Education specific approaches – personal practice

Supporting a PDA learner as an individual educator can feel daunting at first – particularly if their needs challenge traditional teaching approaches. But the most important starting point isn’t a toolkit of strategies – it’s a shift in mindset. When you see demand avoidance not as opposition but as a signal of distress or anxiety, everything changes.

Building trust before learning

Trust isn’t automatic, especially for PDA students who may have had negative experiences in previous settings. For many, learning simply isn’t possible until they feel emotionally safe and have ‘trusted staff’ available who can listen and help. That means putting connection before content – collaborate by spending time getting to know the student as a person, not just as a learner. Ask what helps and what doesn’t. Explore their interests. Respect how they describe themselves, and don’t push for disclosure if they’re not ready. Self-advocacy isn’t always possible so ask family members to support and advise where appropriate too.

Working together with students and families doesn’t always come naturally – especially when there’s a lot of stress and uncertainty. But partnership is the key to success. As Dr Ross Greene, who developed the Collaborative & Proactive Solutions approach, says:

“Kids do well if they can. If they can’t, we adults need to figure out what’s getting in their way, so we can help.”

This simple idea helps us move away from blame and towards curiosity – asking what’s behind the behaviour, and how we can reduce the demands or triggers that are getting in the way. Dr Greene’s work is full of practical tools and gentle reminders that collaboration is a skill – one that takes practice.

Sometimes relationships don’t click right away – and that’s okay. If a student doesn’t respond well to one adult, try offering other options for support. Having more than one trusted adult can also help when staff are absent or simply need a break.

Making your classroom and learning areas a safe sensory space

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.

Reframing your role

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.

Being flexible with demands

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.

Recognising and responding to overload

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.

Working with families

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.

Supporting transitions and special events

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.

Rethinking assessment and motivation

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).

Reflecting and adapting

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.