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Introduction

This information has been prepared to highlight some best-

practice strategies for supporting young children with autism.

Autistic children represent a very diverse group of individuals

with some common features, so while the basic principles and

concepts underlying the strategies below are relevant for the

majority of autistic children, strategies should be modified

and adapted to meet individual needs.

To support autistic children, we can learn about autism

The Autism Spectrum

Autism is a spectrum condition, meaning that everyone is different. Autistic people

are called neurodivergent because the way they experience the world can be

different in some ways to the way non-autistic (neurotypical) people do. Autism is

not only a diagnosis; for many people it is an identity. Some people prefer to be

called autistic (identity first) and some people prefer to be called a person with

autism (person-first). Both terms are used in this document out of respect for

different preferences.

In the Art of Autism (www.the-art-of-autism.com/understanding-the-spectrum-a-

comic-strip-explanation/ ), Rebecca Burgess shows us that autistic people’s

strengths and difficulties can be very varied.

For example, one person might have well-developed motor skills and perceptual

skills but may have difficulties with language.

Another person might have well-developed speech and perceptual skills but might

have difficulties in sensory and motor areas.

It is really important to remember the positive features of autism, of which there are

many.

http://www.the-art-of-autism.com/understanding-the-spectrum-a-comic-strip-explanation/http://www.the-art-of-autism.com/understanding-the-spectrum-a-comic-strip-explanation/

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Autistic people have many strengths, including these outlined below:

(University of Leeds)

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Autism as a diagnosis

To receive a diagnosis of autism under the Diagnostic and

Statistical Manual of Mental Disorders (5th edition), a person must

have

- significant difficulties or differences in their social

interaction and social communication.

- restrictive and repetitive patterns of interest or

behaviour. They may have significant sensory difficulties.

In addition, autistic people may have difficulties with learning

(intellectual disability, dyslexia, etc.), difficulties with executive

functioning and time management, and difficulties with

organisation and planning. They may have co-occurring issues

such as Attention Deficit Hyperactivity Disorder (ADHD),

anxiety, depression, epilepsy, dyspraxia, and other difficulties

found in the general population.

Autistic communication and interaction styles – differences and difficulties

Many people with autism have their own ways of communicating. Some of this

communication is physical, for example, through movement, sensory exploration

or self-stimulatory behaviour (stimming). Autistic people may communicate and

interact using vocalisation, speech, sign language or augmentative and

alternative communication devices (AAC devices).

“I have used a communication device as my main means of

communication for most of my adult life. I’ve only been able to

speak communicatively a couple times in the past thirteen years

or so (the ability went away as unexpectedly as it showed up),

so I am considered nonspeaking. I grew up sometimes able to

speak and sometimes not, and with a complicated relationship

to speech and receptive language. I slowly lost both speech-in-

general and speech-as-communication starting in adolescence

and continuing into early adulthood. I use both typing

and picture symbols depending on what I need at the time. I

communicate best outside of language altogether, but they

haven’t made tools to interpret that. I am sometimes a good

writer, but language is extremely tiring for me nonetheless.”

Mel Baggs, https://ballastexistenz.wordpress.com/about-2/

Autistic people can have difficulties and delays in language development and

comprehension or the speed at which they process language. Their

comprehension of language can dip when they are stressed and they may

appear to understand something when they don’t.

https://ballastexistenz.wordpress.com/about-2/

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Autistic people can find it difficult to make sense of

social cues such as body language and tone of voice.

They may need to be taught about neurotypical social

communication and interaction skills.

People with autism can find it difficult to understand

social situations and can find social interaction tiring.

Autistic children can find unstructured play and

activities difficult.

They may have difficulties with social interaction skills

like turn-taking, sharing, waiting, losing in games and

knowing how to join in with others in play or groups.

People with autism can be very sensitive to other

people’s feelings but may not always be able to

understand why others feel the way they do.

They may have their own style of social interaction, for

example, being happy in someone’s company without

communicating verbally. Their presence or physical

proximity may be their preferred way of communicating

and interacting.

Restrictive and repetitive behaviours / interests – differences and difficulties

Autistic people can present with a desire for sameness and

routine and structure. They can have difficulties with

transitions and change. They can find uncertainty very

challenging.

They may have untypical physical or vocal mannerisms

and they may engage in stimming.

They may have very strong interests and passions. Autistic people’s strong

interests can bring them great joy and should be encouraged.

