Chelsea Harrington - Paediatric Positive Behaviour Support

21/04/2026

School avoidance isn’t “won’t.” Often, it’s can’t.

When anxiety is high, a child’s nervous system is working overtime just to feel safe. Learning, regulation and logic don’t disappear because a child doesn’t care — they disappear because the brain is in survival mode.

Avoidance is communication. A signal that something about school feels too hard right now.

Real support starts when we stop asking “How do we make them go?” and start asking “What does this child need to feel safe enough to try?”

Small steps matter.
Connection matters.
Safety always comes first.

08/04/2026

When caregivers feel overwhelmed, it can impact how we respond — but it also creates opportunities to model emotional awareness, co-regulation, and repair. These small, intentional shifts support both you and your child.

This is your reminder that you don’t need to be perfectly calm to support your child.

Connection, not calm, remains the foundation for regulation.

29/03/2026

When we support connection, regulation, and wellbeing, behaviour often shifts naturally. Swipe for low-demand ideas for tired caregivers (your wellbeing matters too!) and growing nervous systems.

27/03/2026

Transitions can be one of the hardest parts of the day - not because kids are “being difficult”
“ but because their nervous system is working
overtime.
When there’s uncertainty, loss of control, or sensory overload, moving from one thing to the next can feel overwhelming.
That’s where connection and clarity matter more than pressure and compliance. These small shifts don’t “spoil” kids - they build safety, trust, and skills they’ll carry into independence.
Effective transition support focuses on proactive strategies that promote safety and predictability, building the skills needed for more independent transitions in the future.

16/03/2026

Behaviour is not something to manage - it’s something to understand. PBS in educational settings focuses on environments, expectations and skills so students can access learning with safety and dignity. When we support regulation and access, behaviour follows.
PBS reminds us that behaviour reflects a mismatch, not a deficit. If students are struggling, we should focus on sensory input, task demands and accessibility - not compliance.

09/03/2026

05/03/2026

When PBS is done well, it reduces distress and builds skills, connection and confidence — across home, school and community. Swipe right to learn more about how PBS can support children in a neuroaffirming, evidence-based, trauma-informed way.

22/02/2026

Big feelings need calm adults.

When a child is overwhelmed, they borrow our nervous system.

Your steady breath.
Your soft tone.
Your grounded presence.

That’s the intervention.

Coregulation isn’t extra — it’s foundational.

Stay with them. The lesson can wait. 💛

08/02/2026

When a child drops or breaks something,
that part is developmentally expected.

They’re still learning coordination.
Judgment.
Impulse control.
Cause and effect.
It’s normal.

An adult shouting in response
isn’t.
It’s dysregulation.

What usually happens in these moments isn’t about the object —
it’s about familiarity putting us on autopilot.

With guests, we pause.
We soften our tone.
We assume it was an accident.

With our children, the guard is down —
so reactions come out faster and sharper.

But when we bring awareness back online,
everything changes.

The mess can still be cleaned.
Responsibility can still be taught.

What doesn’t need to happen
is shame.

Because children don’t learn regulation
by being met with dysregulation.

They learn it by watching us
stay steady
when mistakes happen.

That’s the lesson that lasts. ❤️

Quote Credit: ❣️

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