Inclusion isn\u2019t about treating everyone the same – it\u2019s about ensuring everyone gets what they need to thrive by introducing reasonable adjustments. There is much that individual team members can do to make things easier for PDAers in your setting \u2013 and its much more likely to be affective if everyone adopts changes as a matter of policy. If you are an individual teacher, support worker, or team member in an educational setting you might find it helpful to share the information in the following section with your leadership team. Personal practice section after this covers things you can do that make a difference as an individual practitioner even without this support.<\/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\/16-19-25-30.png” title_text=”16, 19, 25, 30″ 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” custom_margin=”0px||0px||false|false” custom_padding=”0px||24px||false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][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||0px||false|false” custom_padding_last_edited=”on|phone” text_orientation_tablet=”” text_orientation_phone=”left” text_orientation_last_edited=”on|phone” global_colors_info=”{}”]
Creating a PDA-friendly environment isn\u2019t just about individual educators making changes – it\u2019s about embedding flexibility and inclusion into the DNA of the whole setting.\u00a0 That means reviewing policies, building staff understanding, and creating systems that are responsive, not rigid.<\/p>\n
Create a culture where personalised support is normalised. Explain to peers that different students have different needs, and that\u2019s okay. This promotes empathy, not resentment, and strengthens your whole community.<\/p>[\/et_pb_text][et_pb_heading title=”Leadership and culture \u2013 a whole team commitment” _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=”{}”]Senior leaders play a vital role in shaping how PDA is understood and supported. When school leaders ensure a whole team commitment to inclusion and model flexible thinking, value staff insights and prioritise inclusive practices, it sends a powerful message: this is everyone\u2019s responsibility, not just the SENCO\u2019s.\n\nCommission training on PDA for the whole setting \u2013 ideally co-produced or delivered with people who have lived experience \u2013 helps to build shared language, understanding and empathy. Include all staff, not just teaching teams. Office, lunch and support staff often have meaningful interactions with students that are overlooked in traditional training and will benefit from understanding different approaches.\n\nGood teaching practice for PDAers suggests that using reflective practice to understand a student\u2019s strengths, needs and responses to situations, then teaching using an empathetic low arousal approach improves outcomes. Developing a reflective culture also means making space for conversations about what\u2019s working and what isn\u2019t. That includes being honest about when things go wrong, supporting and empowering staff to adapt practices without fear of blame.[\/et_pb_text][et_pb_heading title=”Behaviour and inclusion” _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=”{}”]Behaviour policy systems that rely on reward and sanction models, restraint or positive behaviour support (PBS) systems don\u2019t work for PDAers. What looks like non-compliance is usually a stress response \u2013 not defiance. A policy that insists on consistency at all costs can become a barrier to access and belonging.\n\nIt\u2019s worth considering whether to replace \u201czero tolerance\u201d with a commitment to understanding. Focusing on relational safety, not rule enforcement. Reviewing how you use isolation, restraint or exclusion \u2013 and asking whether these approaches create safety or fear.\n\nInstead of public praise, stickers or points, consider using private, individual feedback. Recognising effort and progress in a way that doesn\u2019t feel like control or expectation can be very effective.[\/et_pb_text][et_pb_heading title=”Attendance and emotional wellbeing” _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=”{}”]Attendance can be a major challenge for PDA learners, often because the learning environment feels unsafe, overstimulating or inflexible. Emotional-based school avoidance (EBSA) is common, and punitive approaches, including exclusion, can do real harm.\n\nAdapt attendance policies reframing absence as a health or SEN issue, not as truancy. Recording anxiety as a legitimate medical condition can help when seeking assessments or support. Work closely with students and families to understand what\u2019s going on, validating student contributions and co-create gradual return plans that include shorter days, flexible entry points or time-limited goals.\n\nIt\u2019s also helpful to appoint key adults, alongside tutors, who build trust with the student and can check in with daily. This consistency builds a sense of security and helps the school stay attuned to shifting needs.[\/et_pb_text][et_pb_heading title=”Planning for EBSA and staged returns” _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=”{}”]Emotionally based school avoidance (EBSA) is increasingly recognised as a significant barrier to learning, particularly for neurodivergent students, including those with a PDA profile. EBSA isn\u2019t a sign of disengagement \u2013 it\u2019s a stress response. For some students, being in school becomes so emotionally or physically overwhelming that attendance itself becomes impossible.\n\nA flexible, compassionate approach to EBSA can make the difference between recovery and long-term school refusal. This means recognising the reasons behind the avoidance \u2013 not punishing the behaviour \u2013 and working collaboratively to build a sustainable plan for re-engagement.\n\nA staged return should focus on the student\u2019s wellbeing, rather than ticking attendance boxes. Successful plans are co-created with students and families, and balance flexibility with clarity.\n\nKey principles include:[\/et_pb_text][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” background_color=”RGBA(255,255,255,0)” height=”100%” custom_padding=”0px|0px|0px|0px|false|false” custom_css_free_form=”selector ul li strong {|| font-weight: 900;||}||selector ul li {|| font-weight: 400 !important;|| position: relative;|| padding-left: 37px;|| margin-bottom: 15px;||}||||selector ul {|| list-style-type: none;|| padding: 0 !important;||}||selector ul li::before{|| content: %22%22;|| position: absolute;|| width: 24px;|| height: 24px;|| background-image: url(%22data:image\/svg+xml;base64,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%22);|| background-size: contain;|| background-repeat: no-repeat;|| top: 4px;|| left: 0;||}||” locked=”off” global_colors_info=”{}”]
Inclusion isn\u2019t about treating everyone the same – it\u2019s about ensuring everyone gets what they need to thrive by introducing reasonable adjustments. There is much that individual team members can do to make things easier for PDAers in your setting \u2013 and its much more likely to be affective if everyone adopts changes as a matter of policy. If you are an individual teacher, support worker, or team member in an educational setting you might find it helpful to share the information in the following section with your leadership team. Personal practice section after this covers things you can do that make a difference as an individual practitioner even without this support.Creating a PDA-friendly environment isn\u2019t just about individual educators making changes – it\u2019s about embedding flexibility and inclusion into the DNA of the whole setting.\u00a0 That means reviewing policies, building staff understanding, and creating systems that are responsive, not rigid. Create a culture where personalised support is normalised. Explain to peers that different students have different needs, and that\u2019s okay. This promotes empathy, not resentment, and strengthens your whole community.Senior leaders play a vital role in shaping how PDA is understood and supported. When school leaders ensure a whole […]<\/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":[352,309],"class_list":["post-15051","page","type-page","status-publish","hentry","course_tag-cpd-for-professionals","course_tag-pda-for-educators"],"_links":{"self":[{"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/pages\/15051","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=15051"}],"version-history":[{"count":0,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/pages\/15051\/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=15051"}],"wp:term":[{"taxonomy":"course_tag","embeddable":true,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/course_tag?post=15051"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}