Reasonable Adjustments by Domain
Neurodiversity Hub Wirral
Reasonable adjustments are changes made at school, home, or work to help remove or reduce challenges linked to a child or young person’s neurodivergent needs, especially around routine and change. You can ask for these adjustments to be made.
A child or young person’s This Is Me profile highlights where they need more support. The reasonable adjustments in each domain can be similar but most are different and specific to that domain.
On this page, we have brought together all of the reasonable adjustments that support This is Me. They are presented in a simple, direct way to support schools to find what they need easily.
If you are a parent or carer, child, or young person you may find it easier to look at each domain separately. The Reasonable Adjustments option in each domain is presented with visual images and sub headings to make it easier for some users to read.
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1. Give More Time to Process
Allow extra time for the child or young person to:
Understand instructions
Think about their response
Share their answer
If they don’t respond right away, count silently to 10 before repeating or rephrasing.
2. Use Visual Supports
Visuals help with understanding, memory, and transitions. You can use:
Gestures and pointing
Drawings and diagrams
Interactive whiteboards, tablets, apps, and videos
Visual timetables, flowcharts, and signs
Language-rich displays around school or work
More ideas: Visual Supports – National Autistic Society
3. Use Multi-Sensory Teaching
Use hands-on learning to support understanding, especially in subjects with lots of language. For example:
Use number lines in maths
Build a model volcano in geography
Start with real-life experiences
Focus on life skills and creative tasks
Model the language you want them to use during activities. This helps with speaking and writing later.
4. Use Clear and Simple Language
Speak slowly
Give one instruction at a time
Keep sentences short
Pause between sentences
Repeat or rephrase if needed
Give instructions in the order they should be done
(e.g. “Finish question 10 before you go outside” is clearer than “Before you go outside, finish question 10.”)
Use simple words (e.g. “make” instead of “produce”)
Avoid idioms or explain them if you use them
5. Support Storytelling and Conflict Resolution
It can be hard for children and young people to explain their side of a story, especially after a conflict. Wait until they are calm. Then:
Give time and support
Use drawings or stick figures to talk through what happened
Explore who, what, where, when, and why
Talk about thoughts, feelings, and motivations
More ideas: Comic Strip Conversations – BCUHB NHS
6. Build Emotional Awareness
Understanding emotions can be hard. Help by:
Talking about your own feelings out loud
(e.g. “I’m feeling frustrated because my laptop is slow.”)
Suggesting how they might feel
(e.g. “I wonder if you’re feeling anxious because you forgot your workbook.”)
Using visuals like emotion charts or scales
7. Understand Swearing During Dysregulation
Swearing may happen when a child or young person is overwhelmed. It may not be intentional. Swear words are stored near the emotional part of the brain, not the language part. Swearing can be part of the fight-flight-freeze response and may not be meant to offend.
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Routines
Having a clear routine can help reduce anxiety. Try:
Making a list of daily tasks
Creating a visual schedule for after school or bedtime
Including calming activities like deep breathing or sensory play
Visual Supports
If it’s hard to listen or focus, visual tools can help:
Use a visual timetable or written checklist
Include pictures or symbols for younger children
Keep it somewhere easy to see and use
Environmental Checklist
Look at the spaces where the child or young person spends time:
Home
School or college
Clubs or leisure activities
Alone time and social time
Ask: What helps them feel calm? What causes stress? Be a detective—small changes can make a big difference.
Challenging Environments
Some environments can be overwhelming. Think about:
Bright lights
Loud noises
Busy or crowded spaces
Strong smells
These can affect mood and behaviour. Try to reduce or avoid unnecessary sensory input.
Inside the Home
Create a consistent routine
Use organisation to give a sense of control
Offer a quiet space like a tent, cabin bed, or corner with cushions
Use soft colours and blackout curtains
Choose a quiet room if possible
Give “heavy tasks” like carrying shopping or stacking tins—these can be calming
Sensory Strategies
Avoid loud sounds and bright lights
Use movement tools like rocking chairs or swings
Offer sensory breaks with fidget toys, music, or quiet time
Try snug clothing or weighted blankets
Use earplugs or headphones with calming music
General Tips
Minimise clutter
If sharing a bedroom, set clear boundaries and schedules
Use activity schedules to reduce anxiety
Prepare for changes with visual timers or verbal prompts
Balance the day with:
Structured tasks
Meaningful activities
Fun and relaxing moments
Emotional Support
Teach and model emotion regulation skills
Practice calming strategies when the child is calm
Use play, art, or stories to help express feelings
Offer sensory and movement breaks to help process emotions
http://www.intensiveinteraction.org/find-out-more/how-does-it-work/
For Carers
Children often rely on trusted adults to help regulate emotions. This is called co-regulation.
Stay calm and aware of your own feelings
Take a breath before responding
Support the child with patience and understanding
Outside the Home
Playgrounds and sensory spaces can help:
Swings, trampolines, therapy balls
Sand and water play
Tents or quiet areas
Soft play centres (visit during quiet times)
Busy places like shops or restaurants:
Plan ahead—know exit routes and calming tools
Visit at quieter times or shop online
Use backpacks, snug clothing, or earplugs
Listen to music with headphones
Bring a small toy or fidget item
Gardening Creativity
Gardens can be calming, fun, and creative spaces. They offer time alone, time with friends, or a place to let off steam. Here are some ideas to make your garden more supportive:
Sensory Areas
Create small, safe spaces like tents or sheds with soft toys or cushions
Use enclosed areas for quiet time or calming activities
Movement and Play
Add climbing frames, swings, trampolines, or slides
These help with movement and can be calming for some young people
All-Weather Comfort
Use gazebos, sheds, or outdoor lighting so the garden can be used in all weather and even at night
Calming Features
Small water features can soothe and distract
Wind chimes, spinning toys, or light reflectors can be relaxing and enjoyable
Supporting Young People with ADHD
ADHD (Attention Deficit Hyperactivity Disorder) affects how someone focuses, manages energy, and responds to their environment. Here are ways to support a young person with ADHD:
Understand Their Experience
Talk about what ADHD feels like in different places (home, school, community)
Identify when ADHD symptoms are strongest (e.g. mornings, after school)
Spot Triggers
Think about internal triggers (thoughts, feelings, body sensations)
Notice external triggers (noise, busy places, distractions)
Use Coping Cards
Write down helpful strategies on small cards
Keep them in a pocket or bag to use when needed (especially at school)
Break Tasks into Steps
Make big tasks smaller and easier to manage
Use checklists or visual aids to track progress
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In the Classroom
The Importance of Movement
Understanding a child’s energy level helps you choose the right type of movement:
High energy: Use calming and organising activities
Low energy: Use alerting activities
Mixed energy: Start with a short alerting activity, then follow with a calming one. This helps everyone feel calm and focused.
