Teach Primary Issue 19.5

52 | www.teachwire.net 1 Recognise and respond to masking Children with communication, sensory or social-emotional needs often develop subtle ways to blend in, like staying quiet in lessons, mimicking others, or avoiding eye contact to help them cope with overwhelming situations. This behaviour, known as masking, can start early and be difficult to spot. For some pupils, masking can also manifest as disruptive or challenging behaviour, particularly if they experience sensory overload. This can happen in a noisy, busy classroom, for I n every classroom, there are pupils who thrive on routine, and others who find structured lessons stifling. Some may be reluctant to raise their hands during whole-class discussions, but come alive when working in small groups. Every child responds differently to learning and social experiences in school. But for a number of pupils, some of the difficulties they face could be the early signs of neurodiversity. With assessment waiting times for autism and other neurodevelopmental conditions now longer than ever, teachers need practical strategies they can use to support children in the meantime. Our SEND experts at Woodbridge Academy Trust regularly share strategies that work – and help teachers identify those that don’t – to ensure all neurodiverse pupils can make progress in school. There are a few techniques we particularly rely on to support the learning and wellbeing of our pupils while they wait to be formally assessed, including recognising masking, restorative justice, and communication aids. SUPPORTED Safe, seen, and Three practical strategies can make sure children awaiting SEND assessment don’t fall through the cracks, say Rachel Berry and Cate Marsden ... “Symbols are a great way to personalise techniques such as the zones of regulation” instance, where a child might lash out, shut down, or become suddenly energetic as a way of coping. Our team regularly helps teachers to identify the signs of masking and introduce healthy strategies to support their pupils. It can be useful to think of disruptive behaviour as a form of communication. For