BOUNCE®Collections
We all learn differently. Some of us can watch training and take it in straight away. Others need to try something for themselves, see it in practice, or explore it in another way.
Each Collection brings together different ways to learn, so you can choose the route that works best for you.
You do not need to complete everything.
How a Collection works
1
WATCH
understand it
2
TRY
experience it yourself
3
EXPLORE
use an interactive tool
4
APPLY
take one thing into practice
Select a pillar to find out more
Select a pillar above.Each pillar rests on the ones below it, and makes the ones above it reachable.
A developmental sequence
Each level rests onthe one below
Children engage best when support matches the order in which the nervous system develops.
When a child’s needs are met at one stage, they become developmentally able to access all those above it.
You cannot reason with a child whose body does not feel safe, or build identity before connection.
The base is widest because it holds the most weight.
Body and the Nervous System is not the first step to get past. It is the ground the other five stand on, returned to again and again.
Free
Start with a free collection
Watch, try, explore and apply. All four open now, with no membership needed.
Free1WATCHOptimal ZoneExplore changing energy, arousal and capacity without treating one nervous-system state as the “good” state.CourseOpen free (opens in a new tab)Free2TRYTapping SequenceTry the sequence for yourself first. Notice what changes in your body, without expecting anyone else to respond the same way.StrategyOpen free (opens in a new tab)Free3EXPLOREBody MapExplore sensations without needing to interpret, explain or label them.Studio toolOpen free (opens in a new tab)Free4APPLYPhysical Body ScanBegin noticing possible early body signals without waiting for behaviour to escalate.ResourceOpen free (opens in a new tab)
Collections
Choose where to start
Sixty collections, ten in each pillar. Choose one and it opens below.
Body and Nervous System10 collections below
B
Pillar One · 10 collections
Body and Nervous System
The body and nervous system come first, because what a person can think, say and do rests on what their body is doing.
Collection B1Exploring Grounding and Finding What Helps
1WATCHGrounding TechniquesExplore different ways people may orient and find steadiness, recognising that grounding feels different across nervous systems.Course2TRYOrientateTry it yourself. Notice what you become aware of and whether it feels helpful, neutral or uncomfortable.StrategyFree3EXPLOREBody MapExplore sensations without needing to interpret, explain or label them.Studio tool4APPLYA Somatic ToolboxChoose a small range of approaches you could offer with choice.Resource
Collection B2When the Nervous System Is Working Hard
1WATCHDe-escalation through Co-regulationExplore what may be happening as capacity reduces and how relationship, demands, environment and adult responses may influence what happens next.Course2TRYPhysiological Sigh (Cyclic Sighing)Experience it yourself. Notice your response without assuming another nervous system will respond in the same way.Strategy3EXPLOREEnergy ThermometerExplore changing energy and what it might communicate about capacity and need.Studio toolFree4APPLYPhysical Body ScanBegin noticing possible early body signals without waiting for behaviour to escalate.Resource
Collection B3Listening to What the Body May Be Communicating
1WATCHSomatic ExercisesExplore how movement, tension, sensation and energy may communicate information when words are difficult, unavailable or not preferred.Course2TRYBody ScanNotice your own body. What is easy to notice? What is less accessible? You can stop or shift attention outward at any point.StrategyFree3EXPLOREBody MapExplore how somebody might communicate through marks, position and choice rather than speech.Studio tool4APPLYBody MappingUse body mapping as an invitation to wonder together rather than interpreting for the young person.Resource
Collection B4Finding the Optimal Zone
Free1WATCHOptimal ZoneExplore changing energy, arousal and capacity without treating one nervous-system state as the “good” state.Course2TRYThe PauseExperiment with reducing urgency and notice what becomes available when there is more processing time.Strategy3EXPLOREEnergy ThermometerExplore energy as something fluid and contextual rather than a fixed label.Studio tool4APPLYBOUNCE + Window of Tolerance PackNotice patterns and consider what could be adapted around the young person.Resource
Collection B5Looking Beneath Behaviour
1WATCHApplied NeuroscienceExplore what may sit beneath behaviour and why access to thinking, language, flexibility and regulation changes under pressure.Course2TRYThe PauseNotice what changes when you interrupt your own immediate interpretation of behaviour.Strategy3EXPLOREMy BatteryExplore the different things that may add to or draw on capacity during a day.Studio tool4APPLYWindow of Tolerance Activity PackUse context and patterns to widen your understanding of what you are noticing.Resource
Collection B6Movement, Rhythm and Changing Energy
1WATCHDrumming for RegulationExplore how rhythm may influence activation, attention, connection and participation without assuming that becoming calmer is always the goal.Course2TRYRhythmic Rocking and SwayingExperience repetitive movement yourself. Notice whether it settles, energises, irritates or makes little difference.Strategy3EXPLOREEnergy ThermometerNotice what changed before and after movement — including if nothing did.Studio tool4APPLYYoga PackOffer movement choices that can be adapted, watched, changed or declined.Resource
Collection B7Mindful Awareness With Choice