🔗 Movement Breaks in the Classroom – NCSE Booklet
Movement breaks help children who struggle to focus. Use them regularly. For example, after completing three sums or sentences, offer a movement break while preparing the next task.
Other ideas include:
Sending the child on a message
Giving them a classroom job, like handing out books
Whole-class movement breaks can include:
Walking on tiptoes
Walking on heels
Wall push-ups
Desk push-ups
Chair push-ups
Hand pushes
Allow children to use fidget tools like a rubber or pencil with a toy on the end. A wedge-shaped cushion that allows movement while seated can also help with focus.
Energy Factors
Sleep
If a child seems tired, check their sleep habits. Parents may appreciate advice on bedtime routines.
Eat for Energy
Skipping breakfast can lead to low energy. Breakfast clubs may help. Also, check if energy drops after lunch.
Drink Water
Water helps the body stay active and alert. Dehydration can cause tiredness and poor focus.
Limit Caffeine
Too much caffeine can make children feel worse. Watch for caffeine in cola and chocolate.
Exercise
Let children run and play during breaks. Even short bursts of activity help boost energy.
Children Who Are Exhausted by Masking
Autistic children may hide their traits in public, like stopping themselves from stimming (repetitive movements or sounds). Make time during the day for stimming in a safe and comfortable space.
Reasonable Adjustments for Children Diagnosed with Attention-Deficit / Hyperactivity Disorder (ADHD)
These tips can also help children who are undiagnosed or under assessment.
Key Adjustments
Bring students back on track often: Do this kindly and without embarrassment
Minimise distractions: Avoid seating near windows, doors, or busy areas
Use a visual timetable: Colour-code books to match lessons
Give extra time for classwork: Don’t punish incomplete work
Check understanding: Ask students to explain the task, not just “Do you know what to do?”
Allow regular breaks: Short breaks help refocus and reduce fatigue
Support transitions: Help with moving between lessons or changing for Physical Education (PE). Use mentors or colour-coded routes
Protect Self-Esteem
Children with ADHD are not choosing to struggle. Their challenges are part of their condition. Support their self-esteem to help them stay engaged in learning and social activities.
Use a simple signal system. For example, a card with red on one side and green on the other. The child can flip it to show how they feel without speaking.
Reasonable Adjustments in Exam Settings
Support for Students with Attention-Deficit / Hyperactivity Disorder (ADHD)
Students with ADHD need extra support during exams. These adjustments help them focus and show their true abilities.
Separate exam room: A quiet space with fewer distractions helps the student concentrate.
Give instructions clearly: Make sure the student is listening. Eye contact may not happen, and that’s okay. Repeat instructions if needed.
Extra time: Students with ADHD need more time to complete exams. Aim to give 25% more time.
Time updates: Provide regular reminders about how much time is left. Use a clock designed for ADHD if possible.
Best time of day: Schedule exams when the student’s medication works best. This is usually not first thing in the morning or late in the day. Ask the family for guidance.
Use proximity: Seat the student near the teacher. If another student is present, choose someone quiet and focused.
Support focus: The teacher should gently guide the student back to the task if their mind wanders.
Parenting Adjustments for High-Energy Children
Set Clear Limits
High-energy children need clear rules. Speak calmly and explain what behaviour is expected. Let them know when it’s okay to be active and when it’s time to focus.
Offer Unstructured Play
Unstructured play helps children use their energy in fun and creative ways. Let them choose activities they enjoy, like building, running, or exploring.
Encourage Physical Activity
Let your child run, jump, skip, or climb. Physical activity helps them focus and burn off extra energy. Avoid intense exercise right before bedtime.
Adjust Expectations
If your child has ADHD, autism, or developmental delays, set realistic goals. Know which situations may lead to more excitement and prepare ahead.
Parenting Adjustments for Low-Energy Children
Rest and Relaxation
Give your child time off from schoolwork and stressful activities. Let them enjoy hobbies, connect with friends, or simply relax.
Time Without Masking
Autistic children may hide their traits in public. Let them stim (repetitive movements or sounds) in a safe space where they feel comfortable.
Sleep and Exercise Balance
Children who miss naps or stay up late may have bursts of energy followed by meltdowns. Make sure your child gets enough sleep for their age. Also, give them time to move during the day to avoid energy build-up.
Best Toys for High-Energy Children
Toys That Encourage Movement
Look for toys that get your child moving—like trampolines, crawl tunnels, or rocking horses. These help release energy and reduce stress.
Fidget Toys
Fidget toys offer sensory input and help children stay focused. There are many types available, so try a few to see what works best.
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Managing Behaviour in School
Based on an article by Catrina Lowri
All children need boundaries to feel safe and supported. But when schools use very strict behaviour rules, they may punish neurodivergent pupils unfairly.
This can explain why suspensions, exclusions, and attendance problems are more common for pupils with special educational needs and disabilities (SEND) than for their neurotypical peers.
Strict policies like “no excuses,” “zero tolerance,” or “warm strict” often don’t work well for neurodivergent pupils.
Who Are Neurodivergent Pupils?
Neurodivergent pupils may have:
Autism
Attention deficit hyperactivity disorder (ADHD)
Dyslexia
Other learning or behavioural differences
How Strict Behaviour Policies Can Cause Problems
Misunderstanding Behaviour
Teachers may misread behaviours. For example, a pupil with autism may stim (repeat movements or sounds) to cope. This might be seen as disruptive, even though it’s not.
Inflexible Discipline
One-size-fits-all rules don’t work for everyone. Punishments like detention or suspension can make things worse for neurodivergent pupils.
Pressure to Conform
Trying to fit in with standard behaviour rules can be hard. Pupils may feel left out or anxious.
Sensory Overload
Some pupils are sensitive to noise, light, or touch. If schools don’t adjust for these needs, pupils may have meltdowns or shut down.
Communication Challenges
Some pupils struggle to speak or explain their feelings. This can lead to unfair punishments if teachers don’t understand their needs.
