Chelsea Harrington - Paediatric Positive Behaviour Support

Chelsea Harrington - Paediatric Positive Behaviour Support Creating neuroaffirming partnerships between children, families, educators and support teams to understand behaviour through a strengths-based lens.

PDA (Pathological Demand Avoidance / Persistent Drive for Autonomy) in real life:Nervous system:For many neurodivergent ...
10/02/2026

PDA (Pathological Demand Avoidance / Persistent Drive for Autonomy) in real life:

Nervous system:
For many neurodivergent people, demands can register as danger. Anxiety spikes and avoidance becomes a safety response — not disobedience.

Autonomy:
PDA is driven by a deep need for choice and control. Collaboration, options, and reduced pressure are supports, not “giving in.”

Behaviour isn’t something to fix — it’s something to understand.

School avoidance isn’t “won’t.”Often, it’s can’t.When anxiety is high, a child’s nervous system is working overtime just...
09/02/2026

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.

08/02/2026

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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Back to school can be tough — especially for neurodivergent children and children with disability.Changes in behaviour a...
22/01/2026

Back to school can be tough — especially for neurodivergent children and children with disability.

Changes in behaviour aren’t a sign of failure. They’re communication.
With the right supports, predictability, and compassion, we can reduce stress and build capacity over time 💛

Support isn’t about pushing harder — it’s about meeting kids where they are.

Transitions can be one of the hardest parts of the day — not because kids are “being difficult,” but because their nervo...
31/12/2025

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. 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.

When PBS is done well, it reduces distress and builds skills, connection and confidence — across home, school and commun...
22/12/2025

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.

When we support connection, regulation, and wellbeing, behaviour often shifts naturally. Swipe for low-demand ideas for ...
18/12/2025

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.

Behaviour is not something to manage — it’s something to understand. PBS in educational settings focuses on environments...
15/12/2025

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.

Neuro-affirming PBS practice is key to supporting neurodivergent children and young people. It is collaborative, individ...
15/12/2025

Neuro-affirming PBS practice is key to supporting neurodivergent children and young people. It is collaborative, individualised, ethical and respectful. Support should fit the person, not the system.

Curious about Positive Behaviour Support (PBS) and the role of a PBS practitioner? Swipe to learn more ➡️
14/12/2025

Curious about Positive Behaviour Support (PBS) and the role of a PBS practitioner? Swipe to learn more ➡️

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Bendigo, VIC
3550

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