Dysregulation

Indicators of dysregulation

Behaviours linked to dysregulation can present in various ways. They may affect a pupil’s ability to engage with learning, follow routines, and interact positively with others. Examples include:

• Low-level disruption: e.g., making noises, misusing equipment, shouting out, or interrupting.
• Difficulty following instructions: e.g., resistance or misunderstanding.
• Self-stimulatory behaviours: (used by pupils to regulate their sensory or emotional state). E.g., repetitive noises or verbalising, fidgeting, or moving around.
• Physical responses: e.g., hurting themselves or others, or damaging equipment.
• Avoidance behaviours:
  • Leaving the classroom or removing themselves from situations.
  • Reluctance to enter school at the start of the day.
  • Anxiety or distress at home time.

Examples of provision and strategies

• Ensure policies and practices prioritise relationships and emotional safety. This builds trust and reduces re-traumatisation.
• Observe behaviour patterns to understand triggers and plan adjustments, tailored to individual needs.
• Use tools like frequency charts, STAR, and ABCC sheets to identify when and where dysregulation occurs. This enables proactive planning.
• Use structured programmes (e.g., Zones of Regulation, Colour Monsters, 5-Point Scale) to equip learners with tools to understand and manage emotions.
• Model emotional recognition with phrases like “I wonder if you’re tired?” to encourage self-awareness and emotional expression.
• Share and gather information about triggers and helpful strategies with families to ensure consistent support across home and school.
• Implement de-escalation tools. Use strategies like time-out cards and ensure all staff are informed. This provides safe ways to manage distress and maintain dignity.
• Apply consistent, individualised approaches. Adjust behaviour policies to meet individual needs. Promotes fairness and supports emotional regulation.
• Use reassuring strategies based on pupil voice. This ensures support is meaningful and empowering.
• Use simple language and visuals to explain expectations. This reduces confusion and supports understanding during regulation.
• Offer a dignified exit to allow learners to leave situations calmly when needed. This preserves self-esteem and prevents escalation.
• Use limited choices and take-up time. Offer simple options and allow time to respond to reduce pressure and support autonomy.
• Use non-demand language. Phrase instructions gently (e.g., “Let’s give this a go…”). This lowers resistance and encourages cooperation.
• Allow processing time and give extra time to respond. This supports cognitive processing and reduces frustration.
• Use distraction and responsibility. Redirect attention or offer meaningful roles to engage learners positively and reduce dysregulation.
• Use consistent scripts. Ensure all staff use agreed language and responses to provide predictability and emotional safety.
• Support transitions. Use visuals, timers, and pre-warnings for changes to reduce anxiety and prepare learners for new situations.
• Complete risk assessments when needed. Assess and plan for safety in high-risk situations to protect the learner and others, ensuring safe support.