Lack of Support
Strict rules often don’t include the support pupils need. Schools may not have trained staff or personalised plans.
Unfair Punishment
Neurodivergent pupils may be punished for behaviours linked to their condition. This can hurt their learning and social growth.
Solutions: Inclusive Behaviour Management
Schools can help by using flexible and inclusive behaviour policies. This doesn’t mean lowering standards—it means supporting pupils in ways that work for them.
What Schools Can Do:
Train staff to understand neurodivergence
Create personalised behaviour plans
Make sensory-friendly spaces
Build a culture of acceptance and understanding
These changes help neurodivergent pupils succeed in school and feel included.
More info: Teachwire – Behaviour Management for Neurodiverse Children
Examples of Reasonable Adjustments
Here are some ideas that might help:
Use different ways to communicate—like pictures, objects, or emails from teachers
Give clear timetables and reminders for things like physical education (PE) kits or art supplies
Help with understanding homework instructions and due dates
Give advance notice of changes—like supply teachers or classroom swaps
Offer sensory breaks after hard tasks
Provide a quiet room with calming tools
Allow use of sensory or stress-relief items in class or public places
Use noise-cancelling headphones in loud environments
Adjust uniform rules if needed
Offer support at health appointments—like extra time, quiet rooms, or early/late slots. These can be listed in a Hospital Passport
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How Can We Help Children Who Struggle with Attention?
Decrease Distractions
Place the child’s desk away from busy areas in the classroom. Keep aquariums, pets, or other distractions behind the child, not in their line of sight.
Use Proximity
Stand close to the child when giving important instructions. You may gently touch their shoulder to get their attention. Make sure they are listening before you speak.
Children may seem like they are listening, but they could be distracted by their thoughts, noise, or worries. They may fear getting into trouble. This can make them appear engaged when they are not.
Teach Reflective Listening
Instead of asking, “Do you understand?” teach children to repeat what they heard. They can say, “You want me to…” or “You’re saying that…” This helps confirm understanding and builds strong communication skills.
Bring Them Back
Gently remind the child to return to the task. Use your voice, presence, or a light touch to help them refocus.
Teach Self-Monitoring
Help the child notice when they drift off. Let them know this is not a bad thing—it shows creativity. But learning to notice it helps them stay on task.
Offer Practical Solutions
Encourage the child to write down distracting thoughts. This helps them let go of the thought and return to their work more quickly.
How Can We Help Children Who Struggle with Impulsivity?
Rules and Boundaries
Post clear rules so children know what is expected. Examples include:
“Do not run in the house”
“Brush your teeth before bed”
“Speak kindly to others”
Schedules
Display a daily schedule. Talk about changes ahead of time. Let children tick off tasks as they complete them.
Prepare for Change
Give warnings before switching activities. A five-minute and two-minute warning helps children adjust and avoid emotional outbursts.
Plan for Impulsive Reactions
Have calming tools ready, like a favourite toy, fidget item, or book. In places like supermarkets, give the child a special job—like choosing dinner items or taking things off shelves.
Use a Point System
Younger children may respond well to earning stickers or coins for good behaviour. They can trade these for a prize at the end of the week.
Give Positive Feedback
Notice and praise good behaviour right away. Be specific: “You waited your turn—great job!”
More Ideas to Help Children Focus
Some children struggle to stay focused due to anxiety, frustration, or sensory issues. Watch their behaviour to find helpful solutions.
Learning Strategies
Use a gentle tone of voice. Loud voices may cause anxiety. A sing-song tone may help keep them engaged.
Start lessons with movement or brain gym activities.
Keep lessons short. Break tasks into small steps and present them one at a time.
Use simple language. Say “Do this” before showing a demonstration.
Know the child’s learning style. Use modelling and visual demonstrations.
Use visual aids like timetables and “now/next” cards.
Use gentle timing prompts. Some children prefer sand timers or reminders to check the clock.
Say the child’s name before giving instructions. Wait up to 7 seconds for a response.
Encourage finishing one task before starting another.
Give praise and rewards after each step. Make sure rewards are fair, clear, and achievable.
Use cues like hand gestures, coloured cards, or a traffic light system to help them refocus.
Set clear rules and routines. Use social stories to explain expectations.
Offer tools like a “time out card” or “toilet pass” to help children ask for breaks.
Use an “emotions book” to help children share how they feel.
For children who chew on things, offer alternatives like cold water through a straw or Chewellery (chewable jewellery).
Helping with Transitions
Some children struggle with loud noises like school bells. Give warnings before the bell rings.
Transitions between outdoor and indoor spaces, or busy areas like cloakrooms, can be hard. Let the child enter first to avoid distractions. Move their peg to the end of the cloakroom or let them organise themselves in the classroom.
The Classroom
Reduce Sensory Distractions
Classrooms can be full of sensory input. To help children focus, try these ideas:
Lower noise levels. Turn off buzzing lights or fans. Close windows or doors to block outside sounds. Use rugs to soften noise.
Limit bright or flickering lights. Fluorescent lights can cause glare and noise. Natural light is often better. Turning off lights may help some children settle.
Reduce clutter. Keep walls near the board clear of posters or decorations.
Watch for strong smells. Food smells or shoe storage can be overwhelming. Open a window before lessons to freshen the air.
Some children benefit from using a personal music player with soft, instrumental music to block out background noise.
In open-plan classrooms, outside noise can be distracting. If needed, take children to a quiet room with a door to help them focus.
Organise the Classroom
Limit personal items brought to school.
Use labelled containers or folders for storing belongings.
Set a daily time to organise items and teach strategies for staying organised.
Use colour-coded labels for books and folders.
Create a picture list of daily activities.
Add a checklist inside workbooks (e.g., underline headings, write name and date, check spelling).
Desk and Seating Arrangements
Create zones using bookshelves or partitions to reduce noise and give quiet spaces.
Keep workstations tidy and uncluttered. Use privacy boards if needed.
Arrange desks to avoid bumping or distractions from movement.
Seat children away from windows and doors to reduce outside stimulation.
Place children near peers who stay focused and calm.
Use visual cues for floor seating, like a cushion or spot marker.
In group activities, seat children in a semicircle. Place the child across from you to maintain eye contact, ideally with their back to the wall
Support for Written Work
Make sure children sit properly: feet flat, bottom back in seat, and table at the right height.
Use different seating options if needed, like cushions or chairs with movement support.