1WATCHExploring Mindful Awareness InterventionsExplore mindfulness beyond sitting still, closing the eyes or focusing on breathing.Course2TRY4 ElementsExperiment with different ways of noticing internal and external information. Notice what feels most accessible to you.Strategy3EXPLOREMy Reset ToolboxExplore what you would genuinely choose when you need space, movement, stimulation or recovery.Studio tool4APPLYEmoji Body MapOffer a visual way of noticing without requiring detailed verbal reflection.Resource
Collection B8ADHD and Variable Capacity
1WATCHSupporting ADHD StudentsExplore ADHD through differences in attention, activation, motivation, regulation and executive functioning rather than effort or compliance.Course2TRYMove it or Lose ItAdd movement to your own task and notice what happens to attention, energy or thinking.Strategy3EXPLOREMy BatteryExplore what draws on capacity and what supports it across a day.Studio tool4APPLYExecutive Function Prompt CardsExternalise information rather than expecting somebody to hold everything internally.Resource
Explore furtherLazy 8 — Try The Pause — Try Bilateral Activities — Try
Collection B9Making Executive Function More Visible
1WATCHSupporting Students with Executive Function DifficultiesExplore initiation, sequencing, working memory, organisation and flexibility as capacities that change with context.Course2TRYLazy 8Try the movement yourself and notice whether adding movement changes your attention or ability to return to a task.Strategy3EXPLOREMy BatteryConsider how fatigue, demand, interest, sensory load and environment could alter executive capacity.Studio tool4APPLYExecutive Function Prompt CardsReduce memory and sequencing demands by making the next step more visible.Resource
Collection B10When “Won’t” Might Be “Can’t Yet”
1WATCHExecutive Functions and Poor BehavioursUse the training to explore how behaviour that may be described as oppositional, careless or unmotivated could instead reflect differences in executive capacity.Course2TRYThe PauseCatch your first interpretation. What else could explain what you are seeing?Strategy3EXPLOREMy BatteryExplore how much capacity a person may have available before adding another demand.Studio tool4APPLYExecutive Function Prompt CardsAlter the support around the task before increasing pressure on the young person.Resource
O
Pillar Two · 10 collections
Openness to Trust and Attachment
Collection O1What Helps a Relationship Feel Safe?
1WATCHO: Openness – Applied AttachmentExplore attachment through relationship, predictability, responsiveness and trust — without using attachment labels to explain the child.Course2TRYSafe People, Safe PlacesDo it yourself first. Notice what makes somebody or somewhere easier to approach, and how personal those responses are.Activity3EXPLOREMy Safe SpaceCreate a space for yourself. Notice what you choose when you are not being told what safety should look like.Studio tool4APPLYAttachment ToolkitChoose one practical idea that could strengthen predictability, connection or choice within an existing relationship.Activity Finder
Collection O2Arriving, Separating and Reconnecting
1WATCHReducing Anxiety through Soft LandingsExplore what arrivals and separations may ask of a young person before the school day has even begun.Course2TRYCome to School Too, Blue Kangaroo!!Read it through the young person's lens. Notice the uncertainty, relationships and transitions around arriving somewhere.Activity3EXPLOREMy Safe SpaceConsider which elements of familiarity, predictability and choice could travel into an arrival routine.Studio tool4APPLYAttachment ToolkitChoose one change to the arrival, handover or reconnection process and observe what happens over time.Activity Finder
Collection O3Connection Through Play
1WATCHImproving Attachment through PlayExplore play as a possible way of being alongside, sharing attention and building relationship — without requiring conversation or a particular outcome.Course2TRYTherapeutic Play: Soft ToysTry the activity yourself. Notice how communicating through an object can feel different from answering direct questions.Activity3EXPLOREWarm FuzziesExplore giving, receiving, keeping and being left out. Notice your own responses without deciding what they are supposed to mean.Studio tool4APPLYAttachment ToolkitChoose one low-pressure relational or play-based idea and follow the young person's response rather than directing the interaction.Activity Finder
Collection O4When Behaviour Looks Different Across Places
1WATCHDifferent Behaviour Between Home and SchoolExplore why capacity and behaviour may change across environments without deciding that one setting is seeing the “real” child.Course2TRYThe Rabbit ListenedNotice your own urge to explain, reassure, question or solve. What happens when somebody simply stays alongside?Activity3EXPLOREMy Ideal SchoolBuild the environment yourself. What do your choices reveal about demand, predictability, sensory load, communication and belonging?Studio tool4APPLYSEMH-Informed Student PassportBring perspectives together so different adults can understand what helps without using one context to invalidate another.Resource
Collection O5Nurture, Connection and Growing Agency
1WATCHRunning Nurture-Informed GroupsExplore how nurture can provide predictable relational support while continuing to protect autonomy, participation and agency.Course2TRYThe Rabbit ListenedExperience the difference between supporting somebody and taking over their experience.Activity3EXPLOREWarm FuzziesNotice the different ways people may approach connection, giving, receiving and belonging.Studio tool4APPLYAttachment ToolkitChoose one relational practice that can be offered consistently without making access dependent on one particular adult.Activity Finder
Collection O6When Demands Affect Connection
