PDA can affect every part of a learner\u2019s experience, from how they interact with others to whether they feel safe enough to attend. These impacts often go unnoticed or misunderstood – especially when students mask their distress, or when behaviours are seen through the lens of defiance or poor attitude.<\/p>\n
Every PDAer will respond differently depending on the environment, relationships and the level of autonomy they feel. But understanding common patterns can help staff recognise when a student may be struggling, even if they\u2019re not saying it directly.<\/p>[\/et_pb_text][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-content\/uploads\/2025\/05\/13-17-23.png” title_text=”13, 17, 23″ align=”center” _builder_version=”4.27.4″ _module_preset=”default” width=”80%” border_radii=”on|24px|24px|24px|24px” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_heading title=”Emotional and physical withdrawal” _builder_version=”4.27.4″ _module_preset=”default” title_level=”h3″ title_text_align=”left” custom_margin=”0px|0px|0px|0px|false|false” custom_padding=”0px|0px|16px|0px|false|false” title_text_align_tablet=”left” title_text_align_phone=”left” title_text_align_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][\/et_pb_heading][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”0px|0px|0px|0px|false|false” custom_padding=”0px|0px|16px|0px|false|false” custom_padding_tablet=”32px|0px||0px|false|false” custom_padding_phone=”0px||16px||false|false” custom_padding_last_edited=”on|phone” text_orientation_tablet=”” text_orientation_phone=”left” text_orientation_last_edited=”on|phone” locked=”off” global_colors_info=”{}”]Some PDAers respond to anxiety by retreating \u2013 either emotionally, physically or both. This might look like sitting silently, not joining group work, avoiding eye contact or giving minimal answers. Others may physically remove themselves from the situation by leaving a learning space or refusing to enter it in the first place. Sometimes this withdrawal is misread as disengagement, but it\u2019s often a sign that the student is overwhelmed and trying to stay regulated.[\/et_pb_text][et_pb_heading title=”Masking and holding it in” _builder_version=”4.27.4″ _module_preset=”default” title_level=”h3″ title_text_align=”left” custom_margin=”0px|0px|0px|0px|false|false” custom_padding=”0px|0px|16px|0px|false|false” title_text_align_tablet=”left” title_text_align_phone=”left” title_text_align_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][\/et_pb_heading][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”0px|0px|0px|0px|false|false” custom_padding=”0px|0px|16px|0px|false|false” custom_padding_tablet=”32px|0px||0px|false|false” custom_padding_phone=”0px||16px||false|false” custom_padding_last_edited=”on|phone” text_orientation_tablet=”” text_orientation_phone=”left” text_orientation_last_edited=”on|phone” locked=”off” global_colors_info=”{}”]A student may appear calm, compliant or cheerful during the school day, but unravel once they get home. This is sometimes referred to as masking \u2013 suppressing needs, behaviours or distress to avoid detection or to meet expectations. Masking is mentally and emotionally exhausting, and over time can lead to burnout, shutdowns or increased school avoidance.\n\nWhile some masking is deliberate, much of it happens unconsciously. Staff may not realise how hard a student is working just to appear \u201cfine\u201d, which can lead to misunderstandings between home and school.[\/et_pb_text][et_pb_heading title=”Fluctuating presentation” _builder_version=”4.27.4″ _module_preset=”default” title_level=”h3″ title_text_align=”left” custom_margin=”0px|0px|0px|0px|false|false” custom_padding=”0px|0px|16px|0px|false|false” title_text_align_tablet=”left” title_text_align_phone=”left” title_text_align_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][\/et_pb_heading][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”0px|0px|0px|0px|false|false” custom_padding=”0px|0px|16px|0px|false|false” custom_padding_tablet=”32px|0px||0px|false|false” custom_padding_phone=”0px||16px||false|false” custom_padding_last_edited=”on|phone” text_orientation_tablet=”” text_orientation_phone=”left” text_orientation_last_edited=”on|phone” locked=”off” global_colors_info=”{}”]Many PDAers appear to shift quickly between different emotional states \u2013 from relaxed to distressed, or engaged to withdrawn \u2013 often without warning. A student might start a task enthusiastically, then suddenly refuse to continue, or respond with anger or humour when feeling anxious. This isn\u2019t manipulation; it\u2019s often a response to rapid changes in internal stress levels or a loss of perceived control.\n\nSome students may use fantasy, storytelling or role play as coping strategies, especially when they feel uncertain or unsafe. These strategies can be adaptive, but they may also be dismissed as distractions if misunderstood.