The Importance of Movement
Movement breaks help children who struggle to concentrate. Use them regularly and in structured ways. For example, after finishing three sums or sentences, offer a short movement break.
You can also give children jobs like handing out books or delivering messages.
Whole-class movement breaks between tasks can include:
Walking on tiptoes
Walking on heels
Wall push-ups
Desk push-ups
Chair push-ups
Hand presses
Let children use small fidget items like a rubber or pencil topper. Air-filled wedge cushions can help children move slightly while seated, which may improve focus.
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Learning Support
Show and explain tasks at the same time to help with understanding.
Give enough time to finish each task before moving on.
Use praise, attention, and rewards after each step to encourage progress.
Provide tools like a “time out card” or “toilet pass” so the child can leave class if they feel anxious.
Offer alternatives to handwriting, such as using information technology (IT).
Help the child build IT skills like typing, word processing, and voice recognition.
Reduce the amount of handwriting by giving printed handouts or worksheets.
Environmental Adjustments
Think about where the child enters and exits the school.
Busy areas like staircases or lines can be hard to manage. Let the child leave lessons a little earlier to avoid crowds.
Move the child’s coat peg to the end of the cloakroom or let them organise their space in the classroom.
If lining up is difficult, choose a spot in the line that works best for them.
Classroom Adjustments
Seat the child where they can easily see the teacher and learning area.
Make sure they can reach resources without barriers.
Use routines to help with transitions. Let the child move between activities when fewer students are around.
Check seating comfort. Sitting on the carpet may not work well for children with posture challenges.
Classroom Organisation
Limit the number of personal items brought to school.
Use clear plastic pencil cases to help with organisation.
Provide a labelled container or folder for homework and other materials. Make sure it’s easy to reach.
Use colour-coded labels for books and folders.
Create a visual timetable or task list with pictures to show the day’s activities.
Desk and Seating Position
Keep workstations tidy and uncluttered. Use privacy boards or quiet reading areas if needed.
Arrange desks to reduce distractions and bumping. For example, seat a left-handed child to the left of a peer.
Face the child toward the teacher to help with focus.
Use visual cues like a spot, cushion, or chair to show where to sit during floor time.
If posture is a challenge, let the child lean against a wall or chair.
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Regulation Tips
Help CYP regulate their sensory needs by:
Learning about the eight sensory systems
Being a sensory detective—observe what the child needs
Doing a sensory tour of the classroom (check light, sound, textures, patterns)
Watching where the child feels safe or avoids
Identifying if the child needs to up-regulate (increase alertness) or down-regulate (calm down)
Creating a sensory space they can access
Planning a sensory timetable or diet
Offering sensory resources based on their interests
Giving choices of sensory activities
Making activities fun and engaging
Teaching CYP to recognise and manage their sensory needs
Encouraging independence
Providing predictable routines
Staying calm, patient, and positive
📄 Supporting Children with Sensory Processing Needs in the Early Years –
Auditory Challenges in the Classroom
Some CYP struggle to filter out background noise. This can cause:
Anxiety
Difficulty following instructions
Misunderstanding verbal cues
For example, “Line up for outdoor play” vs. “Line up behind Harry for outdoor play” can lead to confusion.
Support strategies:
Refer for a hearing test to rule out medical issues
Reduce background noise
Use visual supports with verbal instructions
Visual Challenges in the Classroom
Some CYP are overwhelmed by visual input. They may:
Struggle to focus
Be distracted by clutter or movement
Miss important visual cues
Support strategies:
Simplify the environment
Use clear visual aids
Reduce visual clutter
Classroom Toolbox
Quick Ideas
Time-out card: A pass that lets the child leave the room when overwhelmed
Tactile box: Fidget toys for calming sensory feedback
Headphones: Block out loud or sudden noises
Sunglasses or blackout blinds: Reduce bright lights
Uniform adjustments: Allow sensory-friendly clothing (e.g. tag-free, soft fabrics)
Schools must make reasonable adjustments, including to uniform policies, to support CYP with sensory needs.
The School Day
Supporting Children with Sensory Processing Needs
Start and End of the Day
Some children and young people (CYP) find the start and end of the school day overwhelming due to:
Playground noise
Crowds
The sound of the school bell
Support strategies:
Allow CYP to arrive earlier or later than others
Use a quiet entrance if possible
Lunchtime and Breaktime
Busy lunch halls and playgrounds can be stressful. CYP may worry about:
Being touched
Loud noises
Crowded spaces
Support strategies:
Offer quiet lunchtime clubs
Let CYP enter the dinner hall before others
Avoid lining up in close contact with others
Moving Between Classes
Busy corridors can cause anxiety due to:
Noise
Crowds
Fear of being touched
Support strategies:
Let CYP leave lessons a few minutes early
Use quieter routes if possible
Assembly
Assembly can be overwhelming due to:
Loud sounds
Visual distractions
Close proximity to others
Support strategies:
Seat CYP at the end of a row or at the back
Use a mat or cushion to define personal space
Allow ear defenders (as part of a desensitisation plan)
Provide calming tools (e.g. weighted lap pad, fidget toy)
Use a visual card to signal when they need to leave
Introduce assembly gradually over time
Accessing Toilets
School toilets can be difficult due to:
Bright lights
Loud hand dryers
Strong smells
Small, crowded spaces
Support strategies:
Switch off hand dryers and offer paper towels
Allow quiet toilet visits before break
Talk with the child to understand specific challenges
📄 More on sensory needs and toileting – ERIC
The Classroom
Seating
CYP may prefer sitting:
At the end of a table to avoid touch
On a wobble cushion or weighted lap pad for comfort
Movement breaks can help release energy and improve focus.
Carpet Time
Some CYP struggle to sit still on the carpet. Constant movement can disrupt learning.
Support strategies:
Use carpet places based on individual needs
Offer alternative seating if needed
Quiet Space
Create a quiet space in the classroom for regulation. Use:
A pop-up tent or sheet over a table
Cushions or bean bags
Soft lighting
Favourite toys or books
Calming music or nature sounds
This space can be a chill-out zone or a safe crash space for deep pressure input
Following Instructions
CYP with auditory processing difficulties may struggle to follow instructions, especially when:
The room is noisy
There are strong smells
Lighting is bright
Other children are distracting
Support strategies:
Break instructions into small steps
Check for understanding
Use visual supports
Allow CYP to copy peers if needed
Physical Needs
Supporting Movement, Regulation, and Participation
Movement Breaks
Movement helps regulate the nervous system. It supports:
Vestibular input (balance and movement)
Proprioceptive input (muscle and joint awareness)
Some children need movement to wake up, while others need it to calm down.