1WATCHManaging Demand AvoidanceExplore what avoidance may communicate about autonomy, uncertainty, capacity, previous experiences and the way a demand is being presented.Course2TRYConnect and RedirectTry changing the order. Connect first, reduce language and urgency, then notice whether redirection is actually needed.Strategy3EXPLOREMy Ideal SchoolLook for demands embedded in the environment, routines and communication — not only in explicit instructions.Studio tool4APPLYAttachment ToolkitChoose one way of increasing choice, predictability or collaboration around a recurring demand.Activity Finder
Collection O7Transitions, Change and Uncertainty
1WATCHReducing Anxiety through Soft LandingsExplore why change may draw heavily on relational, sensory, communication and executive capacity.Course2TRYMoving On and Starting NewComplete it yourself. Notice what you want to know, keep, control or have made predictable when something changes.Activity3EXPLOREMy Safe SpaceConsider what familiar people, routines, objects or choices could provide continuity during change.Studio tool4APPLYActivities and Ideas for Transitions and ChangeChoose one transition and adapt that specific experience rather than expecting somebody to become generally “better at change”.Activity
Collection O8When School Does Not Feel Accessible
1WATCHEmotionally Based School Avoidance (EBSA))Explore non-attendance and avoidance as information about what school may currently be asking the young person to manage.Course2TRYActivities and Ideas for Transitions and ChangeTake one part of the school day and examine it closely. What might be uncertain, sensory, relational, communicatively demanding or difficult to predict?Activity3EXPLOREMy Ideal SchoolExplore what changes when we ask “what would make school work better for you?” rather than only “why aren't you coming?”Studio tool4APPLYSEMH-Informed Student PassportRecord what adults need to know and what could be changed consistently around the young person.Resource
Collection O9Separation, Loss and Staying Connected
1WATCHO: Openness – Applied AttachmentExplore how separation, loss and changing relationships may influence trust, connection and availability without assuming how an individual should respond.Course2TRYMetaphor Story: Coping with Parental SeparationExperience the story first. Notice how metaphor creates distance and allows meaning to emerge without requiring personal disclosure.Activity3EXPLOREMy Safe SpaceExplore what continuity might look like through people, objects, routines, places and memories.Studio tool4APPLYAttachment ToolkitChoose an approach that supports connection and predictability without pushing the young person to talk about experiences they may not wish to discuss.Activity Finder
Collection O10Connection Before Correction
1WATCHO: Openness – Applied AttachmentExplore how relationship, communication and current capacity affect whether guidance, reasoning or problem-solving are accessible.Course2TRYConnect and RedirectPractise pausing before correction. What are you noticing? What might you not yet understand? What could the behaviour be communicating?Strategy3EXPLOREWarm FuzziesExplore connection and reciprocity without scores, praise or a required response. Notice how much meaning can sit beneath a simple interaction.Studio tool4APPLYAttachment ToolkitChoose one change you can make in your own relational response before asking the young person to change theirs.Activity Finder
U
Pillar Three · 10 collections
Understanding Sensory Differences
Sensory differences are individual. The aim is not to make somebody tolerate more, sit still, appear calm or respond like everybody else.
We stay curious about what the person may be experiencing, what helps participation and what can be changed around them.
Collection U1Understanding a Different Sensory World
1WATCHU: Understanding – Applied Sensory ProcessingExplore how people notice, filter, seek, avoid and respond to sensory information differently — and why the same environment can be experienced very differently by two people.Course
2TRYyour ownNotice Your Own Sensory WorldFor two minutes, notice sound, light, movement, touch, smell and space around you. What do you notice immediately? What usually disappears into the background? What would you change if you could?Do it yourself — no portal page
3EXPLOREMy Reset ToolboxBuild one for yourself first. Notice what you genuinely choose — movement, quiet, sound, objects, space or something else.Studio tool4APPLYSensory Differences Activity PackUse the activities to explore sensory differences with curiosity, not to decide what somebody should tolerate or enjoy.CourseExplore furtherCovering the Eyes — Try Interoception — Try My Battery — Explore
Collection U2When Sensory Load Builds
1WATCHEmotional Overwhelm due to Sensory OverloadExplore how sensory load may accumulate across minutes or hours, and why the response we eventually see may be only the final part of the story.Course
2TRYyour ownChange One ThingAlter one element of your own environment — sound, lighting, visual clutter, seating or distance from other people. Notice what changes in your attention, effort or comfort.Do it yourself — no portal page
3EXPLOREMy BatteryExplore what draws on capacity across a day. Include sensory demands alongside communication, relationships, tasks and transitions.Studio tool4APPLYSEMH-Informed Student PassportRecord what the young person and people who know them notice about environments, sensory load and useful adjustments.ResourceCollection U3Understanding Interoception
