Do you need tips to help your child with dysregulation?
Learn about SEN dysregulation and its impact on children. Discover our practical strategies for emotional regulation to help your child thrive at school and socially.
Dysregulation in children with Special Educational Needs (SEN) means struggling to control emotions and behaviours in ways that others find acceptable or useful. This might look like strong feelings of anger, worry, frustration, or sadness. It can lead to emotional outbursts, shutting down, or other challenging behaviours. Dysregulation can make it harder for children to handle their feelings, focus on learning, and get along with others, creating challenges at school and in social situations.
It’s important for parents, teachers, and caregivers to understand dysregulation, as it plays a big part in a child’s growth and ability to succeed.
When a child finds it hard to handle their emotions in different situations, it’s called emotional dysregulation. For children with Special Educational Needs (SEN), this can be especially tough because they often struggle to understand and deal with emotions or what’s happening around them. This can lead to responses that either feel too strong or too quiet for what’s going on.
Some common signs of emotional dysregulation in children are:
These behaviours aren’t about being “naughty” or defiant. Instead, they show that the child is feeling overwhelmed or upset. Many children with SEN find it difficult to say they are struggling, so their actions show us how they feel.
It’s important to handle these situations with patience and understanding. Remember that these behaviours are ways for the child to show their needs. By staying calm, being consistent, and showing empathy, adults can make a big difference. Creating a supportive and safe environment helps children with SEN learn to manage their emotions and feel better overall.
Children without special educational needs (SEN) usually handle their emotions in a way that fits the situation and can adapt to change quickly. For example, a child might feel upset for a short time if they can’t have a treat but will soon accept it and move on. However, children with SEN often find it harder to manage their emotions, leading to stronger and longer-lasting reactions that may not match the size of the problem. These reactions might include intense outbursts, long periods of crying, or frustration sticking around well after the event is over.
One reason for this is that children with SEN are often more emotionally sensitive. They feel things like disappointment, frustration, or fear much more strongly, which can make small challenges seem overwhelming. Changes, like moving from one activity to another, can also be especially difficult. Adjusting to a new routine or environment may feel unpredictable or confusing, which can cause anxiety and resistance.
By understanding these challenges, caregivers and teachers can better support children with SEN. Recognising their heightened emotions and helping them during stressful moments or transitions can make it easier for them to manage their feelings and adjust to changes.
Dr Bruce Perry’s State-Dependent Brain Model helps us understand how the brain reacts to stress and why it becomes hard to stay calm. His model shows that the brain works on a range of stress responses, from a hyper state (where we fight or run away) to a hypo state (where we shut down). These responses happen because the lower parts of the brain, which control emotions and instincts, take over when we feel stressed or threatened.
For children with neurodevelopmental challenges, managing these stress states is harder. This is because their “thinking brain,” called the prefrontal cortex, might take longer to develop. The prefrontal cortex is responsible for logical thinking, decision-making, and staying in control. When this part of the brain isn’t fully developed, it’s much harder for children to calm themselves, understand how they feel, or think through their actions when they’re stressed.
When a child becomes dysregulated (feeling out of control), the communication between the emotional “lower brain” and the logical “thinking brain” is disrupted. Instead of working together, the emotional brain takes over, often causing strong and overwhelming reactions. It’s important to know that this behaviour isn’t something the child chooses to do on purpose; it’s simply how the brain reacts to stay safe in stressful situations.
Helping children build self-regulation skills means strengthening the connection between the “lower brain” and the “thinking brain.” This can be done by creating a calm environment, teaching ways to cope with stress, and showing children how to manage emotions through example.
Some children have sensory difficulties, which means they can be either overly sensitive (hypersensitive) or not sensitive enough (hyposensitive) to the things around them. These challenges can make it harder for them to control their emotions and behaviour.
If a child is hypersensitive, their nervous system reacts too strongly to sensory input. Everyday things like loud noises, bright lights, or strong smells can feel overwhelming or even painful. For example, a hypersensitive child might find a noisy classroom too stressful to handle. This can make them feel anxious, frustrated, or lead to meltdowns as they try to cope with the situation.
On the other hand, hyposensitivity is when a child’s nervous system doesn’t react strongly enough to sensory input. These children often crave strong sensory experiences. For instance, they might bump into things on purpose or touch everything around them. This can sometimes make it harder for them to pay attention or follow instructions.
Busy and noisy places with lots of sensory inputs can make things even harder for these children. They may find it difficult to stay calm or in control. By understanding these sensory challenges, we can work to create better environments, reduce triggers, and provide support that meets their individual needs.
Meeting children’s basic needs is important for helping them manage their emotions. Simple things like eating healthy food, drinking enough water, getting plenty of sleep, and spending time in sunlight are vital for their physical and emotional well-being. When children are hungry, thirsty, or tired, it’s harder for them to handle stress and focus, which can lead to emotional problems like tantrums or irritability.
For example, not sleeping enough can make it harder for children to stay calm and deal with problems. If they don’t drink enough water, they might feel tired or have trouble concentrating. Eating unhealthy food can lead to mood swings and make it difficult to pay attention. When caregivers make sure these needs are met every day, they help children build a strong base to manage their emotions, feel less stressed, and handle challenges better.
Self-regulation is an important skill for children with Special Educational Needs (SEN) to learn. It helps them improve their social interactions, do better in school, and feel more emotionally balanced. When children learn to manage their feelings and behaviour, they are better at understanding and handling social situations. This helps them build strong friendships, communicate more effectively, and feel more confident. These skills make children feel like they fit in and give them the tools to form positive relationships.
In school, self-regulation helps children stay focused and manage their time better. It also gives them the ability to face challenges, stay engaged, and perform well in their studies. Emotionally, when children practise self-regulation, they can handle frustration, lower their anxiety, and keep a calmer mindset.
Learning self-regulation also helps children become more independent. It teaches them how to make good decisions, take on responsibilities, and handle new situations. These skills are key for adult life, helping them build meaningful relationships, maintain a job, and manage everyday tasks confidently.
By teaching children with SEN to develop self-regulation at a young age, we provide them with the tools they need to succeed. These skills can help them reach their potential and take an active role in their communities as they grow into independent adults.
If your child is experiencing dysregulation, feel free to get in touch with Bright Heart for support.
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