Mental Health, Migration, Mitigation and Motherhood

How does migration affect mental health and motherhood? And how can we prepare and protect ourselves from the risks we don’t always see coming?

We’re living in the age of globalisation. I was young when low-cost air travel exploded in the 1990s. Suddenly, flying became accessible to many more people—sometimes cheaper than a train ticket. Before then, migration tended to follow certain patterns: highly skilled professionals, intra-regional low-wage workers, or those seeking refuge.

But companies like EasyJet and Ryanair changed the game in Europe—making travel cheap, cheerful, and frequent. Migration became more casual, and cultural diversity more widespread. I think immigration and migration are great. It is fantastic to have the opportunity to experience different people and cultures.

I write this because mental illness can have many roots—and migration is one of them. As an expat, a mother, and an advocate for autism awareness, I think it’s important to explore how migration affects mental health, especially for families and parents of neurodivergent children.

My son is autistic. My family has a long history of migration. My grandparents migrated into a war zone. My parents later migrated out of one. And I became an expatriate myself when James was two.

Migration often means losing what feels familiar and safe. You trade family, structure, language, and predictability for the unknown. That uncertainty doesn’t always feel dramatic at first, but over time, it can chip away at your sense of stability and confidence. The social systems you once relied on—healthcare, education, childcare—are suddenly different, or gone entirely. You have to rebuild your support networks from scratch.

We moved to Thailand not long after my son’s diagnosis. But even before we left the UK, I was already feeling isolated. We had moved house in search of space for our growing family—a kind of local migration, but one that meant my nearest support was over an hour away by public transport. Motherhood had already brought challenges I hadn’t anticipated—and migration only magnified them.

Later, through James’ diagnosis, I began to recognise traits of neurodiversity in myself. As I explored autism and mental health more deeply, I started writing about them too. I wish I’d known more earlier—about the systems, the symptoms, and the ways neurodivergence and mental health can quietly intertwine. That’s why I now advocate for awareness, acceptance, and above all—prevention and preparedness.

There’s space, I believe, for better parental primary care. Not just post-partum, but pre-natal too. Especially for those who may already carry hidden or unspoken risk factors.

For me, mental health is a balance between physical wellbeing and self-awareness. I’ve found support in sharing my story, in connecting with others who understand, and in allowing myself space to reflect—without shame.


What helps:

1. Planning (especially around family)
Before migrating, it helps to understand the healthcare landscape—not just in theory, but in practice. What does a paediatric appointment look like? Is there insurance coverage for developmental or mental health support? What sensory experiences might come up in a hospital setting? For me, the healthcare system in Thailand was nothing like the GP-led care I was used to in the UK. Language barriers, traffic, and unfamiliar systems all added stress when I was already stretched thin.

2. Support systems
Online communities were a lifeline. The Expat Mummy Club, in particular, gave me space to find information and connect. Over time, more groups emerged—some focused on parenting, others on mental health or neurodiversity. These groups remind me that help can come from unexpected places.

3. Relaxation
Finding calm isn’t optional—it’s essential. I try to choose activities that give my mind rest. It’s not always easy to notice what’s stressing you out, but recognising it is the first step. Learning to stay present—without constantly anticipating disaster—has helped me cope better, both as a person and as a parent.

4. Action plans (with flexibility)
Plans do help—when I can write them. But I don’t punish myself if I can’t always follow through. Self-acceptance is key. I plan when I can, and when I can’t? I try to go gently. As my mum used to sing to me when I was little: que sera, sera. Whatever will be, will be.


This post is just one part of a much bigger conversation—about the mental health challenges that can arise with expatriate life, especially for families, and about the invisible layers that come with neurodiversity and motherhood.

As I prepare to join a panel to discuss neurodiversity and mental health, I hope to explore not just the difficulties—but the possibilities. How can we build systems of care that recognise complexity? How can we support parents before, during, and after migration—not just in crisis, but as part of meaningful, preventive care?

One topic close to my heart is Preparedness in Parenting. For me, it’s not about manuals or rigid frameworks. It’s about empowering parents with the awareness and tools to proactively navigate neurodiversity. How can systems become more inclusive, more compassionate, and more prepared? How can we foster stronger community connections and greater understanding for families in transition?

If any of this resonates with you, you’re not alone. Let’s keep the conversation going—across borders, across differences, and with compassion.

