Structuring & visual plans
Many children struggle with school not because of the subject matter, but because of the lack of clarity. Structuring makes it clear what comes next – and in doing so, takes the edge off pressure, anxiety and sensory overload.
When to use them
Particularly effective for autism and ADHD, but helpful wherever transitions, open-ended tasks or unclear procedures prove overwhelming – including in cases of school anxiety and intellectual disability.
How we use them
- Visual daily plan: The schedule is made visible using symbols or photos. Tasks that have been completed are ticked off – this creates a sense of security and a feeling of progress.
- Breaking tasks down into steps: ‘Write an essay’ is broken down into manageable sub-steps. We structure the task – the teacher conveys the content.
- Announce transitions: Changes are prepared for, not sprung on pupils as a surprise. Countdowns, advance warning, consistent rituals.
- A clear workspace: Reduce distractions, prepare materials, and establish a fixed routine.
Why this works
The approach is based on principles of structured learning (TEACCH-oriented): predictability reduces stress, and visible structure enables more independent work, because the child no longer has to constantly check that they’re on the right track. That is precisely the aim – the structure provides support, not constant verbal prompts.
This is what you’ll learn with us. In our Academy, we practise structuring using real-life case studies.