1WATCHInteroception in the ClassroomExplore differences in noticing internal information such as hunger, thirst, temperature, toileting, fatigue, pain and changing body states.Course2TRYInteroceptionActivity & IdeaExplore your own internal signals. Which are obvious? Which do you notice late? Which depend on where you are or what you are doing?ActivityFree3EXPLOREBody MapUse the tool yourself. Notice how body information can be represented without needing somebody to identify the “correct” sensation or emotion.Studio toolFree4APPLYPhysical Body ScanBody ResourceOffer body noticing as an invitation rather than a test. Internal attention may be unclear, uncomfortable or inaccessible for some people.Resource
Collection U4Building a Sensory Toolkit Around the Person
1WATCHCreating a Multi-Sensory Regulation ToolkitExplore how sensory supports can be personalised rather than creating a standard box of objects labelled “calming”.Course
2TRYyour ownBuild Yours FirstWhat would genuinely help you concentrate, recover, wake up, wait or cope with a demanding environment? What would definitely not belong in your toolkit?Do it yourself — no portal page
3EXPLOREMy Reset ToolboxCreate your own digitally and notice how your choices change depending on what you need to do next.Studio tool4APPLYCreating a NeuroprofileBuild understanding of the whole person — including sensory preferences — before deciding which support might fit.ResourceCollection U5Movement, Sensory Circuits and Participation
1WATCHSensory Circuits InterventionExplore how planned movement and sensory experiences may support participation for some young people — while recognising that the purpose is not simply to make everybody quieter or stiller.Course2TRYMove it or Lose ItBody StrategyAdd movement before or during one of your own tasks. Notice whether it affects attention, energy, thinking or willingness to continue.Strategy3EXPLOREEnergy ThermometerCompare your energy before and after movement. It may increase, reduce, shift or stay much the same.Studio tool4APPLYSupport Plan PackConnect any planned sensory support to an identified need and meaningful participation goal, rather than providing input simply because it is available.Resource
Collection U6Fidgets, Movement and Attention
1WATCHFidget Toys for Learning and RegulationExplore why movement or manipulation may support attention for some people and distract others — and why context matters.Course
2TRYyour ownUse a Fidget YourselfUse something with your hands while listening, reading or thinking. Then change the task. Does its usefulness change too?Do it yourself — no portal page
3EXPLOREMy BatteryConsider how movement, concentration, sensory input, fatigue and task demand interact across your own day.Studio tool4APPLYSEMH-Informed Student PassportRecord what appears to support participation, when it helps and when it does not, rather than creating blanket rules about fidget use.ResourceCollection U7Touch, Texture and Autonomy
1WATCHTactile Defensiveness ProjectExplore differences in responses to touch and texture without framing avoidance as something that automatically needs to be overcome.Course
2TRYyour ownNotice Your PreferencesThink about clothing, food textures, surfaces, physical proximity and unexpected touch. What do you actively seek, tolerate or avoid?Do it yourself — no portal page
3EXPLOREMy Safe SpaceExplore how control, personal space, predictability and the ability to say no may influence a sensory experience.Studio tool4APPLYSensory Differences Activity PackExplore sensory preferences with choice and control. A person can stop, change, decline or communicate that something is not for them.CourseCollection U8Sensory Preferences Change With Context
1WATCHSensory Differences Activity PackCourseExplore sensory differences across everyday situations rather than turning preferences into fixed labels about the person.Course
2TRYyour ownSame Sense, Different ContextChoose one sensory experience you enjoy. Would you still enjoy it when tired, concentrating, anxious, unwell or unable to control when it stops?Do it yourself — no portal page
3EXPLOREMy Ideal SchoolDesign the environment yourself. Notice your choices around noise, lighting, people, movement, space, predictability and places to step away.Studio tool4APPLYCreating a NeuroprofileCapture patterns and preferences while leaving room for them to change across context, time and development.ResourceCollection U9Sensory Story Massage: Consent, Choice and Connection
1WATCHSensory-based Story Massage InterventionExplore the use of predictable story, rhythm and touch while keeping communication, consent and individual sensory preferences central.Course
2TRYyour ownPractise Offering ChoicePractise the language before practising the activity: yes, no, stop, different, lighter, harder, watch instead, or not today.Do it yourself — no portal page
3EXPLOREMy Safe SpaceConsider what would help an interaction involving proximity or touch feel predictable and controllable.Studio tool4APPLYSupport Plan PackRecord preferences, communication methods, boundaries and agreed support rather than assuming consent from previous participation.ResourceCollection U10Change the Environment Before Asking the Person to Cope
1WATCHU: Understanding – Applied Sensory ProcessingReturn to sensory processing through an environmental lens: what might this space, routine or interaction be asking this person to manage?Course
2TRYyour ownDo an Environmental Walk-ThroughEnter a familiar space as though you have never been there. Notice lighting, echo, smells, movement, visual clutter, proximity, unpredictability and communication demands.Do it yourself — no portal page
3EXPLOREMy Ideal SchoolBuild an environment around what supports participation rather than around what everybody else is expected to tolerate.Studio tool4APPLYSEMH-Informed Student PassportChoose one reasonable adjustment to the environment or interaction before adding another strategy for the young person to remember and use.ResourceN
Pillar Four · 10 collections
Navigating Emotions
Emotions are information, not problems to remove.
