Discuss it with the child 

Discuss with a child what they think is going well and what they find difficult. Also discuss why the child thinks this is happening and work together to consider what might help. Some children are already able to indicate clearly what they need. Other children are not always able to do this yet. In that case, try to explore together what helps. This starts with taking a child seriously, showing genuine interest and listening carefully. 

For example, ask: 

  • What helps you concentrate in class? 

  • When are you able to listen quietly to the explanation, and when is it more difficult? 

  • How are you able to resolve an argument? 

  • Do you know what to do when you start working independently? 

  • When does it go well and when is it difficult? 

  • What can you do yourself, and what can I do to help? 

Not every child can answer these questions immediately. Nevertheless, by asking questions like these, you show that you are there for the child and want to look for solutions together. Preferably have this conversation at a calm moment, before a situation escalates. 

Adapt the environment 

Conversations with children and parents often provide valuable insights. Often, the greatest gains come from adapting the environment. Small changes can already make a big difference. 

Examples: 

  • Give one instruction at a time.

  • Break tasks down into small steps.

  • Ask a child to explain what they are going to do after receiving an instruction.

  • Use clear routines.

  • Work with a schedule or checklist. 

  • Offer structure and predictability.

  • Alternate listening with active participation.

  • Schedule short movement breaks or “brain breaks.”

  • Ensure a tidy and quiet environment.

  • Limit distracting stimuli if that helps. 

Often, other children also benefit from more structure, clear routines or variation. Adjustments for one child can therefore help the whole group.  

Give children space to self-regulate 

Some children notice for themselves when things become too busy in their head or body. Agree together on what they can do in that situation. 

For example: 

  • take a short movement break;

  • get some water;

  • work in a quiet place;

  • use headphones;

  • use an agreed card to request a short break. 

It is important that this does not feel like a punishment, but rather like a support tool. Where possible, give children control over how they deal with this. As a teacher, it can feel daunting to give children more control. How will the other children respond, after all? In practice, other pupils often understand this well when the teacher explains it.