More families are now seeking behaviour support practitioners to help children build emotional regulation skills and reduce school-related stress, according to experts.
LiveBig—a specialist allied health and assessment services provider for children and adults with disability, including those on the NDIS—says these supports are critical during the back-to-school period, which can be especially tough for neurodivergent kids.
Every bell, transition and expectation can feel overwhelming,” Juliet Middleton, CEO of LiveBig, said. “We work closely with families, teachers and children to understand what’s driving behaviour, and to build positive strategies that create calm and confidence—at home and at school.”
Middleton says behaviour support is about “recognising each child’s unique way of experiencing the world and working together to create environments where they can feel calm, confident and connected.”
Practitioners at LiveBig use evidence-informed approaches that align with Positive Behaviour Support principles, working collaboratively with families, schools and other providers. This helps simplify the process of accessing support at home, in the school or via telehealth.
Some common strategies include visual schedules and social stories to support transitions and routines; calming routines and sensory supports to reduce overwhelm; positive reinforcement and strength-based planning; quiet zones or safe spaces for regulation; and collaborative support plans that align home and school responses.
Tips for parents, carers and teachers
- Four ways to help reduce school-related stress at home:
- Create a visual routine with pictures or symbols so your child knows what to expect each day
- Keep mornings calm and predictable, with enough time to transition from home to school
- Offer downtime after school, especially if your child tends to mask emotions during the day
- Work with the school, not against them—share what helps your child regulate at home
Kelly Deslandes, a LiveBig Practitioner, says behaviour support practitioners can communicate with the child in a way that they understand to support them to have their voices, wants, and needs heard.
“This helps the child feel safe and comfortable at school which in turn assists them to regulate their emotions and behaviours."