Examples of calming movement:
Slow rocking
Deep pressure (e.g. massage-style touch)
Wearing tight-fitting sportswear under clothes
Using weighted items (lap pad, backpack)
Getting Changed for PE
Changing clothes involves:
Sequencing
Motor planning
Body awareness
Fine motor skills (e.g. tying shoelaces)
Support with:
Clear routines
Visual prompts
Sensory-friendly clothing
PE Participation
PE can be helpful if activities match the child’s sensory needs. Good choices include:
Swimming
Trampolining
Playground equipment
These support vestibular and proprioceptive systems.
Stimming
Stimming (self-stimulatory behaviour) includes:
Rocking
Spinning
Hand or finger flapping
Children should feel accepted. If stimming becomes distressing:
Talk with parents
Offer a safe space
Explore alternative stims if needed
Movement Break Activities
There’s no one-size-fits-all. The goal is to help the child feel ready to learn.
Fast, irregular movement = energising
Slow, rhythmic movement = calming
Heavy work = calming and organising
In-Class Movement Ideas
Jogging on the spot
Star jumps
Touch toes, stretch to ceiling
Press down on desk
Press hands together
Marching
Cross march (hand to opposite knee)
Arm circles
Side jumps
Twisting left and right
Daily Tasks That Help
Erasing whiteboards
Stacking chairs
Holding doors
Carrying boxes
Movement songs
Carrying fruit bags at playtime
Calming Activities
Deep breathing (e.g. breathe in for 7, out for 11)
Holding a yoga pose
Sitting quietly with eyes closed for 10 seconds
Heavy Work / Resistance Activities
Digging and pouring (sand or water)
Rolling and cutting play dough
Crawling through tunnels
Resistance band exercises
Pushing carts or wheelbarrows
Using wheeled playground equipment
Carrying a weighted bag (max 5% of body weight)
Tug of war
Pushing against walls or chairs
Rock climbing
Gardening
Hanging from monkey bars
Proprioceptive and Vestibular Systems in PE
Proprioception
Helps with body awareness and calming.
Signs of difficulty:
Bumping into others
Tripping
Poor fine motor skills
Trouble with posture
Helpful activities:
Tug of war
Wearing a rucksack
Swimming
Trampolining
Jumping and star jumps
Playground climbing
Vestibular System
Supports balance and posture.
Over-responsive child may:
Fear movement
Avoid playground equipment
Support strategies:
Let them choose movement they enjoy
Never force participation
Combine movement with proprioceptive input
Under-responsive child may:
Be constantly on the move
Need movement to focus
Take risky actions
Support strategies:
Offer safe movement activities
Use swimming, trampolining, jumping, swinging
Break the day into short sections with frequent movement breaks
Alt text: Diagram showing children doing movement breaks like star jumps, yoga poses, and pushing carts, with labels for calming and energising activities.
Why P.E. Can Be Difficult for Children with Dyspraxia / DCD
(Developmental Coordination Disorder)
Children and young people (CYP) with dyspraxia / DCD often have challenges with movement and coordination. This can make physical education (P.E.) difficult.
Common Difficulties
Balance: May wobble, fall, or struggle to stand on one leg
Eye-hand coordination: Trouble catching or aiming balls
Eye-foot coordination: Difficulty kicking or trapping a ball
Motor planning: Struggles with climbing or using equipment
Stamina: Tires easily, especially during long-distance running
Spatial awareness: May bump into others or objects
Speed of processing: May miss the ball due to slow reaction time
Short-term memory: Difficulty remembering rules
Fine motor skills: Trouble changing clothes for P.E.
Self-organisation: May forget or lose P.E. kit or equipment
Challenges with Team Sports
Team games can be especially hard because they require:
Constant awareness of surroundings
Quick reactions
Moving around others
Predicting others’ actions
Tracking the ball’s speed and direction
Staying focused
Understanding rules and strategies
These challenges can lead to frustration and low self-esteem.
Strategies to Help
Clothing and Equipment
Use Velcro instead of laces or buttons
Allow sportswear under uniform for comfort
Use larger bats, balloons, or bean bags before moving to smaller equipment
Teaching and Support
Don’t assume CYP can learn by watching—teach each skill step-by-step
Help with starting positions (e.g. hand-over-hand guidance)
Give clear instructions one at a time
Use rhymes or music to support movement patterns
Mark a return spot with a mat or hoop
Use cones or floor markers to define activity areas
Encourage CYP to talk through their movement plans
Motivation and Inclusion
Let CYP beat their own records (e.g. bounce and catch a ball)
Ask “Who beat their own record?” to celebrate effort
Allow focus on skill development instead of team games
Give only a few rules at a time
Reward effort and participation, not just performance
Skills Needed for Getting Changed for P.E.
