Education - professional practice

Timetables, unstructured breaks, large groups, needing to sit still, or learning in one fixed way can all feel too demanding. Even things that are intended by educators as positives – like assemblies, awards or changes to routine – can cause stress and lead to avoidance or distress. Consistency in approach is vital, but so is flexibility.

PDAers may appear sociable or compliant on the surface but often struggle to communicate underlying distress. Direct questioning or formal formats can increase anxiety. They might lean into fantasy, role play, or control in social settings, and while many want friendships, the need for autonomy can sometimes make these hard to sustain.

The physical environment can create constant pressure. Busy display boards, strong smells, fluorescent lighting, or crowded corridors and outdoor spaces may all trigger sensory overload. Sudden timetable or staff changes can heighten anxiety due to an intolerance of uncertainty. These layers of stress add up quickly.

For PDAers, tasks like homework, assignments, tests and even being asked a question in class can all feel like overwhelming demands – especially when there’s little choice or flexibility. They may avoid activities possibly suggesting it’s boring or that they already know it; or destroy their own work, particularly if it’s been praised. This isn’t about laziness, being rude or lack of ability – it’s about a deep need to retain control and reduce anxiety.

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 – 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.

While some masking is deliberate, much of it happens unconsciously. Staff may not realise how hard a student is working just to appear “fine”, which can lead to misunderstandings between home and school.

Many PDAers appear to shift quickly between different emotional states – from relaxed to distressed, or engaged to withdrawn – often without warning.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’t manipulation; it’s often a response to rapid changes in internal stress levels or a loss of perceived control.

Some 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.

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 – 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’s or want to reverse roles with you.

These experiences aren’t 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 – not just what they say – we can respond in ways that feel safer and more supportive.

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’s often linked to a fear of losing autonomy, a sense of being judged, or discomfort with attention.

Helping students feel in control of how their work is recognised – or whether it’s recognised at all – can reduce this pressure. For example reviewing whether it’s necessary to be included in current reward systems for certificates, points, prizes and trips, or could they be adapted to benefit the individual learner?

Behaviour policy systems that rely on reward and sanction models, restraint or positive behaviour support (PBS) systems don’t work for PDAers. What looks like non-compliance is usually a stress response – not defiance. A policy that insists on consistency at all costs can become a barrier to access and belonging.

It’s worth considering whether to replace “zero tolerance” with a commitment to understanding. Focusing on relational safety, not rule enforcement. Reviewing how you use isolation, restraint or exclusion – and asking whether these approaches create safety or fear.

Instead of public praise, stickers or points, consider using private, individual feedback. Recognising effort and progress in a way that doesn’t feel like control or expectation can be very effective.

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.

Adapt 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’s going on, validating student contributions and co-create gradual return plans that include shorter days, flexible entry points or time-limited goals.

It’s 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.

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’t a sign of disengagement – it’s a stress response. For some students, being in school becomes so emotionally or physically overwhelming that attendance itself becomes impossible.

A flexible, compassionate approach to EBSA can make the difference between recovery and long-term school refusal. This means recognising the reasons behind the avoidance – not punishing the behaviour – and working collaboratively to build a sustainable plan for re-engagement.

A staged return should focus on the student’s wellbeing, rather than ticking attendance boxes. Successful plans are co-created with students and families, and balance flexibility with clarity.

Key principles include:

• understanding what the student finds difficult – this may include sensory overload, social pressure, rigid routines or sudden changes
• agreeing realistic goals and a gradual increase in attendance or participation
• identifying key adults who can provide emotional safety and continuity
• offering alternative learning spaces, flexible start times or shorter days
• making room for autonomy in the process, so the student feels involved, not coerced

The Department for Education’s Working together to improve school attendance (2022) recognises that “pupils with long term health conditions or additional needs” may need individualised support plans.

Schools do not need a formal diagnosis to offer this support.

Leadership teams play a key role in shaping how EBSA is understood and responded to. It is vital that EBSA is not treated as truancy or defiance. Instead, staff should be supported to recognise the signs of emotional burnout, masking, and sensory distress – especially in students who may not openly express what they’re experiencing.

Strategic planning should include:

• training on EBSA and school-related anxiety
• reviewing attendance policies to ensure they reflect a trauma-informed approach
• ensuring communication between SENCOs, class staff and families is clear, consistent and compassionate
• embedding flexibility into the culture, not just the crisis response

Creating a school environment that anticipates and accommodates EBSA doesn’t just support the students who are already struggling – it also helps to prevent burnout in those who are close to the edge.

For a student with sensory sensitivities, uniform rules can be the difference between attending and not. Where uniform is causing distress, adapting rather than enforcing is an effective approach – similar colours but in softer fabrics, preferred shoes, or permission to wear personal sportswear instead of branded kit.

Applying the same logic to other parts of the day – lunch halls, corridors, changing rooms, outdoor spaces – and working with students to identify where changes could reduce overwhelm can make a real difference to a student’s ability to cope.

