Engagement

Engagement in activities or lessons, especially if the content is not of personal interest or is perceived as irrelevant, leading to reduced participation.

  • Use the learner’s name when offering support to signal personal connection.
  • Use the learner’s interests to motivate and extend engagement.  This builds intrinsic motivation and makes learning more meaningful and enjoyable.
  • Identify the specific strengths (e.g. creativity in preferred topics) and challenges of the learner (e.g. limited vocabulary, anxiety), to inform tailored strategies
  • Implement regular, purposeful breaks tailored to the learner’s profile. This supports regulation, reduces overwhelm, and improves sustained attention.
  • Use chunking and scaffolding to break tasks into manageable steps. This reduces cognitive load and supports task completion.
  • Use visual supports (e.g. timetables, now-next boards, lists) to aid memory, reinforce routines, and promote independence.
  • Allow extra processing time for verbal/written input: This prevents overwhelm and supports accurate understanding
  • Use backward chaining to teach tasks step-by-step from the end goal. Starting with success and gradually increasing independence helps build confidence.
  • Use the learner’s preferred communication style (e.g. boards, clear language) to support understanding and reduce frustration.
  • Explicitly teach and model active listening strategies (without requiring eye contact). This builds communication skills while respecting neurodivergent preferences.
  • Use strategies to show the finite focus time (e.g. timers). Increases predictability, reduces anxiety, and supports transitions.
  • Use flexible methods for speaking/listening tasks (e.g. pre-recording). This reduces pressure and supports participation.
  • Allow independent work when group interaction isn’t essential. This respects preferences and supports engagement.
  • Provide clear roles in group work, supported by visuals. This clarifies expectations and reduces social stress.
  • Use flexible methods for speaking/listening tasks (e.g. pre-recording). This reduces pressure and supports participation.
  • Plan supportive groupings (e.g. seating, group work) to reduces anxiety and supports focus.
Resource Description Pricing Stage
Comic strip conversations   A visual representation of social situations. Free Primary, Secondary, Post 16
Sensory stories  Tips for creating a sensory story Free Early Years, Primary, Secondary
Feely bags Using a ‘Feely Bag’ for oral language in the classroom Free Early Years, Primary, Secondary, Post 16
Comic strip conversations  Comic strip conversations use simple drawings to visually illustrate conversations. Free Primary, Secondary, Post 16