Getting changed for P.E. involves many steps. Children and young people (CYP) need to develop several skills:
Motor skills: Moving arms and legs with strength and flexibility
Coordination: Using one or both arms together; controlling hand movements
Balance: Staying steady while changing positions, even with eyes closed
Fine motor skills: Grasping and releasing items like buttons or zippers
Perception: Understanding sizes and shapes of clothing parts
Stereognosis: Finding armholes or buttons without looking
Body schema: Knowing left from right and identifying arms vs. legs
Calm and Alert Activity Suggestions
To Decrease Arousal Levels
Some CYP need help calming down before or after activities. These strategies can help:
Create a safe space with blankets, pillows, or a beanbag in a quiet corner
Offer chewy or crunchy foods for calming sensory input
Use slow movements like rocking or rolling on a gym ball
Try body squashing (see below)
Use deep pressure (massage, firm hugs)
Reduce lighting and noise (earplugs, soft music, dim lights)
Play rhythmic music
Use oral motor activities (blowing bubbles, sucking through a straw)
Body Squashing
Child lies on a soft mat
Roll a gym ball gently over their body from feet to shoulders
Use firm, steady pressure
Stop immediately if the child feels discomfort
Proprioceptive System in the Classroom
Body Awareness and Regulation
Some CYP don’t process signals from their muscles and joints well. This can lead to:
Leaning on others or furniture
Running hands along walls
Difficulty staying upright or focused
Helpful activities:
Wall push-ups with claps
Chair push-ups
Pulling stretchy bands
Carrying books or equipment
Pushing lunch trolleys
Climbing playground equipment
Using Thera putty at their desk
Vestibular System in the Classroom
Balance and Movement
Vestibular activities involve head movement in space. These help with:
Posture
Balance
Movement control
Tips:
Use stop-and-go movements in different directions (forward/back, side-to-side)
Pair vestibular activities with proprioceptive input
Classroom ideas:
Use a wobble cushion (if not too distracting)
Schedule regular movement breaks
Use playground equipment during breaks Regulation Tips
Help CYP regulate their sensory needs by:
Learning about the eight sensory systems
Being a sensory detective—observe what the child needs
Doing a sensory tour of the classroom (check light, sound, textures, patterns)
Watching where the child feels safe or avoids
Identifying if the child needs to up-regulate (increase alertness) or down-regulate (calm down)
Creating a sensory space they can access
Planning a sensory timetable or diet
Offering sensory resources based on their interests
Giving choices of sensory activities
Making activities fun and engaging
Teaching CYP to recognise and manage their sensory needs
Encouraging independence
Providing predictable routines
Staying calm, patient, and positive
📄 Supporting Children with Sensory Processing Needs in the Early Years – Cumbria County Council
Auditory Challenges in the Classroom
Some CYP struggle to filter out background noise. This can cause:
Anxiety
Difficulty following instructions
Misunderstanding verbal cues
For example, “Line up for outdoor play” vs. “Line up behind Harry for outdoor play” can lead to confusion.
Support strategies:
Refer for a hearing test to rule out medical issues
Reduce background noise
Use visual supports with verbal instructions
Visual Challenges in the Classroom
Some CYP are overwhelmed by visual input. They may:
Struggle to focus
Be distracted by clutter or movement
Miss important visual cues
Support strategies:
Simplify the environment
Use clear visual aids
Reduce visual clutter
Classroom Toolbox
Quick Ideas
Time-out card: A pass that lets the child leave the room when overwhelmed
Tactile box: Fidget toys for calming sensory feedback
Headphones: Block out loud or sudden noises
Sunglasses or blackout blinds: Reduce bright lights
Uniform adjustments: Allow sensory-friendly clothing (e.g. tag-free, soft fabrics)
Schools must make reasonable adjustments, including to uniform policies, to support CYP with sensory needs.
The School Day
Supporting Children with Sensory Processing Needs
Start and End of the Day
Some children and young people (CYP) find the start and end of the school day overwhelming due to:
Playground noise
Crowds
The sound of the school bell
Support strategies:
Allow CYP to arrive earlier or later than others
Use a quiet entrance if possible
Lunchtime and Breaktime
Busy lunch halls and playgrounds can be stressful. CYP may worry about:
Being touched
Loud noises
Crowded spaces
Support strategies:
Offer quiet lunchtime clubs
Let CYP enter the dinner hall before others
Avoid lining up in close contact with others
Moving Between Classes
Busy corridors can cause anxiety due to:
Noise
Crowds
Fear of being touched
Support strategies:
Let CYP leave lessons a few minutes early
Use quieter routes if possible
Assembly
Assembly can be overwhelming due to:
Loud sounds
Visual distractions
Close proximity to others
Support strategies:
Seat CYP at the end of a row or at the back
Use a mat or cushion to define personal space
Allow ear defenders (as part of a desensitisation plan)
Provide calming tools (e.g. weighted lap pad, fidget toy)
Use a visual card to signal when they need to leave
Introduce assembly gradually over time
Accessing Toilets
School toilets can be difficult due to:
Bright lights
Loud hand dryers
Strong smells
Small, crowded spaces
Support strategies:
Switch off hand dryers and offer paper towels
Allow quiet toilet visits before break
Talk with the child to understand specific challenges
📄 More on sensory needs and toileting – ERIC
The Classroom
Seating
CYP may prefer sitting:
At the end of a table to avoid touch
On a wobble cushion or weighted lap pad for comfort
Movement breaks can help release energy and improve focus.
Carpet Time
Some CYP struggle to sit still on the carpet. Constant movement can disrupt learning.
Support strategies:
Use carpet places based on individual needs
Offer alternative seating if needed
Quiet Space
Create a quiet space in the classroom for regulation. Use:
A pop-up tent or sheet over a table
Cushions or bean bags
Soft lighting
Favourite toys or books
Calming music or nature sounds
This space can be a chill-out zone or a safe crash space for deep pressure input
Following Instructions
CYP with auditory processing difficulties may struggle to follow instructions, especially when:
The room is noisy
There are strong smells
Lighting is bright
Other children are distracting
Support strategies:
Break instructions into small steps
Check for understanding
Use visual supports
Allow CYP to copy peers if needed
Physical Needs
Supporting Movement, Regulation, and Participation
Movement Breaks
Movement helps regulate the nervous system. It supports:
Vestibular input (balance and movement)
Proprioceptive input (muscle and joint awareness)
Some children need movement to wake up, while others need it to calm down.
Examples of calming movement:
Slow rocking
Deep pressure (e.g. massage-style touch)
Wearing tight-fitting sportswear under clothes
Using weighted items (lap pad, backpack)
Getting Changed for PE
Changing clothes involves:
Sequencing
Motor planning
Body awareness
Fine motor skills (e.g. tying shoelaces)
Support with:
Clear routines
Visual prompts
Sensory-friendly clothing
PE Participation
PE can be helpful if activities match the child’s sensory needs. Good choices include:
Swimming
Trampolining
Playground equipment
These support vestibular and proprioceptive systems.
Stimming
Stimming (self-stimulatory behaviour) includes:
Rocking
Spinning
Hand or finger flapping
Children should feel accepted. If stimming becomes distressing:
Talk with parents
Offer a safe space
Explore alternative stims if needed
Movement Break Activities
There’s no one-size-fits-all. The goal is to help the child feel ready to learn.