Children with autism enjoy play but may not play in a neurotypical way.

Many autistic children have sensory issues which can impact on their ability to

feel safe, be comfortable, concentrate and attend.

??

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Neurodiversity and Identity

Many autistic people realise from a young age that they are different in some ways to

most of the people around them. Knowing you have autism and what it is, can help

explain who you are and why some experiences are different or difficult for you.

The Neurodiversity movement raises our

awareness of differences among people and

helps us appreciate the value of diversity.

Many autistic people find it helpful to be able

to compare themselves to peers who are

neurodivergent and who understand what it

is like to be autistic.

It is important to learn about the experience of being autistic. Aoife Dooley is a writer,

comic and artist who has written about her autism.

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Many people suppress their autistic selves to be more like those around them. We

call this masking, passing, camouflaging or adapting. While we all ‘mask’ to some

degree depending on where we are, what we are doing and who we are with, for

autistic people, masking can be exhausting.

Masking is a natural response and sometimes a person may not know they are

masking. They may be adapting to the situations they find themselves in. Autistic

people can lose their sense of who they are when they mask on an ongoing basis.

Emily @21andsensory

If a child is masking, they may appear to ‘hold it together’ in certain settings. We

need to listen to the child and parents when they tell us about the child’s

experience in those settings. If a child is upset going into school and leaving school,

for example, this may be telling us that they are under a lot of pressure in that

setting. A child cannot and should not have to sustain intolerable pressure.

A child’s wellbeing is of primary importance when planning their support and

education. “The promotion of wellbeing is central to the Department’s mission to

enable children and young people to achieve their full potential and contribute to

Ireland’s social, cultural and economic development” (Wellbeing Policy Statement

and Framework for Practice, 2018 – 2023, Department of Education and Skills). This

definition of wellbeing is taken from the World Health Organisation’s definition:

“Wellbeing is present when a person realises their potential, is resilient in dealing

with the normal stresses of their life, takes care of their physical wellbeing and

has a sense of purpose, connection and belonging to a wider community. It is a

fluid way of being and needs nurturing throughout life.” (WHO, 2001). We need to

emphasise wellbeing and We need to put supports in place to make the child feel

safe and make their experience comfortable.

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To support children with sensory issues we can learn about our senses

We have a number of different senses which tell us what is

happening inside us and outside us.

People with sensory issues find it hard to regulate their

sensory input.

They can be undersensitive to sensations in their

environment or they can be oversensitive to certain

sensory input.

We all try to regulate our sensory input and when we can’t,

we may not feel safe, we may not be able to attend or

concentrate and we may be not be able to learn.

Being well-regulated is fundamental to feeling calm and

comfortable and able to learn.

Emily @21andsensory shows some daily activities that can be difficult for people

with sensory sensitivities to tolerate. Sensory issues can cause a lot of stress and

anxiety for autistic children. Children can show fear responses to sounds, smells,

textures, social situations, touch and a variety of other sensory experiences.

Sensory experiences can be very uncomfortable and dysregulating.

Emily @21andsensory

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Stimming

Stimming is a natural way of regulating and expression.

AsIam: “Stimming (short for self-

stimulatory behaviour) is a repetitive

series of actions which an autistic

person may do when they are excited,

anxious or stimulated.

Almost everyone engages in stimming

to some degree in their own way.

They might crack their knuckles, tap

their feet, or even just hum and

whistle.

Autistic people are usually more overt

when stimming. Flapping their hands,

rocking back and forth and repeating

certain words are just some of the

ways they regulate their sensory

processing

“The biggest differences between autistic and typical stimming are the

type, quantity, and obviousness of the behaviour. It’s important to be aware and

understanding when an autistic person is stimming. Some methods may appear

odd or even inappropriate to onlookers, especially if it’s an adult, but drawing

attention to their stimming will only cause more distress.

“An autistic person is able to self-regulate through stimming and navigate their

sensory environment. This helps them cope with challenges in their sensory

processing in their day-to-day lives. It is a means of easing physical pain and

internal anxiety as well as expressing one’s emotions, from frustration to joy.

If an autistic individual doesn’t get an opportunity to stim and meet their sensory

needs, then they may withdraw and ‘shut down’ or experience a meltdown.

Do not try to stop a person stimming. This will only make them feel anxious and

create negative associations in their minds with a particular person and or place.”

