School supports: adjustments that reduce overload
Reasonable adjustments, routines, communication scripts, and how to build a low‑friction plan.
At a glance
- The goal is access, not compliance.
- Adjustments should reduce sensory load and executive burden.
- Communication scripts prevent escalation and protect relationships.
If you only do one thing
- Ask for one measurable adjustment this fortnight (e.g., reduced copying + quiet break pass).
The goal is access, not compliance
School supports should reduce overload and executive burden so the child can access learning.
Many “behaviour issues” are actually mismatch issues: too much sensory noise, too many transitions, too many steps.
High‑leverage adjustments
Reduce copying demands; allow oral answers or assistive tech; provide movement breaks; offer a quiet break pass; preview transitions; and use visual schedules.
For ADHD traits, externalise steps. For autism traits, increase predictability and reduce ambiguity.
Communication scripts
Short scripts protect everyone. Example: “When you see X, do Y.” Or: “If she’s overwhelmed, she can go to the quiet corner for 5 minutes without questions.”
Ask for one adjustment at a time so it can actually be implemented.
Avoiding shame loops
Shame reduces learning. When a child is repeatedly corrected for traits they can’t control, anxiety and avoidance grow.
A supportive plan reduces correction and increases scaffolding.