Recognise
Notice the initial signs of ākonga distress and reflect on the impacts of the environment as a whole, including the actions of staff, who are an integral part in the learning environment.
On this page:
Identify and understand distress
Identify and understand distress
For example:
- certain sounds and sights
- being asked to do something they cannot do
- fear of disappointing or upsetting others
- perceived loss of control
- being excluded from a group or activity
- not having access to assistive technology or other supports
- unexpected events or situations
- unsettling interactions between peers.
Ask what helps
Ask what helps
Discuss possible supports and make these available to all students.
Tate from Onslow College explains what works for him in the classroom.
Notice the signs
Notice the signs
Signs can include:
- disengaging, lack of concentration or avoiding work tasks
- restlessness
- making noises and disrupting others
- talking fast, excitedly or loudly
- repeating other people’s words or sentences
- rocking or pacing
- hand movements, clenching fists and jaws
- breathlessness or flushed face
- hurting themselves
- arguing or swearing.
Build a kete of options
Build a kete of options
Build a kete of strategies and options with ākonga and whānau to use when ākonga begin to feel dysregulated.
The suggestions in this list were gathered from ākonga Māori and Pasifika, disabled ākonga and their whānau in response to the question “What helps me feel calm/helps me when I’m stressed?”
- Kaiako staying calm and reassuring me.
- Kaiako letting me do something different or fun, or offering me things that will help me.
- Giving me responsibility for something, or asking me to help so I can focus on that.
- Using fidget toys, squeezy balls or other tactile objects.
- Chilling out in the sensory room, or going somewhere cosy and quiet for a power-nap.
- Using noise-cancelling headphones.
- Going outside for fresh air or a run around the field.
- Talking to friends that I trust, or calling my whānau if I need to.
Next steps
More suggestions for implementing the strategy “Respond in challenging situations”:
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Current page Recognise
Return to the guide “Behaviour and learning”
How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
Strategies for action:
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Commit to whole-school approachesShow suggestions for Commit to whole-school approaches
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Foster relationships and partnershipsShow suggestions for Foster relationships and partnerships
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Design learning for allShow suggestions for Design learning for all
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Foster wellbeing and mental healthShow suggestions for Foster wellbeing and mental health
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Embed social and emotional learningShow suggestions for Embed social and emotional learning
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Be proactiveShow suggestions for Be proactive
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Respond in challenging situationsShow suggestions for Respond in challenging situations