[\/et_pb_text][et_pb_heading title=”Navigating social relationships” _builder_version=”4.27.4″ _module_preset=”default” title_level=”h3″ title_text_align=”left” custom_margin=”0px|0px|0px|0px|false|false” custom_padding=”0px|0px|16px|0px|false|false” title_text_align_tablet=”left” title_text_align_phone=”left” title_text_align_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][\/et_pb_heading][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”0px|0px|0px|0px|false|false” custom_padding=”0px|0px|16px|0px|false|false” custom_padding_tablet=”32px|0px||0px|false|false” custom_padding_phone=”0px||16px||false|false” custom_padding_last_edited=”on|phone” text_orientation_tablet=”” text_orientation_phone=”left” text_orientation_last_edited=”on|phone” locked=”off” global_colors_info=”{}”]Many PDAers want friendships, but struggle with the unpredictability of social interaction. They may try to take control of social situations or withdraw entirely. Communication styles might feel unusual \u2013 especially if students rely on scripting, mirroring or rehearsed phrases. Power dynamics in relationships, including those with adults, are often complex, and can affect how safe a student feels to express themselves. Some students may resist classroom hierarchy\u2019s or want to reverse roles with you.\n\nThese experiences aren\u2019t always easy to spot. Many PDA learners are working incredibly hard to cope, and the effort this takes often goes unseen. By looking beneath the surface and listening to what students are showing us \u2013 not just what they say \u2013 we can respond in ways that feel safer and more supportive.[\/et_pb_text][et_pb_heading title=”Reluctance around praise or success” _builder_version=”4.27.4″ _module_preset=”default” title_level=”h3″ title_text_align=”left” custom_margin=”0px|0px|0px|0px|false|false” custom_padding=”0px|0px|16px|0px|false|false” title_text_align_tablet=”left” title_text_align_phone=”left” title_text_align_last_edited=”on|desktop” locked=”off” global_colors_info=”{}”][\/et_pb_heading][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”0px|0px|0px|0px|false|false” custom_padding=”0px|0px|16px|0px|false|false” custom_padding_tablet=”32px|0px||0px|false|false” custom_padding_phone=”0px||16px||false|false” custom_padding_last_edited=”on|phone” text_orientation_tablet=”” text_orientation_phone=”left” text_orientation_last_edited=”on|phone” locked=”off” global_colors_info=”{}”]Not all students respond well to praise, especially if it feels public, overwhelming or creates an expectation to perform again. Some may undo or destroy their work after being praised, or downplay their achievements. This can be confusing for staff, but it\u2019s often linked to a fear of losing autonomy, a sense of being judged, or discomfort with attention.\n\nHelping students feel in control of how their work is recognised \u2013 or whether it\u2019s recognised at all \u2013 can reduce this pressure. For example reviewing whether it\u2019s necessary to be included in current reward systems for certificates, points, prizes and trips, or could they be adapted to benefit the individual learner?[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"
PDA can affect every part of a learner\u2019s experience, from how they interact with others to whether they feel safe enough to attend. These impacts often go unnoticed or misunderstood – especially when students mask their distress, or when behaviours are seen through the lens of defiance or poor attitude. Every PDAer will respond differently depending on the environment, relationships and the level of autonomy they feel. But understanding common patterns can help staff recognise when a student may be struggling, even if they\u2019re not saying it directly.Some PDAers respond to anxiety by retreating \u2013 either emotionally, physically or both. This might look like sitting silently, not joining group work, avoiding eye contact or giving minimal answers. Others may physically remove themselves from the situation by leaving a learning space or refusing to enter it in the first place. Sometimes this withdrawal is misread as disengagement, but it\u2019s often a sign that the student is overwhelmed and trying to stay regulated.A student may appear calm, compliant or cheerful during the school day, but unravel once they get home. This is sometimes referred to as masking \u2013 suppressing needs, behaviours or distress to avoid detection or to meet expectations. Masking is […]<\/p>\n","protected":false},"author":19,"featured_media":0,"parent":11187,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"course_tag":[352,354],"class_list":["post-15045","page","type-page","status-publish","hentry","course_tag-cpd-for-professionals","course_tag-mainstream-school"],"_links":{"self":[{"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/pages\/15045","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/users\/19"}],"replies":[{"embeddable":true,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/comments?post=15045"}],"version-history":[{"count":0,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/pages\/15045\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/pages\/11187"}],"wp:attachment":[{"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/media?parent=15045"}],"wp:term":[{"taxonomy":"course_tag","embeddable":true,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/course_tag?post=15045"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}