Regulation: supporting Autistic students
All students move through different levels of readiness across the day. For Autistic students, these moments can be affected by sensory input, changes in routine, expectations not being clear, communication differences or unmet needs. These moments aren’t intentional behaviour; they are cues that support is needed. Every teacher will, at some point, support a student who is feeling overwhelmed, anxious, or emotionally dysregulated. Understanding how to respond calmly and effectively can make a significant difference for Autistic students not only in the moment but in building long-term trust and emotional safety in the classroom.
Understanding dysregulation in Autistic students
Dysregulation looks different for every Autistic student and can change from day-to-day. Some students may show increased movement, emotional responses or have difficulty staying in their seat, while others may withdraw, become very quiet or shut down.
These responses are not misbehavior, they are communicating important information about the environment, task interaction or student. They tell us that something in the environment, task or interaction is overwhelming. Common triggers can include unexpected changes, noisy or busy spaces, unclear instructions, social demands or sensory input such as bright lights or strong smells. Sometimes, dysregulation can begin before the student gets to school – when something did not go right in their morning routine, but other times, the student may be responding to something in their learning environment. Often, there is not a singular trigger for dysregulation, and it may be in response to multiple challenging situations that have stacked on top of each other.
Recognising these signs early allows teachers to respond proactively, remove or reduce stressors and prevent escalation.
Reduce demands first
When a student is dysregulated, learning is difficult. The priority is to reduce pressure and help the student feel safe.
In practice, reducing demands might look like:
- Pausing or shortening a task
- Removing time limits or performance expectations
- Reducing verbal instructions and increasing visual supports Offering the student to take a break or observer role rather than participate
Adjustments and supports are not about lowering expectations; they are about creating the conditions needed for the student to regulate and re-engage when they are ready. Regulation always comes before learning.
Supporting regulation in the classroom
Teachers can support regulation through a combination of sensory tools, environmental adjustments, visual supports and clear communication.
Helpful strategies may include:
- Offering noise-cancelling headphones, fidget tools
- Providing access to a quiet or low stimulation space
- Adjusting lighting or reducing visual clutter
- Using visual schedules, timers or “First / Then” cards to increase predictability
- Breaking tasks into smaller, manageable steps
Having agreed supports available before students become overwhelmed helps to reduce stress and build confidence. Importantly, work has to be done with each student to decide what supports and adjustments work for them, and when.
The power of co-regulation
A calm adult helps a student feel safer. During moments of dysregulation, students often rely on the emotional regulation of a trusted teacher. If the adult in the situation is emotionally dysregulated, the student is likely to become more dysregulated.
Effective co-regulation can look like:
- a slow, steady voice
- minimal and clear language
- neutral, reassuring expression
- sitting nearby without requiring eye contact or conversation
- modelling slow breathing or grounding strategies
The goal is not to control emotions, it’s to share calm until the student can regulate independently.
After: reconnect and plan
Once a student has calmed, this is the time to reconnect and plan next steps.
Teachers might:
- Connect around an interest
- Recognise the effort it took them to calm down and the strategies they used can help build confidence in their ability to regulate
- Gently revisit expectations or routines
- Offer choices about returning to learning
- Practice alternative strategies for next time, such as asking for a break or using a visual support such as a I need a break card.
This approach aligns with positive behaviour support: where we adjust conditions to reduce stress and explicitly teach skills to support change.
Creating calm, inclusive classrooms
Supporting Autistic students through dysregulation requires patience, flexibility and compassion - small, thoughtful adjustments made consistently can have a powerful impact on student’s wellbeing and engagement.
It is also important to remember that learning can look different for each student. Teachers may need to learn to recognise when a student is not dysregulated but simply engaging in a way that works for them - such as standing, moving, fidgeting or avoiding eye contact while listening. The work is noticing whether a student is learning in their way, or whether they need support with regulation.
Prioritising safety, predictability and connection creates classrooms where Autistic students feel understood, supported and ready to learn. These inclusive practices benefit all students, helping to build supportive learning environments grounded in empathy, trust and respect.
