Why Just Saying “No” Fails in Special Education Picture the scene. You are in a busy classroom. The noise level is rising fast. You spot a student reaching for a full cup of water right next to a laptop. Your instinct kicks in immediately. Before you can think, you shout, “No! Stop that!” It feels … Read more
The Biology of the Scream You know the sound. It is not the whining cry of a child who wants a sweet. It is a guttural, terrifying scream that seems to come from their toes. When this happens in the middle of a supermarket, the world judges you. They see a naughty child and a … Read more
The Fear of the “Spoiled” Child There is a question that parents whisper in support groups or late at night on forums. It usually comes after they have been told to stop using time-outs, sticker charts, and strict punishments. They ask: “If I stop punishing my child, how do I stop them from becoming spoilt? … Read more
Picture the scene: A chair goes over. A student is screaming. Another student is cowering. Your heart rate spikes. Adrenaline floods your system. It is a natural, human instinct to meet chaos with volume. You want to take control. You want to ensure safety. So, your voice raises, and you issue a command: “STOP IT … Read more
A Practical Guide for Teachers and Parents on Managing Sensory Overload This guide is for teachers who want real answers. We don’t need more acronyms. We don’t need more complex charts that sit in a binder and gather dust. We need a practical way to understand regulation in the classroom. This is especially true for … Read more
Classrooms are filled with students who bring unique personalities, experiences, and ways of interacting with the world. While this diversity enriches learning, it can also present challenges for teachers who encounter behaviors they don’t immediately understand. For teachers, these moments can feel confusing or concerning. But behind every behavior is a reason. Teachers must learn … Read more
What to Do When You Can’t Follow or Implement a Behavior Intervention Plan You may encounter situations where implementing a student’s Behavior Intervention Plan (BIP) feels overwhelming, impractical, or ineffective. This challenge is more common than you might think, and recognizing when a plan isn’t working, or when you need additional support to implement it, … Read more
When Nothing Seems to Work: A Preview of What’s Possible This article offers a glimpse into Chapter 19 of “Behaviours of Concern, Not Children of Concern: A Real-World Handbook for Inclusive Classrooms” – a guide on how educators support their most vulnerable pupils. You’ve tried everything. Visual supports, sensory circuits, behaviour charts, consequence hierarchies. You’ve … Read more
Why Many Neurodivergent Children Struggle with Separation From Parents If you’ve ever wondered why some neurodivergent children seem to cling to their parent or carer, often Mum, or become deeply distressed when separated from them, you’re not alone. It’s a situation familiar to many families and professionals. But what’s less well understood is the reason … Read more
Challenging Behaviour in SEND: Impulse Control, Demand Avoidance and Shame Over the past decade, awareness of Special Educational Needs and Disabilities (SEND) in schools has improved. Yet, despite progress in identification and support planning, there remains a significant blind spot: how certain SEND needs interact with—and often intensify—each other. When impulse control difficulties, demand avoidance, … Read more
Using the Functional Analysis Screening Tool (FAST) Tool for Quick Behavioral Screening: A Guide for Teachers and Parents Understanding and addressing behavioral challenges is more crucial than ever given the high rate of exclusions facing Neurodiverse children. The Functional Analysis Screening Tool (FAST) is a practical, evidence-based instrument that empowers teachers and parents to quickly … Read more
Understanding Climbing Behaviors in Autistic Children Climbing behaviours don’t come with an easy fix and is something we encounter in our schools repeatedly. It is understandably a concerning behaviour if it happens in the house or classroom. We have had children trying to stand on the top of doors, any cupboard they can find. So … Read more
Developing Adaptive Skills for Success All children need to learn adaptive behaviours to become independent adults. Adaptive behaviours include real-life skills like communication, self-care, home and school living skills, social skills, self-direction, functional academics, and leisure skills. In some of the research, these are seen as a negative, particularly for autistic children. When a child … Read more
Functional Assessment Tools Understanding behaviour through a neurodiversity-affirming lens means recognising that all behaviours serve a purpose and are a form of communication, intentional or otherwise. Rather than viewing certain behaviours as “problematic” or something to be “fixed,” this tool helps identify the underlying needs driving an individual’s actions. The functions of behaviour framework can … Read more
Supporting Sensory Seekers: Understanding and Managing Mouthing Behaviours Imagine this: it’s mid-afternoon, and your child has found a shiny, smooth pebble on the playground. Before you can intervene, it’s already in their mouth. To them, this isn’t just a rock—it’s a treasure trove of sensory information. The coolness of the stone, its smooth edges, and … Read more
Optimising Engagement and Minimising Downtime in the Classroom to Reduce Challenging Behaviour “The most challenging pupils often become our greatest teachers.” After two decades in education, spanning Reception through to Year 11, this truth remains constant. Whether you’re dealing with a Year 2 pupil refusing to transition between activities or a Year 10 student displaying … Read more
Understanding and Addressing Behavioral Triggers in the Classroom Teachers have the power to make a significant impact on a child’s wellbeing and behaviour by creating a positive and productive learning environment for our students. Although challenging behaviours may pose a disruption, by recognising common triggers and employing proactive evidence-based strategies, we can reduce the frequency … Read more
Understanding Argumentative Behaviour: A Neurodiversity-Affirming Approach Argumentative behavior in schools is often less about opposition and more a reflection of unmet needs. Recognizing that such behaviors can stem from diverse cognitive processing styles, this guide provides evidence-based strategies designed to address these challenges empathetically. With a focus on neurodiversity-affirming practices, educators can support students in … Read more
Behaviour of Concern: Understanding & Managing Hair Pulling Behaviour Hair pulling presents unique challenges in educational settings and requires specific understanding and support strategies. While some children may engage in hair pulling towards others as a form of communication or distress response, others may display self-directed hair pulling (trichotillomania), which requires a distinct therapeutic approach. … Read more
The Positive Behaviour Support Model Positive Behaviour Support (PBS) represents a significant shift from traditional behaviour management approaches. Rather than focusing on controlling behaviours or eliminating behaviours, PBS emphasises understanding, prevention, and skill development. The PBS model, although controversial, integrates multiple theoretical perspectives while maintaining a strong ethical foundation rooted in human rights and dignity. … Read more
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