Talk description Many behaviour management strategies used in schools and services were originally designed for general populations and assume that behaviour is primarily a matter of choice, motivation, or compliance. However, these approaches often fail when applied to neurodivergent individuals or those with learning disabilities.

This talk explores why traditional behaviour management techniques can unintentionally increase distress and escalation when used with individuals who experience differences in communication, sensory processing, emotional regulation, or cognitive understanding.

Drawing on practical experience supporting individuals with complex needs, the session examines how behaviour often reflects unmet needs, overload, or difficulty communicating rather than deliberate defiance. The presentation explores how professionals can shift from control based behaviour management to approaches that prioritise understanding, relational safety, and emotional regulation.

Participants will gain insight into how environments, expectations, and communication styles influence behaviour and how small changes in professional practice can significantly reduce distress and crisis situations.

Audience

Teachers Teaching assistants SEND coordinators Care providers Social workers Healthcare professionals Parents and carers

Learning outcomes

Understand why traditional behaviour management may fail for neurodivergent individuals Recognise the role of sensory processing, communication, and emotional regulation in behaviour Identify how professional responses can unintentionally escalate situations Develop more supportive and effective approaches to behaviour support