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One of the most common pieces of feedback I receive from teachers is:
"We understand the recommendations in the report... but we don't always know how to put them into practice."
This poster was created to bridge that gap.
Designed from a nervous system-informed, neuroaffirmative occupational therapy perspective, it helps teachers, SNAs and school staff recognise that behaviours such as changing position, chewing clothing, fidgeting, tilting a chair or saying "I'm bored" may be ways a child is trying to support their regulation while participating in learning—not behaviours to simply stop.
Rather than focusing on compliance, this poster encourages adults to ask:
"How can I support regulation within learning?"
The poster includes:
✨ Common signs a child's body may be looking for regulation
✨ Practical classroom supports that can be implemented immediately
✨ Neuroaffirmative declarative language for adults to model
✨ A reminder that the goal is participation, not stillness
✨ Child-centred statements about what helps children feel safe, understood and supported in school.
Whether you're a teacher, SNA, SET teacher, school leader, occupational therapist or parent, my hope is that this resource encourages us to see behaviour through the lens of the nervous system and to create environments where children can access regulation without shame or judgement.
Because children don't need to earn regulation.
They need environments that make regulation possible.
Free to download and use in classrooms, resource rooms and therapy spaces.
One of the most common pieces of feedback I receive from teachers is:
"We understand the recommendations in the report... but we don't always know how to put them into practice."
This poster was created to bridge that gap.
Designed from a nervous system-informed, neuroaffirmative occupational therapy perspective, it helps teachers, SNAs and school staff recognise that behaviours such as changing position, chewing clothing, fidgeting, tilting a chair or saying "I'm bored" may be ways a child is trying to support their regulation while participating in learning—not behaviours to simply stop.
Rather than focusing on compliance, this poster encourages adults to ask:
"How can I support regulation within learning?"
The poster includes:
✨ Common signs a child's body may be looking for regulation
✨ Practical classroom supports that can be implemented immediately
✨ Neuroaffirmative declarative language for adults to model
✨ A reminder that the goal is participation, not stillness
✨ Child-centred statements about what helps children feel safe, understood and supported in school.
Whether you're a teacher, SNA, SET teacher, school leader, occupational therapist or parent, my hope is that this resource encourages us to see behaviour through the lens of the nervous system and to create environments where children can access regulation without shame or judgement.
Because children don't need to earn regulation.
They need environments that make regulation possible.
Free to download and use in classrooms, resource rooms and therapy spaces.