Dysregulation in children with SEND is a symptom of a brain that has switched off its ability to connect, engage, learn and think. When children struggle with dysregulation, it can manifest as disruptive behaviour, emotional outbursts, meltdowns and tantrums or withdrawal.
This behaviour is not a choice, but a natural response to a neurodivergent child’s extreme sensitivity to their environment. They are communicating a need and it is our role as parents, caregivers or teachers to interpret that need and create a safe space for them to connect, get back into feeling secure in their body and then engage their thinking brain to manage responses.
The science of brain arousal
Understanding the brain’s hierarchical development can guide us in supporting children through these challenges. Dr. Bruce Perry, a renowned psychiatrist and neuroscientist, has made significant contributions to the field of developmental trauma and brain development in children. His State-Dependent Brain model offers valuable insights into understanding how children with SEND may experience regulation challenges due to their unique neurological differences.
The state-dependent-brain model helps us comprehend how brains function in various states of arousal and regulation. According to Dr. Perry, the brain operates in different states depending on the levels of arousal, ranging from hyperarousal (fight or flight response) to hypoarousal (shutdown or dissociation). These states are crucial in understanding how children with SEND respond to their environment, stimuli, and stressors.
For children with SEND, their unique neurological wiring often leads to difficulties in regulating these arousal states effectively. For instance, a child with autism may experience sensory overwhelm, triggering a hyperaroused state characterised by heightened stress and anxiety. In contrast, a child with ADHD may struggle with maintaining focus and attention, shifting between hyperarousal and hypoarousal states throughout the day.
Practical strategies to increase a state of regulation might include sensory techniques, structured routines, visual supports, tips and strategies (see below) and calm-down spaces to help children navigate their arousal states effectively and build self-regulation skills.
Signs and symptoms of dysregulation
- Emotional Outbursts: Children with SEND may experience difficulty controlling their emotions, leading to frequent outbursts of anger, frustration, or sadness that are disproportionate to the situation.
- Impulsivity: Acting without thinking about the consequences of actions. This impulsivity can manifest in behaviours such as interrupting others, speaking out of turn, or engaging in risky activities.
- Hyperactivity: Restlessness, fidgeting, and difficulty sitting still. This excessive energy can make it challenging to focus and stay engaged in tasks.
- Sensory Sensitivities: Heightened sensitivity to sensory input, such as sounds, lights, textures, or smells. These sensitivities can trigger overwhelm and dysregulation, leading to meltdowns or withdrawal from the environment.
- Difficulty with Transitions: Changes in routine or transitions between activities can be particularly challenging, often resulting in resistance, anxiety, or meltdowns.
- Poor Self-Regulation: Children with SEND may struggle to regulate their own behaviour, emotions, and responses to stressors. They may have difficulty managing frustration, tolerating delays, or adapting to changes in their environment.
- Overwhelm: overwhelmed by sensory input, emotional triggers, or cognitive demands, children may shut down, become irritable, or exhibit avoidance behaviours to cope with the intensity of their experiences.
- Aggression: Aggressive behaviour is a response to feeling dysregulated. This aggression can be directed towards others, objects, or themselves and may serve as a way to express their distress or frustration.
- Anxiety and Avoidance: Children can experience anxiety in social situations, academic tasks, or novel environments, leading them to avoid or withdraw from challenging experiences that trigger their fears or discomfort.
- Difficulty with Social Interactions: Social communication and interaction can be challenging, impacting the ability to understand social cues, collaborate with peers, or regulate emotions in social contexts.
Sensory needs
Many children with SEND may experience sensory processing difficulties, which can significantly impact their ability to regulate their emotions, behaviours and attention. Sensory processing refers to how the brain receives, interprets, and responds to sensory information from the environment. This information includes input from the five main senses – sight, hearing, touch, taste, and smell – as well as the two lesser-known senses of proprioception (awareness of body position) and vestibular (balance and spatial orientation).
Sensory processing difficulties can lead to dysregulation in various ways. When sensory input is not processed effectively, it can result in sensory overload or sensory seeking behaviours. This can manifest as hypersensitivity (over-responsiveness) or hyposensitivity (under-responsiveness) to sensory stimuli, causing the child to feel overwhelmed, anxious, or agitated.
Children with SEND may struggle to regulate their responses to sensory input, leading to challenges in managing their emotions and behaviours. For example, a child who is hypersensitive to loud noises may become easily distressed or irritable in noisy environments, while a child who is hyposensitive to touch may seek out intense sensory experiences to feel calmer or more alert.
Dysregulation stemming from sensory needs can impact a child’s ability to engage in everyday activities, form social connections, and participate in learning.
Meeting basic needs
It sounds simple, but children cannot regulate without the basics – good nutrition including protein, good carbs, good fats at every meal, adding nutritional supplements when neccessary, enough hydration, movement, daily sunlight, adequate rest and downtime, as well as age-appropriate amounts of sleep. It sounds basic because it is, but when these needs are not being met, the chances of unregulated emotions and behaviour increases exponentially.
Practical strategies for regulation
There are many ways we can support a child in returning to a state of regulation.
Music – using rhythm to either increase or decrease the level of arousal can be an effective technique. To lift energy, create a dance party to their favourite upbeat songs. Or play classical music, birdsong or calming music to downregulate a child’s energy. Creating a drum circle and either drum or clap a simple rhythm children can copy is a great was to engage young brains.
Movement – movement is brilliant for regulation. Dancing, walking, practicing yoga, a trip to the local park, jogging, running races, bouncing on a trampoline and skipping are all great activities. Movement breaks at home and in the classroom are essential for regulation. Walking or heavy work ‘jobs’ are good, even better if you can add some heavy lifting or carrying. Try yoga cards to practice yoga in an engaging way. Rocking Chairs, hammocks and swings enable rhythmic movement to soothe dysregulated children.
Breathwork – Breathing is an efficient way to organise the brain and calm the nervous system as well as the only way we can influence the body’s autonomic nervous system. Blowing bubbles, blowing a bubble volcano through a straw into soapy water are good strategies. Breathing techniques such as finger or star breathing, box breath, humming bee breath are good or simply practice some calming mindful breaths together.
Tactile play – Repetitive and rhythmic activities with the hands are excellent for regulation. Putty, playdough, air dried clay, kinetic sand and orbeez water beads are all soothing to the nervous system. Other repetitive activities using the hands include knitting, felting and crocheting.
Nature – You can’t beat the regulatory effects of getting outside. Go for a walk around school, or spend time in the garden, connect barefoot with the grass (anti inflammatory and regulating) sit by running water, a nature hunt in the forest or time at the beach.
Environment Modifications – adjusting lighting, noise levels, seating arrangements with sensory friendly resources like gym balls, fidget toys, resistance bands on chairs, wobble boards, weighted blankets, weighted toys like cuddly animals or hoola hoops, weighted vest, body socks and sensory water bottles can all help regulation.
This list is by no means exhaustive, and there is no one size fits all when it comes to regulation, but we hope this provides more understanding of the science behind dysregulation and strategies to help bring children with SEND back into a balanced state where they are calm, happy and engaged.