AsIam, https://asiam.ie/stimming/

https://asiam.ie/stimming/

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To support autistic children we can adapt the environment

A supportive environment plays a huge part in fostering a child’s wellbeing, feelings

of safety, emotional regulation, comfort, happiness, learning and ability to take part in

social interactions.

The Golden Equation

Dr Luke Beardon talks about how important it is to consider the influence of the

environment on outcomes for autistic people. His Golden Equation explains that the

environment has a big impact on how a person with autism gets on.

Child’s Eye View

It is important to take a child’s eye view when we want to best support

children with autism. Take the time to look at the child’s

environment - from their perspective - to identify the information

they need from the moment they enter a school, a class, a waiting

room, a public building, or somewhere new.

If we imagine walking in their shoes, at their level, we might be

able to imagine how they feel, what they need to know, and how we

can provide the structures, supports and information they need.

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Overwhelmed … or blossoming?

Changes we make to the environment can help autistic people to be comfortable and

to be themselves. Appropriate accommodations and supports can make all the

difference in helping someone to feel safe, regulated and happy.

Accommodations we make to support neuorodivergent pupils can help all

pupils.

from Steve Asbell

https://www.steveasbell.com/comics

A supportive environment …

is physically safe, sensorally safe and socially safe

feels safe

is calm, quiet, consistent and structured with visually clear tasks and activities

has adults who are calm and able to co-regulate

has adults who know the child

has people who adjust their communication to suit the child

has adults who understand autism and neurodivergence

affirms the child’s identity, experience and autonomy

provides the child with access to appropriate sensory supports

encourages and supports inclusion and acceptance of diversity

https://www.steveasbell.com/comics

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Environmental checklist

?Is it safe and calm and does it feel safe ם

Is it quiet? Is it too bright / are there strip lights? Are there upsetting ם

or distracting sounds in the environment?

?Have we asked the child / do we know what their preferences are ם

?Are there smells that upset the child ם

?Are there sensory supports ם

?Is there a designated haven ם

?Is there visual structure and clarity ם

Does the child know where their class is / who their teachers and ם

helpers are / where to put their lunch and coat / where the toilet is /

where their desk is / where their seat is / where books and

materials are / who they can ask for help?

,Do they have appropriate accommodations if needed (seating ם

slant board, fidgets, assistive technology, etc.)?

?Are they sitting in the best part of the room for their needs ם

Do adults around the child understand autism? Do they know and ם

understand the child?

?Are adults in the environment able to co-regulate ם

To support children with autism we can help with the their emotional and

sensory regulation

The Window of Tolerance (Dan Siegel) shows how everyone’s regulation varies

throughout the day. Autistic children may have significant issues with regulation

and need environmental supports and strategies they can use themselves to

keep regulated. Many children are not in the window of tolerance (green zone)

during the day and are not able to engage with requests or demands. To be able to

engage with requests and demands, we need to be regulated and calm.

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Fear responses

When children find it hard

to maintain focus or

comply or engage it is

frequently because they

are in state of

dysregulation due to

being afraid and not

feeling safe.

Therefore, when children

are not engaging, check

to see if the reason is

that they are afraid or

dysregulated.

Supporting engagement

To support regulation and engagement,

we need to make sure a child feels safe,

calm and comfortable.

They need to feel confident in

themselves and their abilities.

Adult support and understanding are

very important in helping a child stay

regulated.

Co-regulation is a key strategy that

adults can use to support a child’s

regulation and feelings of safety.

It is important to physically get down to

the child’s level when communicating

and interacting with them

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Co-Regulation

Where appropriate, we can connect and communicate in relation to how they are

feeling.

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When and where appropriate, we can help the child reflect on their dysregulation and

talk about what needs to be solved or changed.

Supporting sensory regulation

We can put a number of strategies in place that support a child’s regulation, for

example, by using visuals that support difficulties with change and transition, by

implementing sensory strategies, and by allowing a child to engage in self-

selected activities and interests that help them to be happy and calm.

We can try and help the child avoid becoming very anxious and

burnt out by helping them pace themselves, manage their

energy levels and sensory issues and allowing them to be

themselves as much as possible.

When a child makes a choice, we can respect their choice and

support their autonomy.

Asking parents how a child feels coming in to school and leaving school will help

us understand how the child experiences the school day. We can make sure to

share important information with new staff so everyone can have a consistent

approach to supporting the child.

Below are some strategies to support children’s sensory regulation. Visuals can be

used to support them in making choices and using different strategies.

