Inclusion is often discussed as access, placement, or participation, but for a child, inclusion is a lived experience shaped moment by moment. This article explores what inclusion actually feels like for a child, focusing on nervous system safety, masking, and belonging. It examines how children can appear settled and compliant while quietly managing anxiety, and why true inclusion is less about manageability and more about creating environments where children feel safe enough to be themselves.

Ethical practice in classrooms is often discussed in terms of policies, codes of conduct, and professional standards. But in real behaviour support, ethics rarely appears in neat or documented ways. It emerges in moments of uncertainty, when a child is dysregulated, pressure is high, and practitioners must make rapid decisions that balance safety, dignity, autonomy, and learning. This article explores what ethical practice actually looks like in real classrooms, focusing on ethical decision-mak

The Child Everyone Says is Fine There is a child I think about often when I am in schools. I have met them in different classrooms, different buildings, different years, but they are always recognisably the same child. They are the one everyone says is fine. They sit where they are told. They nod when spoken to. They complete the work, or at least enough of it to avoid attention. They smile when an adult looks their way. They do not interrupt, complain, or ask many questions. In busy...