Low Arousal & De-escalation
Challenging behaviour is almost always a sign of being overwhelmed – not of ill will. The low-arousal approach therefore focuses not on the child, but on us: we reduce tension rather than increasing it further by applying pressure.
When to use it
Primarily in cases of emotional and social development (ESE) and social behaviour disorders, as well as in autism (meltdowns/shutdowns), trauma and FASD.
How we apply it
- Recognising early warning signs: We get to know the child so well that we can spot signs of tension early on and respond before the situation escalates.
- Flexibly lowering expectations: In tense moments, we consciously reduce pressure – taking a break or changing the subject is not a sign of giving in, but a strategy.
- Managing our own behaviour: A calm voice, keeping our distance, using fewer words, avoiding power struggles. Our attitude is our most important tool.
- Creating safe spaces: Places to retreat to in the event of sensory overload, agreed with the school and parents.
- Reflect rather than punish: After a crisis, we reflect together – without assigning blame, with a view to next time.
Why this works
Escalation is a dynamic process. Those who take the pressure off, rather than mirroring it, break the cycle. This approach (based, amongst other things, on Low-Arousal/studio3) is well documented and protects the child, the class and the support staff in equal measure.
De-escalation can be learnt. We provide systematic training in this at our Academy.