The Lauren Edmunds Podcast

Lauren Edmunds, founder of a school for children with learning delays, explores how to reduce auditory and sensory sensitivity in children.
Rather than simply removing the stimuli that cause distress, she explains how to build tolerance gradually through grounding techniques, body awareness and guided exposure.

She walks through practical tools, including the 5-4-3-2-1 grounding method, and outlines how to read whether a child is coping or overwhelmed.

Lauren Edmunds draws on the story of Michelangelo’s David to reframe what it really means to support children with learning difficulties and neurodiversity.

Rather than trying to mould children into something they are not, she argues that the real work is in removing the barriers that are getting in the way: the anxiety, the overstimulation, the emotional dysregulation that stops their true selves from coming through.

Lauren Edmunds, founder of a school specialising in learning delays, delivers a candid warning about the real cost of unchecked screen time.
Drawing from her classroom experience, she makes the case that screen addiction is reshaping how children think, learn, and engage with the world and that the first step towards change starts at home.

In this episode, Lauren Edmunds explains how reclaiming two simple evening habits can reverse the decline in a child’s academic and social abilities.

By dedicating just 15 minutes to a family dinner and 20 minutes to reading aloud, parents create a “safe space” that fosters the vocabulary, empathy and critical thinking skills children need to thrive.

Lauren Edmunds, founder of a school for children with learning delays, challenges the “siloed” approach to special education.
Using a personal story about her daughter’s misdiagnosed autoimmune disease, she explains why specialists must look beyond their narrow scope to see the whole child.

In this insightful discussion, Lauren Edmunds, the founder of a school for children with learning delays, explores the critical role of patience and observation in supporting neurodiverse children. She challenges adults to set aside their own rigid, “goal-driven” agendas to truly meet children where they are. This is especially vital for those who are non-speaking or navigating ADHD, autism, and anxiety.

Lauren Edmunds, the founder of a school for children with learning delays, discusses the importance of shifting away from adult-driven goals to better support neurodivergent children. She explains that adults are often so focused on their own schedules, such as getting to the shops or starting a maths lesson, that they lose sight of the child’s perspective.

In this episode, Lauren Edmunds explains that sending a child to a single weekly therapy session is like doing ten sit-ups on a Friday and expecting a six-pack. She suggests that for therapy to actually “pay off,” parents need to view the therapist like a personal trainer; the real results come from doing the exercises at home between sessions.

Lauren Edmunds, founder of a school for children with learning delays, explains that mistakes are exactly where learning occurs. She warns that common phrases like “you can do better” can accidentally shame children, leading them to avoid challenges and stick to easy tasks just to get praise.

By establishing a foundation of mutual respect and allowing children to face the natural consequences of their actions, parents and teachers can help them develop vital self-discipline and impulse control. This episode offers a practical, compassionate roadmap for raising accountable, resilient children who take true ownership of their lives.

Lauren Edmunds, a school founder specialising in learning delays, discusses how the “morning rush” can derail a child’s entire school day. She explains that when children arrive dysregulated due to stress, screens, or a lack of connection, their brains are not “online” for learning, forcing teachers to spend hours calming them rather than teaching.

Lauren Edmunds, who runs a school for children with learning delays, looks at how the way we moan or complain about schoolwork actually becomes the voice in our children’s heads. She argues that if we treat homework as a chore or a waste of time, our kids will too, which eventually makes the work even harder for them. This episode is about shifting that mindset by role-modelling effort and using language that connects practice to progress.