Principle 1: Appropriate adaptations come first

For some children and young people (CYP), small adaptations may be enough to increase attendance. These adaptations could be to:

• environment,
• expectations,
• and learning.

For others, significant adaptation and adjustment will need to be made as part of a small steps return. Some children will need adaptations to be permanently factored into planning. When developing plans ensure that you have considered any adaptations relevant to all areas of need identified.

It is important that the child or young person is aware of what has been agreed. This is so they feel heard and are clear about the expectations of them. Some simple adaptations could include the following:

Predictable environments

Some pupils struggle with sensory overload. This could be due to hypersensitivity (over-sensitivity) or hyposensitivity (under-sensitivity) to various stimuli. To reduce anxiety, schools can:

• Minimize Uncertainty: Make the school environment as predictable as possible. Provide visual timetables and use social stories for infrequent occurrences.
• Reduce Sensory Overload: This could include adjusting the lighting, minimizing loud noises or creating a calm space where pupils can retreat if needed. Allow different arrangements for situations that produce high sensory load or are socially challenging. For example, lunchtime or PE. Some lessons or situations may need to be removed either short or long term. 
• Individualized Approaches: Recognize that each pupil’s sensory needs may differ. Some may benefit from sensory breaks, while others may need quiet spaces.

Flexible timings and routines

• Allow pupils to arrive at school at different times. This helps to avoid crowded hallways and overwhelming situations.
• Consider alternatives to the school bell, which can be distressing for some.
• Relax uniform regulations on an individual basis to accommodate sensory preferences.
• Provide movement breaks/time-out cards and other systems that allow for regulation during lessons.

Classroom expectations

• Consider buddying and seating arrangements. This allows access to supportive peers and reduces social anxiety.
• Reduce the unknown by agreeing when or that a child will not have to answer questions in front of the class.
• Consider expectations around positive behaviour are too rigid. For example, giving eye contact, remaining still or on a chair.
• Provide alternative spaces in the classroom/school for children to work in when feeling overwhelmed.
• Ensure that work is differentiated. Not only for learning needs but also in recognition that anxiety reduces cognitive functioning.
• Do not impose time limits where not necessary or without adequate practice/support.