How Can We Best Support ALL Children?

As parents and professionals, it’s natural to feel a bit unsure when our usual ways of working don’t seem to fit a child’s needs. The key is to adapt, be flexible, and use inclusive strategies that help all children feel comfortable and confident. Here are some simple strategies to try in your setting or at home.

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Sensory Processing

Some children may focus intensely on one thing (monotropism), making it challenging to process multiple sensory inputs at once. Busy environments like classrooms or public spaces can overwhelm their sensory systems, leading to sensory overload and stress responses (fight, flight or freeze).

Many neurodivergent children, especially those with sensory sensitivities, respond well to sensory supportive environments. Here are some simple adjustments that can make a big difference:

• Calm Spaces: Create a quiet corner with soft cushions, blankets, and dim lighting where children can go when they need to calm down or have a moment to themselves.
• Texture Bins: Fill bins with rice, beans, or water beads for tactile exploration. Some children love running their hands through different textures, while others may prefer soft materials like fabric or playdough.
• Visual Calm: Use gentle, soft lighting and limit bright, overwhelming colours. For some children, too much visual stimulation can be stressful.
• Sound Control: Use soft music, nature sounds, or white noise to create a peaceful atmosphere. Noise-cancelling headphones can be helpful for children who are sensitive to loud environments.
• Movement Breaks: Allow time for movement, like swinging, jumping, or pushing heavy objects. These activities help children who need more proprioceptive (body awareness) or vestibular (balance) input.

Predictable input

• Value self-soothing activities like stimming (e.g., rocking or hand-flapping) to help manage sensory input.
• Use Visual Aids: Children often benefit from seeing things visually. You can use pictures, objects, or drawings to help them understand what’s happening next. For example, show a picture of a snack to signal snack time or use a “first, then” board to explain what’s coming up (e.g., “First we tidy toys, then we go outside”).

• Set Clear Boundaries and Routines: Predictability helps children feel safe. Stick to clear routines so they know what to expect (like always taking off boots before coming inside). You can also use visual schedules to remind them what happens throughout the day, such as circle time, lunch, or outdoor play.

• Help with Transitions: Changing from one activity to another can be tricky for some children. A simple countdown can make a big difference: “In 5 minutes, we’ll finish playing and go wash our hands.” Visual countdowns (like showing number cards) can be helpful too.

• Create Regular Learning Routines: Some activities, like “bucket time,” where children focus on a shared object or task, help build attention and listening skills. Regular, simple routines like this help children feel engaged and connected with their peers.

Acceptance

Focusing on the child’s areas of strength and interest provides opportunities for development through affirming and enjoyable experiences. Information on interests, abilities and learning styles can be gathered directly from children themselves, and by eliciting the views of those who know them well such as parents and key members of staff.

The Middletown EYFS Support Tool can be used collaboratively between the home and Early Years setting to provide guidance for supporting the child on their unique learning pathway.

Communication

• Be flexible in your approach to communication – experiment with visuals, objects, words and find what suits the child best!
• Try Singing Instructions: Singing is not only fun, but it helps children absorb information more easily. Instead of saying “put your coat on,” try singing it: “Put your coat on, coat on, coat on!” Repeating the words helps children process and follow the instructions.
• Use Positive Language: Instead of saying “No running!” try “Walk, please!” Or instead of “Don’t throw the toy,” say “Let’s keep the toys on the table.” This positive approach gives clear guidance and helps children understand what’s expected of them.
• Sign and Gesture Support: Incorporating simple signs (like Makaton) or gestures into your communication can help children who may not be verbal or who have delayed speech. Signs like “more,” “help,” or “stop” can reduce frustration and build confidence.

Empathy

• Consider the Double Empathy Problem – it’s not a lack of empathy, it’s different communication and processing styles! By being aware of this dynamic, caregivers and educators can build more effective and empathetic communication strategies, which leads to better emotional regulation for children.
• Help children understand their feelings by teaching them to recognise and label emotions. Visual aids, such as emotion cards or social stories, can make this process easier. For example, an “emotion thermometer” helps children express the intensity of what they’re feeling—whether it’s happiness, frustration, or anxiety.
• Help children understand what activities drain their emotional “battery” and what activities recharge it. For instance, loud environments might cause stress, while quiet time or sensory play might help them recover.
• Provide safe spaces: Create a designated calm area where the child can go to self-regulate when feeling overwhelmed.

Physical, Processing and Emotional Space

Physical Space encompasses both space around the child and the environment the child is in.

• Give children physical space. Some children will interpret some types physical touch as pain and will prefer physical space, especially when feeling overwhelmed or stressed.
• Create an organised, predictable sensory calming environment. The physical environment can play a big role in helping children feel secure and focused. Many children are more comfortable in spaces that are predictable and organised in a way that reduces sensory overload.

Neurodivergent children often have unique ways of processing information. They may focus deeply on specific interests (a concept known as monotropism) and may need extra time to process new instructions or ideas.

• Allow extra time: Give the child plenty of time to process information before expecting a response.
• Use clear, explicit instructions: Be direct and clear about what you expect, rather than assuming they will pick up on implied rules. Visual schedules, prompts, and step-by-step instructions can help break down tasks and support processing of information.

Some children will express and present their emotions differently. Creating environments that are sensitive to children’s emotional needs helps them feel safe and understood.

• Look at how social, sensory, and organisational factors in the environment might impact the child’s ability to regulate emotions.
• Support the child in recognising and understanding their internal feelings and how they relate to emotions.
• Offer designated calm areas where children can go to relax and self-regulate.
• A trusted adult who understands their needs can provide comfort and reassurance when needed.