A young person does not have to name, explain or visibly regulate an emotion for it to be valid.
Emotion may be communicated through words, AAC, movement, behaviour, play, drawing, silence, body sensations or something we do not yet understand.
Collection N1Understanding Emotions as Information
1WATCHN: Navigating – Applied EmotionExplore emotions as responses to what is happening within and around a person — including relationships, sensory experiences, thoughts, expectations, memories and unmet needs.Course2TRYMixed-Up FeelingsDo it yourself. Notice whether one emotion fits your experience or whether several things can be present at once.Activity3EXPLOREEmotion WheelUse the tool yourself. Explore possibilities without needing to find the “right” word or make the experience fit a label.Studio tool4APPLYThe BOUNCE Emotional Literacy ProgrammeChoose one way to create more opportunities for noticing and communicating emotion without turning emotional literacy into a test.Resource
Collection N2Regulation Is Not Compliance
1WATCHEmotional Regulation and BOUNCEExplore regulation as having enough capacity and support for the situation — not becoming quiet, still, cheerful or ready to comply.Course2TRYIntroducing the ScaleUse the activity through your own lens. Notice how your state changes across different tasks, environments and people.Activity3EXPLOREEnergy ThermometerExplore changing energy without categorising one level as good and another as bad.Studio tool4APPLYHow are you Feeling??PDF / ResourceOffer another way to communicate current experience while keeping “I don't know”, “none of these” and no response available.Resource
Collection N3When Anger Is Carrying a Message
1WATCHNegative Behaviour and Emotional IntelligenceMove beyond the language of “negative behaviour” and explore what anger, resistance or intensity might be communicating.Course2TRYMetaphor Story: Managing Anger and Feeling UnheardRead it yourself. Notice what changes when you become curious about what has felt unheard rather than focusing only on the anger.Activity3EXPLOREComic CreatorRevisit a situation frame by frame. What happened before the visible behaviour? What might each person have experienced, expected or misunderstood?Studio tool4APPLYSupport Plan PackIdentify what adults and the environment can change before, during and after difficult moments — alongside any support offered to the young person.Resource
Collection N4Working With Worry Without Trying to Remove It
1WATCHReducing Anxiety in ChildrenExplore worry as a protective response and consider what it may be trying to anticipate, prevent or prepare for.Course2TRYActivities for Anxiety and WorryExperience one activity yourself. Notice whether it creates distance, understanding, choice or nothing particularly useful for you.Activity3EXPLOREWorry MachinePut a worry outside yourself and choose what happens next. Notice what changes when you retain control over it.Studio tool4APPLYSUD Scale Assessment FormUse only as an optional way for somebody to communicate their own subjective experience — not as a score they need to reduce.Resource
Collection N5Fear, Uncertainty and Not Knowing
1WATCHN: Navigating – Applied EmotionExplore fear as meaningful information about uncertainty, perceived risk and available capacity rather than assuming that avoidance is irrational.Course2TRYMetaphor Story: Fear of the UnknownExperience the story yourself. Notice how metaphor allows difficult experiences to be explored without demanding personal disclosure.Activity3EXPLOREMy Safe SpaceExplore what predictability, control, people, objects and environmental features make uncertainty easier to approach.Studio tool4APPLYSEMH-Informed Student PassportRecord what helps when situations are unfamiliar or unpredictable so support does not depend on somebody explaining themselves while under pressure.Resource
Collection N6When Capacity Drops and Emotions Become Bigger
1WATCHEmotional Regulation and BOUNCEExplore why access to language, reflection, flexibility and problem-solving may reduce as nervous-system and emotional demands increase.Course2TRYActivities for Emotional Outbursts / MeltdownsReview the activities through the adult lens first. Ask what each one assumes about what is happening and what might be missing from that explanation.Activity3EXPLOREMy Reset ToolboxBuild your own. Notice what you would genuinely want available when your capacity is low — including space, movement, company, quiet or nothing at all.Studio tool4APPLYSupport Plan PackPlan what adults can notice, reduce, provide and change before expecting independent strategy use.Resource
Collection N7Exploring Emotion Through LEGO®
1WATCHLEGO Feelings InterventionExplore how building, metaphor and characters can provide another route into emotional expression without relying on direct questioning.Course
2TRYyour ownBuild Before You ExplainRepresent an experience with bricks. Do not decide beforehand what it has to mean. Notice whether building changes how you think about it.Do it yourself — no portal page
3EXPLOREEmotion WheelUse the wheel afterwards as a source of possibilities rather than requiring the experience to fit a particular emotion word.Studio tool4APPLYLEGO Emotion PackOffer structure while allowing the young person to change the task, reject the suggested emotion or decide what their creation means.ResourceCollection N8Exploring Emotion Through Play-Doh
