I can see the child becoming overwhelmed
Notice early changes in state and consider what may reduce load before distress escalates.
Special Needs Assistants (SNAs)
Supporting the child begins with noticing what their behaviour may be communicating.
Use close everyday observation to understand changing capacity, regulation, communication and the conditions that help a child participate.
Start with the question or situation that brought you here. You can explore without having to know the explanation first.
Start with what is happening
What brought you here?
The child cannot tell me what is wrong
Look beyond speech to behaviour, movement, sensory responses and changes in participation.
Transitions are difficult
Explore predictability, processing time, sensory change and support for shifting between activities.
The child relies heavily on adult support
Consider how to provide connection and safety while preserving autonomy and opportunities for independence.
I notice patterns others may not see
Use observation as valuable information without turning it into diagnosis or certainty.
I need practical ways to support regulation
Explore relational, environmental and communication supports that fit everyday school life.
A way through
Understanding before intervention.
- 01
Understand
Look beneath what you can see and begin with the whole person.
- 02
Explore
Consider the systems, experiences and conditions that may matter.
- 03
Consider
Bring the pieces together without assuming one explanation is the answer.
- 04
Find a way forward
Use understanding to guide supportive next steps and useful resources.
Explore
What might be relevant?
Different domains can interact. These are places to explore, not conclusions about the person.
Regulation
Notice changing nervous-system state and what helps restore access.
Communication
Understand behaviour as one possible source of information when words are not enough.
Sensory experience
Explore how sensory conditions can support or reduce participation.
Relationships
Use consistent, respectful relationships as part of the child's supportive environment.
Environment
Consider demands, pace, predictability and physical surroundings.
Participation
Focus on meaningful access and involvement rather than compliance alone.
The person
Consider
No single piece necessarily explains behaviour.
Understanding develops when we consider how different conditions may interact for this person, in this context, at this time.
Possible contributors are hypotheses to explore, not conclusions about the person.
Find a way forward
Resources to help you understand more.
Educational information
These resources can help deepen understanding of what may be worth considering. They do not determine why a particular person is behaving in a particular way and do not replace individual clinical assessment, diagnosis, medical advice, safeguarding or other appropriately qualified professional support.