Reviewing your sensory environment is also helpful. Look at lighting (is it too bright or flickering?), noise levels (can these be reduced?), and temperature (can students regulate this themselves?). Sensory-friendly environments benefit everyone – not just PDAers.

For PDA learners, being heard isn’t just empowering – it’s protective. Feeling ignored, coerced or left out of conversations can increase anxiety and lead to disconnection from learning altogether. Many PDAers experience a strong sense of autonomy and fairness. When decisions are made about them without their input, it can feel unsafe or controlling. Trust grows when students (and their families) are involved, not just informed.

A  setting wide approach that centres around the student voice benefits everyone – not just PDAers. When students know they can ask for flexibility or speak up about what’s hard, it creates a more inclusive and emotionally safe learning environment for all.

Many students, particularly those with demand avoidant profiles, have experienced not being believed or being told their needs are unreasonable. This can lead to masking, withdrawal or pushback. Actively involving students in decisions that affect them helps reduce these risks. It says: we see you, we respect you, and we want to work with you.

Building student voice into the settings culture also makes flexibility feel normal – not a special exception. This removes stigma and encourages all students to share when something isn’t working, whether it’s about learning, the environment or relationships. You might consider trying:

• Regularly checking in with students about what’s working and what’s not – not just during formal reviews, but in everyday conversations.
• Offering safe, private ways for students to share feedback or ask for changes (written options, visuals or trusted staff).
• Including students in setting learning goals and identifying what support they feel they need.
• Keeping students informed about decisions, especially around changes to routines or support plans.
• Inviting them to participate in annual reviews, tutorials and disability advisor meetings – and respect their choice to opt out or attend in a way that feels safe.

When student voice is embedded in a settings culture, it doesn’t rely on one relationship or one teacher. Instead, it becomes part of how the setting values equity and agency – giving all students the chance to shape their learning journey.

Some students with a PDA profile will have an EHCP (IDP, CSP, Statement, etc) but these plans may not always reflect the student’s real needs. In some cases, autism-specific strategies such as visual timetables or behaviour charts can be counterproductive, especially when they are experienced as demands or control mechanisms.

It’s important to document any adjustments that have been put in place, whether through an EHCP or internal support plan, and share these with all team members and set a regular review period to ensure they are working. This offers a good framework for collaboration and whole school practice.  It’s helpful to record both priority and non-negotiable adjustments for students.

If an EHCP is in place but the student is not coping, staff should work with families and SENCOs to identify what isn’t working and consider whether a review is needed. The EHCP should reflect the student’s communication style, emotional regulation needs, sensory sensitivities, and their preferred ways of learning. Where no EHCP is in place, but there are persistent unmet needs, school staff can initiate a statutory assessment request.

The PDA Society provides guidance on including PDA-specific information in EHCP applications and reviews.

Unfortunately, no single provision is likely to hold the key for PDAers so it’s important to recognise that even when taking account reasonable adjustments some students may still struggle in your placement, and they may need a different type of provision.  Working with families to look at new options and providing evidence to support this change will be helpful.

PDAers often have a spiky profile – with strengths in some areas and big challenges in others. Learning is rarely linear, and students may need more time, more flexibility or more relevance to stay engaged.

Look for ways to build student interests into the curriculum. Offer flexible approaches to timetabling – like co-planning the day, integrating rest periods, or creating opt-out options for events that feel too demanding. Think carefully about how academic progress is measured, and consider evidence based tools like the SCERTS model or Engagement for Learning Framework to reflect non-linear growth.  The CAST universal design for learning framework may also be used to create customised goals, assessments, methods and materials.

Homework can also be a flashpoint. If “home is for recovery”, allow alternatives – such as completing work in school or offering extended deadlines.

For many PDA learners, the sensory environment plays a huge part in how safe or overwhelmed they feel. Spaces that feel noisy, unpredictable or over-stimulating can increase anxiety and make it harder to focus, stay regulated or even remain in the learning area. Supporting sensory needs isn’t just about specialist equipment – it’s about giving students autonomy, reducing demands, and creating a culture that listens and adapts.

These ideas can help make your learning areas feel more comfortable and reduce the chances of a student reaching crisis point.

• Create low-demand safe spaces. If possible, make sure there’s somewhere nearby where a student can go to decompress, or let off steam. The space needs to be genuinely optional, not scheduled into a timetable, and offered with sensitivity and choice having been agreed together beforehand. 
• Offer discreet ways to ask for help. Some students may find it hard or impossible to use an exit pass or raise their hand. Agree in advance on subtle signals or support options that work for them and don’t draw attention from others. For example having a 4-colour multi-pen on the desk pushing down red for help or green for I’m ok.
• Be flexible with routines. Think about which routines are essential and which could be adapted. For example, is lining up really needed? Can assemblies be optional or attended from the side of the room? Could work be finished in a quieter space or at a different time? Could lectures be recorded and watched later?
• Use sensory supports with care. Not every tool works for every student. Try things out together and be open to adjusting. A wobble cushion that isn’t inflated properly won’t help much, and large ear defenders might feel awkward in front of peers. Work together to find low-key supports that actually are effective.
• Plan for tricky moments. Sensory overload can creep up – so it helps to agree in advance what support looks like when things get too much and how to access this. This could be a movement break, time in a quiet space, a specific adult helping, or doing a different task.
• Think about special events and clubs. Activities like sports day, trips or watching performances can be hugely demanding. Look at ways the student can be involved on their own terms – like helping with equipment or choosing a seat where they can leave easily if needed. Are clubs/ campus activities accessible allowing for participation in a way that feels safe, with adjustments like bringing in own food, having a leave pass.