1WATCHRunning a Play-Doh Feeling SessionExplore modelling, shaping and sensory play as ways of communicating experiences where words can remain optional.Course
2TRYyour ownMake Without NamingUse Play-Doh to represent something about an experience. Do not label it first. Notice shape, pressure, size, movement and what you choose to do with it.Do it yourself — no portal page
Free3EXPLOREBody MapTry another non-verbal route. Notice how different forms of expression bring forward different information.Studio tool4APPLYyour ownRun One Low-Pressure Play-Doh InvitationOffer the materials and invitation, then follow what the young person does rather than guiding them towards the emotion you expected.Do it yourself — no portal page
Collection N9Drawing What Words Might Not Hold
1WATCHDrawing Feelings InterventionExplore drawing as a possible form of communication and meaning-making — not something the adult needs to decode.Course2TRYMy Feelings in ColourCreate something yourself without assigning fixed meanings to colours. Notice how personal those choices become.ActivityFree3EXPLOREBody MapExperiment with marks, shape, colour and position without explaining the finished result.Studio tool4APPLYHow are you Feeling??PDF / ResourceOffer paper-based exploration alongside speech, AAC, movement, play and the option not to engage.Resource
Collection N10Symbolic Play and Creative Expression
1WATCHSand Play TrainingExplore symbolic play as a way of creating, representing and making meaning without requiring somebody to talk directly about themselves.Course
2TRYyour ownCreate a Small SceneUse objects, figures or imagined symbols to create a scene. Resist explaining each choice. Notice how quickly another person could incorrectly interpret what you made.Do it yourself — no portal page
3EXPLOREStory BuilderCreate a fictional story or character. Notice how indirect storytelling can make space for ideas without assuming the story is autobiographical.Studio tool4APPLYCreative Expression through ArtActivity & IdeaOffer a creative invitation with no required interpretation, emotional label or disclosure. Let the meaning belong to the creator.ActivityC
Pillar Five · 10 collections
Communication and Connection
Communication is shared.
A communication breakdown does not automatically mean that the child lacks a skill.
Meaning is shaped by language, processing time, sensory load, context, expectations, previous experiences and the communication styles of everyone involved.
Collection C1Understanding Communication Differences
1WATCHC: Connection – Applied CommunicationExplore communication as something created between people, rather than a set of skills that one person either has or lacks.Course
2TRYyour ownExperience a Communication MismatchThink of a time when somebody misunderstood you even though you felt you were being clear. What assumptions did each person bring to the interaction?Do it yourself — no portal page
3EXPLOREComic CreatorBuild a simple interaction from both sides. Notice how the same words or actions can be experienced differently depending on perspective and context.Studio tool4APPLYHow I Communicate PackBuild understanding around how the individual communicates, processes information, shows understanding and prefers others to communicate with them.ResourceCollection C2Say Less, Create More Space
1WATCHUsing Declarative LanguageExplore communication that shares information, wonders aloud and creates space for processing rather than relying heavily on instructions, questions and demands.Course
2TRYyour ownChange the LanguageTake three everyday instructions you regularly use. Experiment with reducing urgency, adding information or wondering rather than directing.Do it yourself — no portal page
3EXPLOREComic CreatorCreate the same interaction twice — once with directive language and once with more space. Notice what changes.Studio tool4APPLYHow I Communicate PackRecord language, pacing and communication approaches that appear to make interaction more accessible for the individual.ResourceCollection C3Autistic Communication Without Teaching Masking
1WATCHSupporting Autistic Students in the ClassroomExplore autistic communication as difference rather than deficit, including different use of eye contact, facial expression, movement, language, silence and social energy.Course
2TRYyour ownAudit Your ExpectationsNotice what you unconsciously read as “good communication”: eye contact? quick answers? facing you? speaking rather than typing? Ask which of those are actually necessary.Do it yourself — no portal page
3EXPLOREWarm FuzziesExplore giving, receiving, joining in and being left out. Notice how many different responses can exist without one being the socially “correct” response.Studio tool4APPLYHow I Communicate PackCapture the person's authentic communication preferences rather than creating targets aimed at making them appear more neurotypical.ResourceCollection C4Processing Time, Predictability and Understanding
1WATCHC: Connection – Applied CommunicationExplore how processing demands, uncertainty and too much language can affect whether somebody can understand and respond in the moment.Course