Fast, irregular movement = energising
Slow, rhythmic movement = calming
Heavy work = calming and organising
In-Class Movement Ideas
Jogging on the spot
Star jumps
Touch toes, stretch to ceiling
Press down on desk
Press hands together
Marching
Cross march (hand to opposite knee)
Arm circles
Side jumps
Twisting left and right
Daily Tasks That Help
Erasing whiteboards
Stacking chairs
Holding doors
Carrying boxes
Movement songs
Carrying fruit bags at playtime
Calming Activities
Deep breathing (e.g. breathe in for 7, out for 11)
Holding a yoga pose
Sitting quietly with eyes closed for 10 seconds
Heavy Work / Resistance Activities
Digging and pouring (sand or water)
Rolling and cutting play dough
Crawling through tunnels
Resistance band exercises
Pushing carts or wheelbarrows
Using wheeled playground equipment
Carrying a weighted bag (max 5% of body weight)
Tug of war
Pushing against walls or chairs
Rock climbing
Gardening
Hanging from monkey bars
Proprioceptive and Vestibular Systems in PE
Proprioception
Helps with body awareness and calming.
Signs of difficulty:
Bumping into others
Tripping
Poor fine motor skills
Trouble with posture
Helpful activities:
Tug of war
Wearing a rucksack
Swimming
Trampolining
Jumping and star jumps
Playground climbing
Vestibular System
Supports balance and posture.
Over-responsive child may:
Fear movement
Avoid playground equipment
Support strategies:
Let them choose movement they enjoy
Never force participation
Combine movement with proprioceptive input
Under-responsive child may:
Be constantly on the move
Need movement to focus
Take risky actions
Support strategies:
Offer safe movement activities
Use swimming, trampolining, jumping, swinging
Break the day into short sections with frequent movement breaks
Alt text: Diagram showing children doing movement breaks like star jumps, yoga poses, and pushing carts, with labels for calming and energising activities.
Why P.E. Can Be Difficult for Children with Dyspraxia / DCD
(Developmental Coordination Disorder)
Children and young people (CYP) with dyspraxia / DCD often have challenges with movement and coordination. This can make physical education (P.E.) difficult.
Common Difficulties
Balance: May wobble, fall, or struggle to stand on one leg
Eye-hand coordination: Trouble catching or aiming balls
Eye-foot coordination: Difficulty kicking or trapping a ball
Motor planning: Struggles with climbing or using equipment
Stamina: Tires easily, especially during long-distance running
Spatial awareness: May bump into others or objects
Speed of processing: May miss the ball due to slow reaction time
Short-term memory: Difficulty remembering rules
Fine motor skills: Trouble changing clothes for P.E.
Self-organisation: May forget or lose P.E. kit or equipment
Challenges with Team Sports
Team games can be especially hard because they require:
Constant awareness of surroundings
Quick reactions
Moving around others
Predicting others’ actions
Tracking the ball’s speed and direction
Staying focused
Understanding rules and strategies
These challenges can lead to frustration and low self-esteem.
Strategies to Help
Clothing and Equipment
Use Velcro instead of laces or buttons
Allow sportswear under uniform for comfort
Use larger bats, balloons, or bean bags before moving to smaller equipment
Teaching and Support
Don’t assume CYP can learn by watching—teach each skill step-by-step
Help with starting positions (e.g. hand-over-hand guidance)
Give clear instructions one at a time
Use rhymes or music to support movement patterns
Mark a return spot with a mat or hoop
Use cones or floor markers to define activity areas
Encourage CYP to talk through their movement plans
Motivation and Inclusion
Let CYP beat their own records (e.g. bounce and catch a ball)
Ask “Who beat their own record?” to celebrate effort
Allow focus on skill development instead of team games
Give only a few rules at a time
Reward effort and participation, not just performance
Alt text: Illustration showing a child using a balloon to practice catching, standing on a marked mat, and receiving step-by-step guidance from a teacher.
Skills Needed for Getting Changed for P.E.
Getting changed for P.E. involves many steps. Children and young people (CYP) need to develop several skills:
Motor skills: Moving arms and legs with strength and flexibility
Coordination: Using one or both arms together; controlling hand movements
Balance: Staying steady while changing positions, even with eyes closed
Fine motor skills: Grasping and releasing items like buttons or zippers
Perception: Understanding sizes and shapes of clothing parts
Stereognosis: Finding armholes or buttons without looking
Body schema: Knowing left from right and identifying arms vs. legs
Calm and Alert Activity Suggestions
To Decrease Arousal Levels
Some CYP need help calming down before or after activities. These strategies can help:
Create a safe space with blankets, pillows, or a beanbag in a quiet corner
Offer chewy or crunchy foods for calming sensory input
Use slow movements like rocking or rolling on a gym ball
Try body squashing (see below)
Use deep pressure (massage, firm hugs)
Reduce lighting and noise (earplugs, soft music, dim lights)
Play rhythmic music
Use oral motor activities (blowing bubbles, sucking through a straw)
Body Squashing
Child lies on a soft mat
Roll a gym ball gently over their body from feet to shoulders
Use firm, steady pressure
Stop immediately if the child feels discomfort
Proprioceptive System in the Classroom
Body Awareness and Regulation
Some CYP don’t process signals from their muscles and joints well. This can lead to:
Leaning on others or furniture
Running hands along walls
Difficulty staying upright or focused
Helpful activities:
Wall push-ups with claps
Chair push-ups
Pulling stretchy bands
Carrying books or equipment
Pushing lunch trolleys
Climbing playground equipment
Using Thera putty at their desk
Vestibular System in the Classroom
Balance and Movement
Vestibular activities involve head movement in space. These help with:
Posture
Balance
Movement control
Tips:
Use stop-and-go movements in different directions (forward/back, side-to-side)
Pair vestibular activities with proprioceptive input
Classroom ideas:
Use a wobble cushion (if not too distracting)
Schedule regular movement breaks
Use playground equipment during breaks
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💡 Ideas for Children Who Struggle with ChangeUse visual supports and planners. Make sure they are personalised, easy to understand, and used often—not just stuck on a wall.
Use social stories and role play to explore new situations and reduce anxiety.
Respect the need for routine and predictability. Give advance notice about changes and allow time to adjust.
Provide a time-out card or a subtle signal your child can use to leave a stressful environment.
Offer regular breaks.
Follow challenging tasks with relaxing activities.
Include check-in times to see how much challenge your child can handle. This may change during or between activities.
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Safety First, Then Learning
Children need to feel safe and calm before they can learn. Safety and regulation strategies should come before learning strategies. These can include:
A trusting relationship with a key adult
Regular check-ins or mentoring sessions
An adult who listens and advocates for the child
Neurodivergent Needs Change Daily
Autism and other neurodivergent needs are dynamic. A child’s ability to meet expectations can change depending on:
Environment
Sensory input
Emotional state
Regulation
Mental energy
Health
Stress levels
Comfort
Motivation
Clarity of instructions
Children do well when they can. Sometimes their brain and body are working very hard just to get through the day.
