Autism and Reframing Behaviour: Autistic Children and Young People with High Care and Education Needs

Autism and Reframing Behaviour: Autistic Children and Young People with High Care and Education Needs This session reflects a significant paradigm shift in how behaviour is understood within autism informed education. Drawing on neuroscience, psychology, and interpersonal neurobiology, behaviour is explored as communication and regulation—not as intentional disruption or defiance. Many behaviours often labelled as “challenging” are adaptive responses to overwhelm, sensory overload, unmet needs, or a lack of felt safety. Other frequently misunderstood behaviours, such as stimming, repetition, stillness, or withdrawal, are often essential regulatory strategies that support wellbeing and engagement. This session supports professionals to move away from behaviour management approaches toward regulation focused, relational practice. Key areas include: Understanding the neuroaffirming shift in how behaviour is conceptualised. Identifying environmental, relational, and internal factors that contribute to distress. Exploring the role of neuroception and felt safety in supporting regulation. Understanding the essential role of adult regulation in co regulating with learners. Professionals will: Deepen their understanding of what behaviour is communicating. Reflect on personal beliefs, assumptions, and emotional responses with compassion and curiosity. Learn to adapt environments and expectations rather than attempting to "fix" the learner. Recognise self-regulation and professional wellbeing as essential components of ethical, sustainable practice.