2TRYyour ownNotice the PauseAsk yourself a difficult question and notice how long it takes to formulate an answer. What happens if somebody repeats the question or adds more language before you are ready?Do it yourself — no portal page
3EXPLOREVisual TimetableUse the interactive tool yourself. Notice how much information can be communicated without relying on remembering spoken instructions.Studio tool4APPLYVisual Timetable for HomeMake information more visible and predictable rather than repeatedly asking the person to remember what has been said.ResourceCollection C5Making Thinking Visible
1WATCHRunning a Comic Strip InterventionExplore drawing as a way of slowing interactions down and making information, perspectives and misunderstandings visible.Course
2TRYyour ownDraw a MisunderstandingChoose a small misunderstanding from your own life. Draw what was said, what you knew and what the other person may have known. Notice what was missing between you.Do it yourself — no portal page
3EXPLOREComic CreatorBuild the interaction digitally. Try changing one piece of information and see how the meaning of the whole interaction changes.Studio tool4APPLYMaking Things BetterActivity & IdeaUse visual exploration after an interaction when the person has capacity — not as a forced post-incident interrogation.ActivityCollection C6Perspective Without Mind-Reading
1WATCHTheory of Mind InterventionExplore differences in perspective while avoiding the assumption that neurodivergent people uniquely struggle to understand other minds. Misunderstanding can happen in both directions.Course2TRYWhat Might They Be Feeling??Use the activity critically. Generate several possibilities rather than one answer — then add: “We don't actually know unless they tell or show us.”Activity3EXPLOREStory BuilderCreate a situation involving several characters. Give each person different information and notice how their understanding of the same event changes.Studio tool4APPLYPupil VoiceMove from guessing somebody's perspective to creating accessible ways for them to communicate it themselves.Resource
Collection C7Friendship Without a Single Right Way to Be Social
1WATCHLEGO®-based TherapyExplore shared activity as a route into communication and connection where conversation does not have to carry the whole interaction.Course2TRYActivities for Friendship DifficultiesLook through the activities as an adult. Ask whether they support mutual connection — or quietly teach a child how to appear more socially typical.Activity3EXPLOREWarm FuzziesExplore giving, receiving, keeping, joining and exclusion without scores or predetermined meanings.Studio tool4APPLYTherapeutic LEGO® Intervention PackUse shared interest, roles and collaborative activity to support connection while respecting different ways of participating.Resource
Collection C8Repair After Communication Goes Wrong
1WATCHRestorative Justice in SchoolsExplore repair as rebuilding understanding and relationship — not extracting an apology or forcing somebody to admit fault.Course2TRYWhen Things Go WrongThink about a conflict from your own life. What did you need before you were able to hear another person's perspective?Activity3EXPLOREComic CreatorMap what happened without deciding immediately who was right. Add what each person knew, misunderstood or needed.Studio tool4APPLYRestore, Repair, and Prevent ToolkitSupport repair when everyone has enough capacity to participate, allowing communication in forms other than a face-to-face verbal conversation.Resource
Collection C9De-escalating Communication Without Controlling the Person
1WATCHUsing NLP to De-escalate and Defuse ConflictTake useful communication principles from the training while keeping the BOUNCE aim clear: reduce threat and misunderstanding, not gain compliance.Course
2TRYyour ownChange Your Side of the InteractionPractise slowing your pace, reducing language, softening urgency and leaving longer spaces between turns. Notice how different that feels from trying to persuade.Do it yourself — no portal page
3EXPLOREComic CreatorBuild an escalating interaction. Change only the adult communication and see what alternative routes become possible.Studio tool4APPLYSupport Plan PackPlan what adults can change in language, timing, demands and environment when communication becomes difficult.ResourceCollection C10Collaborative Problem-Solving and Pupil Voice
1WATCHRunning Solution CirclesExplore collaborative problem-solving where understanding is built with people rather than professionals deciding the solution for them.Course2TRYI Wonder If ……Strategy & ToolPractise replacing certainty with curiosity: “I wonder if…” rather than “You are doing this because…”Strategy3EXPLOREMy Ideal SchoolUse the tool yourself. Notice how much useful information becomes available when somebody is allowed to show what they would change rather than simply answer adult questions.Studio tool4APPLYPupil VoiceCreate accessible ways for the young person's perspective to influence decisions, provision and review.Resource
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Pillar Six · 10 collections
Esteem, Identity and Self
Identity is bigger than behaviour, diagnosis, achievement or difficulty.
Self-worth is not something adults can simply give through praise, rewards or positive statements.
It develops through experiences of being known, accepted, understood, capable, connected and able to influence what happens.
Collection E1Who Am I?
