Page 12 - Education Supplement August 2025

And this is where the real work begins — not with
policies or checklists, but with people. It begins
when parents and teachers stop seeing each
other as defensive or difficult, and start seeing
each other as collaborators. We all want the
same thing: for our children to feel safe enough to
be who they are, and supported enough to reach
their potential.

When we work together — openly, honestly,
without ego — that’s when belonging begins.

Start with the Story, Not the Diagnosis
There’s something powerful about being able
to tell a teacher, “Here’s what my child needs —
not because of a label, but because this is who
they are.”

One of the most effective tools we’ve come
across — both in our professional practice
and in our lived experience — is the “About
Me” letter. It’s not a formal report or a clinical
summary. It’s a simple, human introduction.
A way of saying: Here’s my child, in their own
rhythm. Please meet them there. Accommodations Aren’t Favouritism — They’re Fairness
There’s still a common misconception in many schools that
giving one child extra time, or allowing them to wear headphones
It can include things like: or sit on a wobble stool, is somehow unfair to the others. But
• What motivates them equity doesn’t mean treating everyone the same. It means
(e.g. praise, clear structure, humour) giving each child what they need in order to thrive. This type of
• What causes them distress offering or support given to children in a classroom are known as
(e.g. loud noises, sudden transitions, being accommodations.
called out)
• What helps when they’re stuck Accommodations aren’t a “pass” or a shortcut. They’re part of
(e.g. movement, visuals, a quiet space) recognising that brains work differently — and that doesn’t mean
• Signs to note that they’re having a good day they work less.
(e.g. focused, chatty, engaged)
• Signs to note that they’re having a tough day
(e.g. silence, sarcasm, tears, shutdown) Some practical, effective supports we’ve seen work well in
mainstream classrooms include:
• Access to a quiet or low-stimulation space for breaks
These letters help bridge the gap between home • Task chunking (breaking assignments into smaller,
and school. They offer insight that isn’t visible manageable steps)
on a report card or hidden in a file. They give • Visual schedules or checklists
teachers a starting point — a way to understand • Extended time for tests or assignments
the learner before the behaviour starts telling its • Movement breaks or alternative seating
own story. • Permission to use sensory tools or fidget aids discreetly
• Adjusted expectations for verbal participation during class
Because here’s the truth: no one spends more discussions
time decoding your child than you do. And most
teachers want to help — they just don’t always
know where to start. A letter like this offers a These aren’t radical interventions. They’re thoughtful tweaks — and
map. Not a demand, not a manual, just a gentle they can mean the difference between daily anxiety and daily
guide toward empathy. progress. Often, they’re useful for other children too, which is one of
the quiet gifts of inclusive teaching.
And sometimes, that’s all it takes to change a
classroom from a place of performance into a When schools build in flexibility, they send a message to a child:
place of possibility. You belong here, and we’re willing to meet you halfway.

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