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Supporting support social communication and social interaction

use the child’s special interest to help them relax and restore themselves

explore a child’s sensory needs with them and find out what activities help them keep calm, attend and concentrate

make sure a child has individualised and appropriate sensory breaks at regular intervals during the day

provide equipment, strategies and techniques to help the child manage their sensory issues and be calmer

provide a quiet area or haven to help the child restore and relax

make sure a child has a chance to engage in their preferred sensory activities / stimming where safe to do so

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Supporting emotional awareness

Children with autism can have difficulties with emotional regulation. They may

not be able to recognise or name feelings in themselves or others. We can …

Demonstrating, modelling and using visual strategies can support children in their

social communication and social interaction. To monitor and support understanding

and communication, we can …

label and model our own feelings to help children learn to recognise them in other people and also to understand that everyone has feelings

use social stories, skill sheets, visual prompts, and modelling to teach children about emotions

use strategies such as breathing, teaching about interoception, the Zones of Regulation and Autism LevelUP as appropriate

name the child’s feeling for them if they can’t and if appropriate

model the appropriate term or phrase if the child cannot, for example saying the child is sad as if the child were saying it

label feelings while they are happening if appropriate as this makes them more concrete and may help the child to understand what’s happening

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How visual strategies help

Visual strategies are recommended for a number of reasons:

Kristin Wiens, www.northstarpaths.com

Children with autism are often skilled visual learners

They may take time to process language and need access to the information that visuals provide

they need the reassurance and consistency that visuals provide (especially at stressful times)

They need structure and clarity around activities and tasks

They need important information about social situations, for example, what to do, how to do it, when to do it, etc.

They may need prompts to start a task, finish a task or move between tasks; prompts to take a break, make a choice or ask for help

http://www.northstarpaths.com/

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Remember that visuals can take many different forms and can be adapted to a

child’s needs and preferences. Some children use sign-language or picture

prompts, while others use written schedules and checklists. Some children use

real objects or parts of objects. Visuals can be viewed as being along a dimension

from concrete (real object) to more abstract (speech). We use visuals that best

support understanding:

Easy

More difficult

For children with visual or hearing impairments, we use methods appropriate to their

needs and that complement needs arising from their ASD.

puzzle

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With visuals, we can …

Commonly-used visual prompts can be worn on a lanyard or keychain so they are

always easily available.

use a change card to help children learn about the concept of change and remain calm when a change is taking place

introduce children to the concept of First/then visually and verbally

use visual schedules to let children know how their day is going to go and what is happening next

use timers to let children know a change is coming and help them understand the concept of time.

use skill sheets and schedules to help children manage sequences in daily living activities.

use a Finish card or sign to make sure a child knows when an activity is finished. To give a child notice that something is coming to an end, we can say “Last one, then finished”, or say “two minutes, then finished”, or use a visual timer

use yes and no cards to help a child make choices and make their wishes known

Typical difficulties that may need to be worked on explicitly include:

Coping with change

Making choices Asking for help Sharing Taking turns Losing in games Understanding other people’s perspectives

Waiting

teach children the social and coping skills they need in everyday interactions

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Visuals from Autism Journeys Visuals

Programme reproduced with kind

permission from www.autismjourneys.ie

Visuals from Brothers of Charity

Services

use a wait card to help children learn to wait

help children learn to make choices by teaching them how to choose among items and activities. We can give them choice boards to help them learn to make choices

use a turn-taking rota to help a child know when it’s their turn

teach the child to notice when they need a break and to independently ask for a break. We can use a system, such as the ‘blue break system’ to structure break times

use a visual prompt for help to remind a child they can ask for help or to support them in asking

use strategies like Backward Chaining to give a child satisfaction and a sense of competence

use Social Stories and Comic Strip Conversations to teach skills like turn-taking and losing

support the child in answering questions and telling their news by providing visual prompts to help them remember

help the child cope with making mistakes and perfectionism using social stories and highlighting differences between people, and the fact that everyone has strengths and weaknesses

http://www.autismjourneys.ie/

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We can support play and social interaction

Play is, by definition, self-selected and enjoyable. Children with autism may play

differently to peers. Some of their play might involve lining up toys and arranging

objects in patterns, repetitive activities with objects (emptying and filling

containers), spinning objects, drawing, painting, making sounds, making

puzzles, construction, sensory, physical and functional play, etc. We can

support a child’s play skills by allowing them to play in their way and joining in if

appropriate and in supporting them in learning about other ways of playing.