Learning Needs
Supportive Teaching Strategies
Don’t rely only on spoken instructions. Use visual and hands-on methods.
Keep language simple. Give instructions one step at a time, with visual support.
Allow extra time for children to process questions and instructions.
Avoid pressuring children to respond verbally. Use comments and storytelling instead of direct questions.
Teach new ideas and vocabulary using visual, practical, and real-life experiences.
Explain non-literal language (like idioms or sarcasm) clearly and ahead of time.
Make Learning Meaningful
Use games, hands-on activities, and real objects to help children understand and connect learning to real life.
Link new learning to the child’s interests and experiences.
Use non-verbal strategies to support understanding across subjects.
Examples include:
Top-down learning – Start with the big picture before breaking it into parts.
Math tools – Use number lines, 100-squares, and multiplication grids to reduce memory load.
Drawing – Let children draw pictures to show what they’ve learned.
Spatial tools – Use arrays, the soroban (Japanese abacus), or the Slavonic abacus to teach number concepts without relying on words.
Reinforce Learning
Use short, frequent sessions for pre-teaching and repetition.
Use visual tools like storyboards or photo sequences to help children retell events in order.
Attention
Movement Helps Focus
Some children need movement to help them concentrate. These strategies can support focus:
Wobble cushions
Chair elastic bands
Fidget tools
Fit ball seats
Standing or moving while listening
Rocking side to side
Movement breaks for the whole class
Breaks when needed
Jumping or spinning while waiting
Moving while listening to a story or watching a video
When a child uses these tools, adults should praise them for listening to their body and meeting their needs.
Support With Focus
Children with attention challenges may need help staying on task. This support should feel kind—not like punishment. Agree with the child how they want help refocusing. It could be:
A subtle gesture
A hand on the shoulder
A key word
Transitions and Timing
Give countdowns and warnings before changing activities.
If a child feels upset about not finishing something, agree on a time to return to it.
Use visual timers like time timers or egg timers.
Apps like Choiceworks can help with personalised visual timetables.
Start with short, achievable tasks and build up gradually.
Task Adjustments
Adapt tasks so the child can finish them in the same time as others.
This includes homework.
Before teaching, outline the topic and let the child know you’ll ask questions.
Use prompt cards and allow note-taking.
Give the child something specific to listen for, like key words or quiz ideas.
Build attention slowly with small goals and lots of praise.
Break tasks into chunks and allow breaks.
Let the child tick off completed tasks.
Classroom Placement
Talk to the child about what affects their focus. Adjust seating based on their needs:
Away from bright lights
At a separate table to avoid touch
In a quieter area
Use visual timers with clear goals, like:
“Complete these five sentences in ten minutes.”Start with easy goals to build confidence.
Listening Strategies
Let the child move, doodle, or fiddle during listening tasks.
Avoid “whole body listening” expectations—these can use up all their focus.
Remember: eye contact is not the same as attention. Many neurodivergent children focus better when looking away.
Breaks Matter
Never keep a child in at break time to finish work. Breaks help them reset and focus better afterward.
If a child struggles to finish tasks:
Offer extra support
Change instructions
Use sentence starters or examples
Remove time limits
Give more time on another day
Modify the task or reduce the amount
Working Memory
Visual Support
Use visuals with spoken instructions—written notes, pictures, graphs, or diagrams.
Help children use tools like storyboards, writing frames, and task planners.
Model and scaffold these tools with adult support.
Use devices like Talking Tins to record instructions or ideas.
Reduce Memory Load
Change tasks to lower memory demands.
Repeat tasks.
Give short, clear instructions.
List steps in the order they should be done.
Use familiar and meaningful material.
Review past lessons.
Simplify sentence structure.
Break complex tasks into small steps.
Use classroom displays like working walls.
Provide lesson notes instead of expecting note-taking.
Avoid copying tasks when possible.
classroom Modifications
Praise the child for asking for repetition.
Pair them with a peer who has strong memory skills.
Use a clear signal to check for attention—don’t rely on eye contact.
Ask the child to repeat instructions to confirm understanding.
Minimise distractions.
Write key points on the board when giving verbal instructions.
Memory Aids
Use physical tools like cubes, beads, counters, abaci, and Unifix blocks.
Use number lines and fingers for maths.
For older children, use multiplication grids, calculators, and reference tools.
Teach visual tools like mind maps and word maps.
Use notebooks, calendars, and home-school books.
Use alarms, visual cues, and reminders.
Teach songs and rhymes to remember sequences.
Use memory cards with key information.
build Personal Strategies
Support the child to develop their own memory strategies. Help them set up systems to use these strategies regularly.
Executive Functioning
Executive functioning includes skills like:
Planning ahead
Solving problems
Making decisions
Sequencing information
Switching attention between tasks
Support Strategies
Break learning tasks into single steps. Give clear instructions both verbally and in writing.
Use visual task planners or apps that show steps one at a time.
Teach and model how to use tools and strategies. Support children to use them with growing confidence and independence.
Teach executive function skills directly. Help children learn to plan, monitor, and evaluate their learning.
Helpful resources include:
Education Endowment Foundation – Metacognition and Self-Regulation
Smart but Scattered by Peg Dawson and Richard Guare
Extra Support for Transitions
Children may need help even if they can do the task itself. They might need support to:
Start tasks
Switch between tasks
Remember all the steps
Transitions—especially to secondary school—can be challenging. Children may need help with:
Following a timetable
Finding their way around
Organising their belongings
Colour coding can help. For example:
English = red books, folders, stickers
Maths = blue
Science = yellow
This works best if the school uses the same colour system.
Alt text for image: Diagram showing a step-by-step method for completing a task, with visual icons and numbered steps.
Alt text for image: Cartoon of a child talking to a professional, representing support and guidance for executive functioning.
Specific Learning Differences (Reading, Writing, Maths)
Alternative Recording Methods
Let children show what they know in different ways:
Annotated photos of practical work
Using a scribe
Word processing software
Clicker (a literacy support tool)
Technology Skills
Give children time to learn and practice computer skills for schoolwork. Support them to use word processors and other tools.
Encourage touch-typing. A fun and structured programme like BBC Dance Mat Typing can help.