Why? How? Beliefs, Belonging, Burnout and Beyond

Beliefs shape how we see the world.
Belonging shapes how we survive in it.

And if we can’t always answer how, maybe we go back to why.

Today I attended a business workshop where we discussed passion, burnout, and bouncing back. It helped me connect some of the things that have been quietly sitting in my brain for a while: beliefs, belonging, burnout – and what comes next.

But let me backtrack. A new stim appeared today. I found myself wondering—was James trying to show something he couldn’t yet say? These are the kinds of questions I ask myself often. I overthink. But sometimes, that overthinking helps me notice patterns, to piece together signals that might otherwise go unseen. That brings me back to beliefs and burnout. I burn out because the load is heavy—juggling life, learning, teaching, and creating tools. Even things I love can weigh me down when there’s no room to pause.

Lately, I’ve been experimenting with AI tools—training image generators to create meaningful visuals for my projects. I hoped it would make things easier. The results are inconsistent: brilliant one moment, bizarre the next. In a way, it reminds me of autism and the term spiky profile. Like that term, these tools can be great in one area and miss the mark in another.

It also reflects something deeper: expectations.

We often expect people—especially children with additional needs—to “perform” to certain standards. We do this without pausing to understand the gaps in comprehension, communication, or cultural background.

Take a sandwich, for example.

If you give someone butter, bread, chicken, and egg, what do they make? That depends on where and how they were raised. Do they toast it? Does the butter go inside or outside? What goes first—the chicken or the egg? How would an untrained Artificial Intelligence Bot make it? (Ha.)

The point is: the “rules” are cultural. Learned. Assumed. Alien to some! Yet sometimes, experimenting outside those rules leads to something beautifully unexpected.

If the response is supportive—“that’s a creative idea,” or “tell me more”—it becomes part of a learning process. But if the response is “not like that” or “that’s wrong,” it can feel alienating. This can erode confidence. Imagine the frustration. Imagine facing that type of reaction with almost everything, all the time.

The challenge deepens when rules change depending on where you are too. I navigate language and systems in a culture that isn’t my own. My lifestyle doesn’t always fit the norm. The strain of not quite fitting in is something I feel often. This is especially true in this international world. Many of us are raising third-culture or even fourth-culture children. The layers add up. Different languages, different social cues, different systems. It’s no wonder burnout is common. Burnout isn’t just tiredness. It’s a state of mental, emotional, and physical depletion. It’s the slow erosion that comes from constantly adjusting to expectations that weren’t designed with you in mind. I see it in my child. I feel it in myself. And I read about it in parent communities.

I do overthink. I do burn out. But to counteract the signals, I’ve built myself a first-aid kit for those moments. I exercise, listen to music, read, sing, or work. I remind myself it’s okay to not be okay. It’s not perfect, but it helps. Sometimes I still hide. Tomorrow might be the day I’m a little less afraid.

Maybe the answer is simple: We are human. We evolve. We are the species that invented aircraft and landed on the moon. We can make life better for those living with depression or anxiety, or those who feel like they don’t belong. We can build systems of communication that meet people where they are. We can create roles and spaces that value what people bring, not just measure what they lack. People have the power to make meaningful change.

I write to make sense of it all—for myself, and for James. To find a way move beyond his current way of communicating.
For every child and parent who feels like they’re getting the sandwich sign wrong, but keeps trying anyway.

And maybe, through it all, we can create a space for hope, answers, belonging, and a little magic. Maybe tomorrow that stim will have gone away. TBC 🙂

Messy play and the Magic Porridge Pot

I was looking for a way to build a bit of extra learning into one of James’ favourite pastimes earlier- messy play with oats – and I remembered the old tale of The Magic Porridge Pot. So I rewrote it for James and called it:
The Magic Porridge Pot: You Tell Stop! He enjoyed the rhythm and storytelling and actually forgot about the messy play. A double win for me, less cleaning up 😉

My version is built for children with special educational needs. It’s simple structure to support Makaton signing, with keyword prompts in every section. I thought a great way of weaving in keywords for kids that need support with keywords, big feelings, and remembering (or forgetting) what comes next.

I’ve added some real-world concepts like safe, dangerous, look, and careful. These concepts are more than just story words—they’re life tools. And I’ve tried to keep it funny and joyful. There’s porridge in the school, the cars, the park… everywhere. It’s a silly and hopefully fun way to build engagement and imagination – children rolling like beach balls! Learning how to say stop matters. This is especially true for self-advocacy.

