SENTeachCo

SENTeachCo ▪️Helping Children Feel Regulated, Safe & Ready to Learn
▪️Behaviour Support for Schools & Families
⬇️ Start Learning ⬇️

“They don’t do that with me.”It is a phrase we hear often.A child may appear settled with one adult and struggle signifi...
14/09/2026

“They don’t do that with me.”

It is a phrase we hear often.

A child may appear settled with one adult and struggle significantly with another. They may follow a routine with one person but find the same expectation difficult when somebody else delivers it.

It can look like inconsistent behaviour.

But behaviour changing across adults can tell us something important about the environment around the child.

Different adults may use different language, expectations, responses, levels of prompting or approaches to boundaries.

Rather than asking only why the child is inconsistent, perhaps we also need to ask what is inconsistent about the support they receive.

That is what I explore in this week’s new blog.

📖 Read the full article at senteachco.com

When behaviour keeps happening, it is natural to feel frustrated.“We’ve already dealt with this.”“We’ve tried everything...
11/09/2026

When behaviour keeps happening, it is natural to feel frustrated.

“We’ve already dealt with this.”

“We’ve tried everything.”

“Why is this still happening?”

But repetition is information, not failure.

When behaviour persists, it can be useful to:

1️⃣ Pause frustration.

2️⃣ Reassess what the behaviour may still be achieving.

3️⃣ Review and adjust the support around the child.

If the same behaviour continues, simply repeating the same adult response may not produce a different outcome.

Persistent behaviour deserves renewed curiosity.

What tells you it is time to change the support?

Sometimes progress is much quieter than we expect.A child might not complete the task.They might not manage it independe...
09/09/2026

Sometimes progress is much quieter than we expect.

A child might not complete the task.

They might not manage it independently.

They might still need reassurance, time or support.

But perhaps yesterday they could not approach it at all.

And today they felt safe enough to try again.

That matters.

Success is not always the finished outcome. Sometimes it is the willingness to return after something felt difficult.

A reminder for this week 💚

September can be a difficult month for some children.New routines. New adults. Different expectations. Different environ...
07/09/2026

September can be a difficult month for some children.

New routines. New adults. Different expectations. Different environments.

Yet when behaviour changes at the beginning of the school year, we often hear:

“They’re still settling in.”

Sometimes that is true.

But “settling in” can also hide just how much a child is being asked to adapt to all at once.

This week’s blog looks beyond the phrase and explores what September might actually feel like for children who find change, uncertainty or increased demands particularly difficult.

📖 Read the full article at senteachco.com

📅 Here’s our September schedule!We have another full month of content ahead at SENTeachCo.Every Monday → New BlogEvery W...
06/09/2026

📅 Here’s our September schedule!

We have another full month of content ahead at SENTeachCo.

Every Monday → New Blog
Every Wednesday → Weekly Reminder
Fridays → Language Matters or In Practice

We’ll be continuing the conversations around behaviour, SEND, neurodiversity, inclusion and what meaningful support can look like in everyday practice.

Save the calendar and follow along throughout September 💚

Which series do you enjoy seeing most?

“They need to learn.”It’s a phrase we often hear during or immediately after a difficult moment.And yes, learning new sk...
04/09/2026

“They need to learn.”

It’s a phrase we often hear during or immediately after a difficult moment.

And yes, learning new skills may absolutely be important.

But timing matters.

When a child is overwhelmed, their immediate priority may be regulation rather than reflection. Reasoning, problem solving and learning can become much harder.

Trying to teach too early may therefore feel like criticism or correction rather than support.

This isn’t about removing expectations or avoiding teaching.

It’s about creating the conditions in which learning is actually possible.

Regulation first. Learning afterwards.

Once safety has been restored, there is much more opportunity to reflect, practise skills and make sense of what happened.

So instead of simply asking, “What do they need to learn?”

Perhaps we should also ask:

“How will we know when they’re ready to learn?”

Your calm can become their safe place.When a child is overwhelmed, adding more language, more urgency or more demands ma...
02/09/2026

Your calm can become their safe place.

When a child is overwhelmed, adding more language, more urgency or more demands may make an already difficult moment harder.

Sometimes support looks much quieter.

A calm voice.

Slower movement.

Fewer words.

Less pressure.

More time.

Simply communicating, through what we do:

You’re safe. I’m here. We can work this out when you’re ready.

Our calm cannot remove every difficult feeling.

But the way we respond can make the environment feel safer while a child finds their way back to regulation.

Some of the hardest parts of raising an autistic child with high support needs are the parts other people rarely see.The...
31/08/2026

Some of the hardest parts of raising an autistic child with high support needs are the parts other people rarely see.

The planning behind every outing.

The appointments.

The advocacy.

The sleepless nights.

The uncertainty.

The repeated explaining.

The worry about whether the right support will still be there tomorrow, next month or years from now.

And alongside all of that is enormous love.

Parents can adore their child and still be tired.

They can recognise their child’s strengths while also acknowledging how difficult some days are.

Neither takes away from the other.

This week’s blog explores the quiet weight parents carry and why families deserve to be listened to, understood and supported without judgement.

Read the full article at senteachco.com

Transitions can place far more demands on a child than we sometimes realise.They may involve stopping something enjoyabl...
28/08/2026

Transitions can place far more demands on a child than we sometimes realise.

They may involve stopping something enjoyable, processing new information, moving between environments, coping with sensory change and understanding what is expected next.

If transitions regularly lead to distress or escalation, consider what could make the transition itself more manageable.

Prepare early.

Make expectations clear.

Reduce competing demands.

Support regulation while the transition is happening.

And when things don’t go to plan, repair and learn rather than treating the transition as something the child has failed.

Predictability, preparation and appropriate support can make a significant difference.

What have you found helps make transitions easier?

Every child deserves to feel safe, understood and valued.Not only when things are going well.Not only when they are meet...
26/08/2026

Every child deserves to feel safe, understood and valued.

Not only when things are going well.

Not only when they are meeting expectations.

Not only when their behaviour is easy for the adults around them to understand.

Especially in the difficult moments.

Because children should not have to earn compassion, belonging or understanding through compliance.

The way we respond when a child is struggling tells them a great deal about whether the adults around them are genuinely safe people to struggle with.

Safe. Understood. Valued.

That should always be the starting point.

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