To see how learn about a child’s play skills, we can …

Observe the child playing and note their level of interaction:

To support social play, we can …

are they more interested in playing by themselves?

are they watching other children at play?

are they playing beside other children?

are they playing with other children when asked to join in?

are they spontaneously joining in?

structure the environment (yard, class), structure games, structure play activities and play areas so a child knows what to play and howStructure

monitor a child’s interaction with their peers to see what their strengths and needs are Monitor

use visual strategies, Social Stories, Comic Strip Conversations and visual prompts to support children in learning play and social skillsUse

teach the child the rules of games to prepare them for playing with other childrenTeach

use buddy systems and adult support so children are helped to join in and make links with other childrenUse

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We can support organisation and self-care

Some children with autism can have difficulties planning and organising their work

and materials. They may have difficulties carrying out activities with specific

sequences, such as dressing.

To support independence and organisation, we can …

help a child learn to organise their own books and materials, for example, colour-coding subjects, and providing visual clarity and structure with materials

teach the child to get their own lunch, put on their coat and manage self-care using strategies such as visual prompts, skills sheets and backward chaining

teach a child to use lists and diaries

break activities into small steps and sequence them

give a child practice in sorting and categorising

use physical structure and including containers and organisers so the child can see and find necessary objects

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Useful Resources

Information on Autism

South Lee Blog: https://southleeasd.wordpress.com/

Middletown Autism service: https://www.middletownautism.com/

National Autistic Society (UK): www.autism.org.uk

Autism Journeys radio, local radio show: https://www.facebook.com/AutismFm/

Autism Journeys advocacy and advice: https://www.autismjourneys.ie/

Beardon, L. (2019). Autism and Asperger Syndrome in Children.

Prizant, B. (2015). Uniquely Human.

Visuals and structure

TEACCH: www.teacch.com

Visual Aids for Learning: www.visualaidsforlearning.com

Northstarpaths: http://northstarpaths.com/visuals/

Dyrbjerg, P. and Vedel, M. (2007). Everyday Education: Visual Support for Children

with Autism. London: Jessica Kingsley Publishers

Link to Boardmaker software: https://mayer-johnson.com/collections/boardmaker-

software

ConnectABILITY: www.connect-ability.com

Do 2 learn: www.do2learn.com

Sensory and Emotional Regulation

Delahooke, M. (2019). Beyond Behaviours.

Greene, R. W. (1998). The Explosive Child.

Siegel, D. J. and Payne Bryson, T. (2011). The Whole-Brain Child.

SticKids, software and activity kit that supplies user friendly therapeutic strategies to

support Sensory Processing, Sensory Integration and motor challenged children:

https://www.stickids.com/

Zones of Regulation: www.zonesofregulation.com

https://southleeasd.wordpress.com/https://www.middletownautism.com/http://www.autism.org.uk/https://www.facebook.com/AutismFm/https://www.autismjourneys.ie/http://www.teacch.com/http://www.visualaidsforlearning.com/http://northstarpaths.com/visuals/https://mayer-johnson.com/collections/boardmaker-softwarehttps://mayer-johnson.com/collections/boardmaker-softwarehttp://www.connect-ability.com/http://www.do2learn.com/https://www.stickids.com/http://www.zonesofregulation.com/

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Autism LevelUP, resources, consultation, training:

https://okautism.org/portals/1244/Assets/documents/Conferences/2019/Leveling%20

UP.pdf?ver=2019-11-20-125631-653

Kelly Mahler Mahler, K. (2015). Interoception: The Eighth Sensory System. Kansas:

AAPC Publishing; www.mahlerautism.com

Information on sensory processing: https://southleeasd.wordpress.com/

Information and infographs on sensory issues: https://21andsensory.wordpress.com/

SCERTS© Model: an intervention framework for people with autism: http://scerts.com/

Kuyper, Leah, Zones of regulation: https://www.zonesofregulation.com/index.html

Communication and Social Skills

Picture Exchange Communication System: www.pecs.org.uk

Social Stories and Comic Strip Conversations: www.thegraycentre.org

The Hanen Centre: Homepage of the Hanen speech and language therapy

programmes; providing information and training around development of speech,

language and social communication: ww.hanen.org

Lámh sign language: https://www.lamh.org/

WikiHow information on conversation skills by autistic contributors:

https://www.wikihow.com/Talk-Politely-About-Your-Special-Interests-if-You%27re-

Autistic

Winner, M. G. (2007). Thinking about You, Thinking about Me, (2nd ed.). Think Social

Publishing

Winner, M. G. (2008) You are a Social Detective.