Offer sensory input. Fidget toys/tools are often thought of as distracting but in fact can help some students to concentrate for longer. 

PDAers tend to resist perceived authority, not because they want to cause disruption, but because it threatens their sense of autonomy. A collaborative approach – where you position yourself as a learning facilitator, a partner or guide rather than an authority figure – can reduce anxiety and resistance.

Instead of giving instructions, try using declarative or wondering language: “I’m wondering if this might work better…” or “Let’s see what happens if we try it this way.” Frame tasks as experiments or shared projects rather than obligations. Giving students real choices over where, when and how they work makes a big difference – but too many options can be overwhelming, so keep them simple and meaningful.

Many PDAers have a low tolerance for demands, even those that seem mild or self-chosen. So it’s worth asking yourself, “Does this need to happen right now?” If not, consider whether the demand can be reframed, deferred, or removed entirely. Sometimes, just changing how it’s presented – moving from “I need you to…” to “Would it help to start with…” – can soften the emotional impact.

Flexibility isn’t about lowering expectations. It’s about adjusting the route to get there. Students often achieve more when they feel they’ve chosen the path themselves.

Sensory, emotional and social overload can push PDA students into shutdown, refusal or distress. Be mindful of triggers – bright lights, loud environments, too many transitions, unexpected changes. Offer proactive support like flexible seating, movement breaks, or a calm space to retreat to (ideally one that they help design or choose).

If a student starts to struggle, avoid rushing in with correction or questions. Give space, lower your voice, relax your posture. Your calm presence can help restore theirs.

Parents and carers often have deep insight into their child’s needs and may already have found ways to support them at home. Many families adapt routines, use flexible approaches, and support their child’s autonomy as a way of reducing anxiety. This lived experience can be invaluable to education settings.

A positive working relationship with families can help ensure that approaches are consistent across home and the placement, making life more predictable for the student. This means listening without judgement, acknowledging that behaviours at home and within the setting might look different, and sharing decisions about what support looks like in practice. Keeping lines of communication open, even when things are going well, helps build trust and creates space for collaborative problem-solving.

As with all things some PDAers may respond differently preferring to have a different approach to home in order to separate the environments.

Transitions and unpredictable events can be especially challenging for PDA students. Moving between classes, meeting new staff or taking part in assemblies, tutoring sessions, debates, and trips may feel like overwhelming demands.

Supporting students through transitions starts with giving clear and timely information, ideally in a format that works for them. Students should be involved in planning how they participate in special events, with flexibility built in so that they feel a sense of control. This might mean attending from the back of the room, helping instead of performing, or having a clear plan for leaving if things become too much. Regular check-ins and low-pressure conversations about what’s coming up can also help students feel more prepared and less anxious.

Praise and reward systems that work for other students may feel like pressure to PDA learners. They may worry about having to repeat success, or feel manipulated by public praise. Quiet acknowledgement, private feedback and a focus on effort over outcome can feel more respectful and effective.

Be flexible with how students show their understanding. A drawing, conversation or voice recording may say more than a worksheet ever could. Tailor assessments to fit the student – not the other way round.  You might want to consider wether a presentation can be delivered to a tutor instead of a group, or if an extension might help to take away pressure for deadline assignments.

It is helpful to consider how writing on a students work for feedback maybe received.  Any comments expressing judgement (postive or negative) could create a sense of threat to autonomy and could result in work being destroyed. It is worth considering using a separate sheet of paper. Red pen marking can also feel stressful and increase a demand, writing in green may offer a calmer feedback.

Assessments and formal exams can raise anxiety.  Identifying and applying for appropriate access arrangements can make a real difference. It is also helpful for some students to ‘run through’ assessments in advance.  Practice allows students to understand what they can expect and can reduce uncertainty. Here us some changes that might be helpful to students undertaking assessments include:

• separate rooms,
• extra time,
• rest breaks,
• An invigilator that’s known to the student.

Further guidance on ‘access arrangements, reasonable adjustments and considerations’ can be found via the Joint Council for Qualifications (JCQ).

Use reflective practice to learn what works for each student; If a situation goes wrong, ask yourself: What was going on beneath the behaviour? Could the task, environment or timing have been the issue? How could I adapt things next time?

The goal isn’t perfection – it’s curiosity, consistency and compassion.