Identify barriers to learning and wellbeing, and ways to ease cognitive stress and overload
Suggestion for implementing the strategy ‘Supporting inclusive teaching practice before transitioning into the new space’
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Ask students what can help
Ask students what can help
Consider student perspectives
Consider student perspectives
The ways classrooms are organised and managed can create anxiety for some students.
Discuss possible triggers for anxiety with students and identify ways to reduce them:
- working in large, open spaces
- lining up in cramped spaces
- speaking in front of the class
- group work
- changing layout of furniture
- changing layout of rooms and spaces
- changes to routine
- lots of choices
- unable to see, read, or hear information
- noise levels
- bright lights and glare
- moving around the school with large numbers of people at once.
- hot seating (no fixed desk).
Reduce students' stress
Reduce students' stress
Provide students with the language to describe their triggers and also to advocate for what they need.
Invite students to give you feedback on useful teacher strategies.
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Understand the affective network
Understand the affective network
Some learners are highly engaged and motivated by spontaneity and novelty, while others are disengaged, even frightened by those aspects, preferring a predictable routine.
To create environments that are safe for all learners, teachers need to:
- develop a pedagogical understanding and sensitivity to learner differences in order to challenge learners without ridicule or demotivating them
- ensure the physical or online space where learning takes place contributes to student learning and well-being rather than creating stress
- adopt approaches that enhance students’ motivation to learn – this includes: using student interest and expertise, providing authentic contexts for learning, and utilising technologies.
To build further understanding, explore the videos and supporting resources from the Alberta UDL Summer Institute 2011 relating to the UDL principle of multiple means of engagement.
Source: Adapted from information from CAST (opens in a new tab/window)
Monitor student overload
Monitor student overload
Students experience cognitive stress and overload when a task or situation is overwhelming.
Cognitive fatigue accumulates. The student’s performance may deteriorate as the day progresses, or toward the end of the school week or term.
- Regularly connect with the student and parents to discuss their workload and what is happening at home.
- Work with the student, and their family, to prevent overload. For example, negotiate in advance expectations around completion of tasks.
- Find out what the signs of the student being overloaded are.
- Find out what triggers overload for the student.
- Discuss with the student what support they need to self-manage when they are overloaded. For example, use a break card, withdraw to a quiet space, tell the teacher they are overloaded.
- Agree as a class: how to communicate if something is too hard, how to ask for help, how we look after our friends and recognise when they are stressed, where we can go if we are stressed.
Useful resources
Useful resources
Listening fatigue at school
This article explains how tiredness and fatigue are common issues for deaf children. It includes tips for dealing with concentration fatigue.
Publisher: Aussie Deaf Kids
The impact of physical design on student outcomes
Read time: 94 min
This report summarises research aimed at better understanding design features of learning spaces in the context of learning and achievement. Topics covered in this report include: lighting, heating, acoustics, indoor and outdoor spaces, and furniture considerations.
Will my child get lost in an innovative learning environment?
Lynne Silcock discusses questions to consider when moving to an ILE.
Next steps
More suggestions for implementing the strategy “Develop inclusive teaching practices”:
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Current page Identify barriers to learning and wellbeing
Return to the guide “Planning innovative learning environments (ILEs)”
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How to use this site
Guide to Index of the guide: ILEs
Understand:
Strategies for action:
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Collaborate to develop an inclusive ILEShow suggestions for Collaborate to develop an inclusive ILE
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Develop inclusive teaching practicesShow suggestions for Develop inclusive teaching practices
- Prepare teachers for change
- Trial teaching approaches
- Identify barriers to learning and wellbeing
- Develop systems for monitoring and evaluating
- Build capability to personalise learning
- Develop staff understanding of inclusive approaches
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Design for all from the outsetShow suggestions for Design for all from the outset
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Involve students in transition to new spaceShow suggestions for Involve students in transition to new space
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Work with parents and whānauShow suggestions for Work with parents and whānau