The language is plain but expressive, and there’s plenty of space for children to join in. Some might sign “Pot cook!”, some might tap, gesture, laugh—or just watch.  The structure hopefully allows for lots of repetition and learning:

✨ Predictable sequences
✨ Rich emotional vocabulary
✨ Accessible phrasing
✨ Familiar routines with a twist

The story of the Magic Porridge Pot – You Tell Stop!

An inclusive story with signs, and hopefully smiles. I’m still working on the signing videos and visuals —let me know what you think and if you’d like to see more 🙂

Page 1 – The Hungry Family

Once upon a time, there lived a family.
A young boy, a girl, their mummy and daddy.
They had no money to buy food.
They were hungry all the time!

🔑 Key signs: family, boy, girl, mum, dad, food, hungry, time

Page 2 – Into the Forest

“We will go and find food in the forest,” said the children.

“Be careful,” said Mummy.
“Some berries are not safe. Please look for blueberries

“Be careful,” said Daddy.
“Some leaves are dangerous. Look for green, curly kale.”

“OK, we understand,” said the children.
They packed their backpacks and waved goodbye.

🔑 Key signs: safe, dangerous, look, find, children, ok, understand, goodbye

Page 3 – Meeting the Magic Couple

In the forest, they met an old woman and old man.
They were kind and lived in the same town.

“Hello, children. Are you looking for fruit and vegetables again?
Are you hungry again?”

“Yes,” said the children, feeling sad.
“Oh dear,” said Mrs Magic.

“We will give you a magic pot.
Say ‘Pot Cook’ when you want porridge.
Say ‘Pot Stop’ when you have had enough.”

“Thank you!” said the children.
They ran home.

🔑 Key signs: meet, old, woman, man, kind, same, hello, fruit, yes, sad, oh dear, thank you, run, home

Page 4 – Sharing the Porridge

The parents were so happy.
Everyone ate until their tummies were full.
“Yummy yummy!”

“I have an idea,” said the girl.
“Let’s go to town and share.”

“Good thinking, darling!” said Mummy and Daddy, clapping.
The family went to town with their pot.

They set up a table and drew a picture:

“Magic to Share – Eat All You Can!”

They shouted, “Pot Cook!”

🔑 Key signs: parents, happy, eat, tummy, full, share, good, think

Page 5 – Too Much Porridge!

The pot cooked and cooked!
Everyone ate and had big, round tummies!

People started to roll like big beach balls.
They bumped into each other.
It was so much fun!

Everyone laughed—but then felt sleepy.
They forgot something very, very important…

They forgot to say: “Pot Stop!”

🔑 Key signs: important, cook, big, round, tummy, roll, beach, ball, fun, laugh, sleepy, forget, pot, stop

Page 6 – Porridge Everywhere!

While they slept, the pot cooked more…
It filled the park, the supermarket, the cars, and the school!

“Oh dear!” cried everyone.
“What can we do?!”

“We must say, Pot Stop!” said Daddy.

Everyone shouted, “POT STOP!!!”
The pot stopped.

“We won’t be hungry for a long time,” they laughed.
“Next time, we’ll remember to say stop!”

🔑 Key signs: more, park, supermarket, cars, school, what, can, do, must, stop, hungry, next, remember

Learning Contexts

  • Communication: key signs, modelling
  • Understanding everyday routines: food, hunger, eating.
  • Concepts: kindness, safety, cause & effect
  • Emotional literacy: happy, sad, sleepy, sharing
  • Sequencing: first, next, problem, solution
  • Exploring safety and choices: safe/unsafe foods.
  • Language development: sequencing, key vocabulary.
  • Makaton sign development: key nouns, verbs, and adjectives.
  • Social-emotional learning: kindness, sharing, remembering instructions.

Sign Along Vocabulary (categorised)

CategoryWords
People & Familyfamily, boy, girl, mummy, daddy, woman, man, old, young, children, parents
Food & Cookingfood, eat, berries, kale, fruit, vegetables, cook, porridge, pot, full, tummy
Feelingshungry, sad, happy, kind, sleepy, fun, laugh
Safety Conceptscareful, safe, dangerous
Actionsfind, look, go, run, wave, forget, remember, draw, shout, share, clap
Descriptionsblue, green, curly, big, round, same
Placesforest, town, park, supermarket, cars, school
Questions & Commandsyes, no, ok, thank you, what, can, do, must, stop, next