often begin puberty earlier”.
Ultimately, the time when siblings might no longer want to have a bath together can depend on a range of things – a child’s comfort levels, maturation, desire for more privacy, or simply wanting more space (it can be a tight squeeze in the tub as kids get bigger!).
If a child decides they no longer want to bathe with siblings, the important thing for us to do as parents is respect that wish.