Assistant Principal's Report

Professional Learning: Strengthening Inclusive Classroom Practice

Over recent weeks, GWPS staff have been participating in a series of professional learning sessions focused on strengthening inclusive classroom practice and supporting the learning, engagement and wellbeing of all students.The sessions have been led by Educational and Developmental Psychologists and have provided staff with practical, evidence-based strategies that can be applied directly within classrooms. A strong focus throughout the learning has been on understanding the factors that may sit behind a student’s behaviour or difficulty engaging and considering the supports that may help them to participate more successfully at school.

ADHD and Autism: Inclusive Classroom Strategies

Our first session focused on inclusive classroom strategies for students with ADHD and autism.

Staff considered how differences in attention, sensory processing, communication, flexibility and executive functioning can influence a student’s experience of school. The session encouraged staff to look beyond observable behaviour and consider what a student may be communicating, what demands they may be managing and what changes could improve their access to learning.

The practical strategies explored included:

• providing clear, concise and explicit instructions
• increasing predictability through visual schedules and routines
• adjusting the classroom environment to reduce distraction or sensory overload
• offering appropriate movement and regulation breaks
• providing additional processing time
• supporting students through changes and transitions
• differentiating how students access learning and demonstrate their understanding
• using students’ strengths, interests and preferred ways of communicating to increase engagement.

The session also highlighted the importance of making proactive adjustments rather than waiting until a student becomes overwhelmed or disengaged. Small changes to the environment, communication or structure of a task can make a significant difference to a student’s ability to participate independently and successfully.

This learning also connected closely with our work in executive functioning, co-regulation and the Zones of Regulation. Together, these approaches help staff develop a shared understanding and consistent language for supporting students to recognise their needs, access appropriate strategies and return to learning.

Executive Functioning and Co-Regulation

Our second session focussed on executive functioning and co-regulation.

Executive functioning refers to the skills we use to manage ourselves and complete everyday tasks. These include remembering instructions, beginning and completing tasks, planning and organising work, managing time, maintaining attention, controlling impulses and monitoring progress.

For some students, difficulties with executive functioning can make seemingly straightforward classroom expectations quite challenging. A student may understand the learning but have difficulty getting started, remembering instructions, organising their materials, moving between activities or persisting when a task becomes difficult.

Staff explored practical ways to support these skills, including:

• breaking instructions and tasks into smaller, manageable steps
• using visual prompts, checklists and predictable routines
• reducing the amount of information students need to hold in their working memory
• providing clear starting points and regular opportunities to check progress
• explicitly teaching planning, organisation and self-monitoring skills.

The session also focused on co-regulation. Before students are able to regulate their emotions and behaviour independently, they often require support from a calm and responsive adult. Co-regulation may involve helping a student identify what they are experiencing, reducing demands in the moment, modelling calming strategies and supporting them to gradually return to learning.

This learning strengthened our understanding that regulation is a skill that develops over time and is supported through strong relationships, consistent routines and explicit teaching.

Effective Behaviour Management

Next week, staff will participate in the final session in the series.

This session will focus on effective behaviour management within a positive and proactive framework. Staff will explore practical approaches to preventing escalation, responding calmly and consistently when difficulties arise, and supporting students to repair, reconnect and re-engage with learning.

The session will include a focus on:

• establishing clear and predictable classroom routines
• explicitly teaching behavioural expectations
• identifying triggers and early signs of dysregulation
• using de-escalation strategies at the point of need
• reducing power struggles and responding in ways that maintain student dignity
• supporting students to return to learning following an incident
• developing consistent classroom systems that reduce repeated difficulties over time.

Importantly, effective behaviour support is not only about responding after a behaviour has occurred. It also involves understanding what may be contributing to the behaviour and putting proactive supports in place to increase the likelihood of success.

Together, these sessions are helping us continue to build a consistent, inclusive and evidence-informed approach across the school. They reinforce the importance of understanding each student’s strengths and needs, responding proactively and creating classroom environments in which all students are supported to learn, participate and thrive.

Further Information for Families

Families interested in exploring these topics further may find the following resources helpful:

• Educational adjustments for children with ADHD – Raising Children Network
• How mainstream schools can support autistic children – Raising Children Network
• Executive function and self-regulation – Harvard University Centre on the Developing Child
• Self-regulation and co-regulation – Be You

As always, if you have any concerns regarding your child’s wellbeing or mental health to please speak with your child’s teacher.  If you still have concerns or wish to discuss anything specific, please contact me directly on the school phone line or through email at vicki.john2@education.vic.gov.au. There are many avenues for support if we know there is a concern.

Warmest wishes,

Vicki John