1WATCHE: Esteem – Applied IdentityExplore how identity develops through relationships, experiences, interests, values, belonging, neurotype, strengths and the messages we receive about ourselves.Course2TRYThis is MeDo it yourself first. What parts of yourself appear immediately? Which parts are harder to put into words? What gets missed when identity is reduced to a few labels?Activity3EXPLOREMy IslandCreate your own world. Notice what you include when you are free to represent yourself through places, interests, people and things that matter.Studio tool4APPLYMy Reflection PackCreate opportunities for the young person to define themselves rather than building an adult-written description of who they are.Resource
Collection E2Building a Richer Life Story
1WATCHRunning a Tree of Life InterventionExplore identity through roots, relationships, skills, experiences, hopes and the stories that connect them.Course2TRYWonderReflect on your own story with curiosity rather than evaluation. What experiences, people and places have shaped who you are?Activity3EXPLORETree of LifeBuild your own first. Notice how identity expands when difficulty becomes only one part of a much larger story.Studio tool4APPLYMy Reflection PackUse reflection to help preserve the young person's own language, meanings and preferred story about themselves.Resource
Collection E3Strengths That Belong to the Person
1WATCHE: Esteem – Applied IdentityExplore strengths as lived capacities, interests, values and ways of being — rather than compliments adults award.Course2TRYMy Brave and Strong PartsThink about situations where different strengths actually showed up. Courage may sometimes look like trying — and sometimes like saying no.Activity3EXPLOREMy SuperpowersUse the tool yourself. Notice what changes when you choose what counts as a strength rather than having somebody else choose for you.Studio tool4APPLYBeliefs and ValuesHelp the young person notice what matters to them and what they recognise in themselves.Resource
Collection E4Understanding Different Parts of Ourselves
1WATCHA Parts ApproachExplore how different parts of us may hold different needs, fears, beliefs and ways of protecting us.Course2TRYMy Brave and Strong PartsNotice your own different responses. A part may want connection while another wants distance; one may want to try while another wants to protect.Activity3EXPLOREBelief BuddyExplore one belief through curiosity. What might the part holding it be trying to prevent, predict or protect against?Studio tool4APPLYA Part of Me FeelsUse language that separates an experience from identity: “A part of me feels…” rather than “I am…”Resource
Explore furtherMy Reflection Pack — Apply This is Me — Try A Parts Approach — Watch
Collection E5Where Beliefs About Ourselves Come From
1WATCHA Parts ApproachExplore beliefs as things that can develop from repeated experiences, relationships and attempts to stay safe — not simply errors in thinking.Course2TRYLabellingThink about labels other people have used about you. Which became part of how you saw yourself? Which never really fitted?Activity3EXPLOREBelief BuddyChoose one belief and explore its history. When did it become useful? What experiences strengthened it?Studio tool4APPLYBeliefs and ValuesUnderstand the belief before trying to change it.Resource
Collection E6When One Experience Becomes the Whole Story
1WATCHE: Esteem – Applied IdentityExplore how repeated experiences can narrow identity into conclusions such as “I'm difficult”, “I'm stupid” or “I always get it wrong”.Course2TRYAll or NothingNotice where your own thinking turns a complicated situation into only two possibilities: success/failure, liked/disliked, capable/incapable.Activity3EXPLOREBelief BuddyExplore whether a belief has become bigger than the experiences that originally created it.Studio tool4APPLYLEGO: Belief and Cognitive Distortions BundleMake thinking visible and external without telling the young person that their experience is simply “wrong thinking”.Resource
Collection E7Mistakes Without Becoming the Mistake
1WATCHE: Esteem – Applied IdentityExplore the difference between something did not work and therefore something is wrong with me.Course2TRYMetaphor Story: Fear of MistakesRead it through your own lens. What have mistakes meant in different environments or relationships in your life?Activity3EXPLOREBelief BuddyExplore a belief such as “I always get things wrong”. What experiences might have taught it? What is it trying to protect against?Studio tool4APPLYMy Reflection PackReflect on what was tried, learned, changed or needed — not simply whether the outcome was successful.Resource
Collection E8Agency — I Can Have an Effect
1WATCHRunning a Tree of Life InterventionExplore how hopes, skills, relationships and past experiences can help somebody see themselves as an active participant in their own story.Course2TRYMetaphor Story: Taking Small StepsNotice the difference between being told to be more confident and having one achievable action you genuinely choose.Activity3EXPLORETree of LifeExplore hopes and future directions alongside the people, experiences and abilities that could support them.Studio tool4APPLYMy Reflection PackMake choices, attempts, adaptations and influence visible — not just final achievements.Resource
Collection E9Belonging Without Having to Become Someone Else
1WATCHE: Esteem – Applied IdentityExplore how belonging, exclusion, comparison and messages about difference can shape identity and self-worth.Course2TRYMetaphor Story: Being YourselfThink about situations where fitting in has required you to hide, change or reduce part of yourself.Activity3EXPLOREMy IslandCreate a place where you decide what belongs. Notice who, what and which environments allow more of you to be present.Studio tool4APPLYActivities and ideas for Low Self-EsteemActivity collectionChoose activities that support authentic identity and belonging rather than teaching a young person to perform confidence or fit a social norm.Activity
Collection E10Compassionate Self-Talk Without Forced Positivity
1WATCHA Parts ApproachExplore difficult self-talk as potentially protective or learned rather than something that must immediately be replaced.Course2TRYPositive AffirmationsTry several yourself. Notice which feel believable, which feel neutral and which create resistance because they do not match your lived experience.Strategy3EXPLOREBelief BuddyExplore what experiences might allow a more compassionate belief to become genuinely believable over time.Studio tool4APPLYBeliefs and ValuesDevelop language that feels authentic: perhaps not “I am amazing”, but “This is difficult and I am still here,” “I can ask for help,” or words chosen by the young person themselves.Resource