Homepage of Social Thinking which focuses on teaching social competencies:

www.socialthinking.com

Teaching social and emotional concepts, Kari Dunn Buron’s website:

https://www.5pointscale.com/

Cooke-O’Toole, J. (2013). The Asperkid’s (Secret) Book of Social Rules. Jessica

Kingsley Publishers.

Sheehan, Valerie. Tony the Turtle series http://www.tonytheturtle.com/

https://okautism.org/portals/1244/Assets/documents/Conferences/2019/Leveling%20UP.pdf?ver=2019-11-20-125631-653https://okautism.org/portals/1244/Assets/documents/Conferences/2019/Leveling%20UP.pdf?ver=2019-11-20-125631-653http://www.mahlerautism.com/https://southleeasd.wordpress.com/https://21andsensory.wordpress.com/http://scerts.com/https://www.zonesofregulation.com/index.htmlhttp://www.pecs.org.uk/http://www.thegraycentre.org/http://www.hanen.org/https://www.lamh.org/https://www.wikihow.com/Talk-Politely-About-Your-Special-Interests-if-You%27re-Autistichttps://www.wikihow.com/Talk-Politely-About-Your-Special-Interests-if-You%27re-Autistichttp://www.socialthinking.com/https://www.5pointscale.com/http://www.tonytheturtle.com/

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Education and learning

Educational Resources for schools, parents and

carers: www.autismeducationtrust.org.uk

Learning and attention issues: https://www.understood.org/en/about .

https://www.understood.org/

ReachoutASC, educational resources, training, etc.: https://www.reachoutasc.com/

Creative Education, educational CPD training: https://www.creativeeducation.co.uk/

National Council for Special Education: www.ncse.ie

Self-awareness

Vermeulen, P. (2013). I am Special, 2nd ed. A Workbook to Help Children, Teens and

Adults with Autism Spectrum Disorders to Understand Their Diagnosis.

Castellon, S. (2020). The Spectrum Girl’s Survival Guide. How to Grow up Awesome

and Autistic.

Hartman, D. (2019). The Little Book of Autism FAQs.

Bullying

https://www.autism.org.uk/about/in-education/bullying/guide-parents.aspx

Lovegrove, E. Autism, Bullying and Me (2020)

http://www.jkp.com/jkpblog/2020/05/autism-bullying-and-me/

Wellbeing

Link to DES Policy Report on Wellbeing:

https://www.education.ie/en/Publications/Policy-Reports/wellbeing-policy-statement-

and-framework-for-practice-2018%E2%80%932023.pdf

Take 5 steps to wellbeing, HSE:

https://www.hse.ie/eng/about/who/healthwellbeing/our-priority-programmes/heal/5-

ways-to-well-being.html

New Economics Foundation:

https://neweconomics.org/uploads/files/ff3a4f865b349e6e48_b5m6b1ah0.pdf

Wellbeing leaflet: https://www.publichealth.hscni.net/publications/take-5-steps-

wellbeing-english-and-11-translations

http://www.autismeducationtrust.org.uk/https://www.understood.org/en/abouthttps://www.understood.org/https://www.reachoutasc.com/https://www.creativeeducation.co.uk/http://www.ncse.ie/https://www.autism.org.uk/about/in-education/bullying/guide-parents.aspxhttp://www.jkp.com/jkpblog/2020/05/autism-bullying-and-me/https://www.education.ie/en/Publications/Policy-Reports/wellbeing-policy-statement-and-framework-for-practice-2018%E2%80%932023.pdfhttps://www.education.ie/en/Publications/Policy-Reports/wellbeing-policy-statement-and-framework-for-practice-2018%E2%80%932023.pdfhttps://www.hse.ie/eng/about/who/healthwellbeing/our-priority-programmes/heal/5-ways-to-well-being.htmlhttps://www.hse.ie/eng/about/who/healthwellbeing/our-priority-programmes/heal/5-ways-to-well-being.htmlhttps://neweconomics.org/uploads/files/ff3a4f865b349e6e48_b5m6b1ah0.pdfhttps://www.publichealth.hscni.net/publications/take-5-steps-wellbeing-english-and-11-translationshttps://www.publichealth.hscni.net/publications/take-5-steps-wellbeing-english-and-11-translations