When Things Go Wrong: How Early Childhood Educators Can Support Behaviour Through Connection, Predictability & Neuro-affirming Practice

Supporting behaviour in early learning settings can feel overwhelming, especially when big emotions, sensory overload, or unexpected challenges appear without warning. The newest National Guidelines for Best Practice in Early Childhood Intervention (2nd Edition, 2024) emphasise that children learn and participate best when they feel safe, supported, understood, and surrounded by consistent, responsive adults.

At Autism Inclusive, we work with educators, therapists and families across Western Australia to build this exact capacity; supporting neurodivergent children through emotionally safe, evidence-based strategies grounded in national best practice.

One of the core principles in both the 2016 ECIA National Guidelines and the updated 2024 Guidelines is that:

Behaviour is communication. Children show us what they need through their actions long before they have the language, emotional regulation or executive functioning skills to express those needs clearly.

Behaviour is not Bad, it’s Communication

The guidelines emphasise that children’s behaviour must be understood within the context of their developmental stage, sensory profile and environment. When a child hits, throws, refuses or melts down, they’re not being “naughty.” They’re communicating:

• “This is too loud for me.”

• “I wasn’t ready to stop.”

• “The transition surprised me.”

• “My body feels unsafe.”

• “I need help but can’t say the words.”

This aligns with the Principles of Family-Centred and Individualised Support from the 2024 Guidelines, reminding us that children’s behaviour is shaped by their capacity in that moment, not by intent.

The Power of Co-Regulation

The 2024 National Guidelines highlight that children learn emotional regulation through relationships. Co-regulation where calm, predictable, supportive adult presence is the foundation of all learning for young children.

Co-regulation includes:

• warm, calm tone

• slow movement

• fewer words

• predictable scripts

• staying emotionally available

• validating the child’s experience

As reinforced in Understand Me (Guideline 1), children need emotionally safe adults who help them return to regulation before expecting communication or problem-solving.

Simple scripts can make an enormous difference:

• “I’m here. You’re safe.”

• “Let’s take a break together.”

• “You’re telling me you need space.”

 Understanding the Sensory–Behaviour Link

Both the 2016 and 2024 Guidelines highlight that behaviour must be understood within the child’s sensory and developmental profile.

Common triggers include:

• loud environments

• bright or visually cluttered rooms

• sudden changes

• busy or unpredictable transitions

• strong smells

• large groups

• changes in routine

• sensory overload

When children experience sensory overwhelm, their behaviour escalates not because of choice, but because the nervous system is in survival mode. Creating sensory considerate environments is one of the Enable Me pillars in the 2024 Guidelines.

Prevention Is Better Than Reaction (Best Practice Principle)

The National Guidelines strongly emphasise that proactive, preventative, developmentally-appropriate planning leads to more successful outcomes than reactive approaches.

Practical strategies include:

• Visual schedules & First/Then boards

• Predictable routines

• Movement opportunities

• Decluttered, calm spaces

• Shorter activity times

• One-step instructions

• Reduced verbal overload

• Planned transitions

Preventative design aligns with the 2024 Guideline principle “Enabling Participation Through Environment and Routine Supports.”

Transitions: The Most Common Trigger

The 2024 Guidelines recognise transitions as high-stress moments for many neurodivergent children, due to challenges with shifting attention, sensory changes and uncertainty.

Effective supports include:

• consistent routines (“same way, same order”)

• visual cues for “what’s next”

• transition objects

• early or small-group transitions

• countdown timers

• modelling the next step visually

This approach is strongly supported by Guideline 2: Support Me which highlights the need to reduce unpredictability and support children through change.

Collaboration: Families + Educators + Therapists

The guidelines prioritise working as a team around the child. Consistency across home, childcare, and therapy leads to better developmental outcomes and reduced behavioural stress.

Educators can strengthen partnerships by:

• sharing patterns, triggers, wins

• aligning routines across home/centre

• offering simple visual resources

• using strength-focused communication

• inviting therapists to collaborate on strategies

This reflects Best Practice Principle 5 (Working in Partnership) from the 2016 Guidelines and continues in the 2024 edition under Support Me.

Teaching Skills Before You Expect Them

The 2024 Guidelines highlight the importance of explicitly teaching children the skills they need to participate successfully, including:

• asking for help

• asking for a break

• communicating “finished” or “wait”

• turn-taking

• emotional vocabulary

• sensory regulation techniques

• following visual sequences

Skill-building must occur when the child is calm, not in the middle of emotional overwhelm.

Why This Matters

The National Guidelines make it clear: children thrive when adults understand them and adapt environments, routines, and expectations to support their strengths. When educators use neurodivergent-affirming, evidence-based approaches:

Children feel:

• safer

• connected

• confident

• understood

Educators feel:

• more prepared

• less stressed

• more effective

• more connected to families

Early childhood environments become calmer, more predictable, and more inclusive for everyone.

 Autism Inclusive Can Support Your Team

We specialise in capacity-building across early childhood settings, aligned directly with the National Best Practice Guidelines for Early Childhood Intervention.

We provide: On-site coaching Professional development Behaviour planning Sensory and play-based assessments Team training Inclusive environmental design Transition planning Family engagement support

References:

• Reimagine Australia. (2024). National Guidelines for Best Practice in Early Childhood Intervention (2nd Edition): Understand Me, Support Me, Enable Me.

• Early Childhood Intervention Australia (ECIA). (2016). National Guidelines for Best Practice in Early Childhood Intervention (1st Edition).

• NDIS (2023). The Early Childhood Approach Guidelines.

• ChildKind & Reimagine Australia (2024) supporting resources for ECI practitioners.