6 years old: Positive Behaviour Support Transformed a Child’s School Life

At daar, we believe that every child deserves the opportunity to thrive in their educational environment. However, for many children facing emotional and behavioural regulation challenges, the classroom can feel less like a place of learning and more like a battlefield. The sensory demands, social complexities, and academic pressures can quickly become overwhelming, leading to behaviours that are often misunderstood.

This case study explores the journey of "Leo" (name changed for privacy), a bright but overwhelmed young boy who was struggling to cope with the demands of school. Through targeted behaviour therapy for children and a collaborative approach with his educators, we were able to turn a situation of exclusion into one of inclusion and success.

Leo is an energetic, curious, and affectionate six-year-old with a deep love for dinosaurs and building blocks. He can name every species of dinosaur from the Triassic period and spends hours constructing intricate worlds out of Lego. He lives with his parents and younger sister in a suburban home. While Leo is highly intelligent and verbal, possessing a vocabulary far beyond his years, he struggles significantly with sensory processing, emotional regulation, and interpreting non-verbal social cues.

When Leo’s parents first contacted daar, they were at a breaking point. They described their home life as "walking on eggshells." Leo had recently transitioned from a small, quiet kindergarten to a large, bustling mainstream primary school. The transition had triggered a significant regression in his behaviour. The parents were receiving almost daily phone calls from the principal regarding incidents in the classroom.

The emotional toll on the family was immense. Leo’s mother had to reduce her working hours to be available for early pick-ups, and his father felt a deep sense of guilt and frustration, unsure of how to help his son who seemed to be suffering. They feared that Leo would be expelled or labeled as a "problem child" permanently, overshadowing his potential and his kind heart.

The Challenge

The primary challenge was Leo’s inability to regulate his emotions during unstructured times (like recess and lunch) and during transitions between classroom activities. For a child with neurodivergent needs, the unpredictability of a school Playground or the sudden switch from a fun activity to a demanding one can feel catastrophic.

Leo’s anxiety often manifested as aggression, which was becoming a safety concern for his peers and teachers. The school staff, while well-meaning, were struggling to manage the intensity of his meltdowns.

Specific Behaviour Concerns:

• Physical Aggression: When frustrated or when his personal space was invaded by other children, Leo would lash out. This included hitting, pushing, or throwing classroom objects. These incidents usually occurred when he felt cornered or unable to communicate his distress verbally.
• Elopement (Running Away): When overwhelmed by noise or demands, Leo’s "flight" response would trigger. He would run out of the classroom, hide under desks, or attempt to leave the school grounds entirely. This posed a significant safety risk.
• Task Refusal and Shutdowns: Leo would frequently shut down when asked to switch from a preferred activity (like Lego or drawing) to a non-preferred one (like writing or maths). This often escalated into throwing items or screaming if the demand was pressed too hard.
• Sensory Overload: The noise of the bell, the chatter of 25 other students, and the bright classroom lights were constant stressors. By midday, Leo was often in a state of hyper-arousal, making regulation impossible.

Impact at Home and School:

The impact was severe and pervasive. Leo was placed on a reduced timetable, attending school for only two hours a day. This meant he was missing out on critical social development and academic learning, falling behind his peers. He was becoming isolated, as other children were afraid to play with him.

At home, the stress of the school day led to "after-school restraint collapse." Having held it together as best as he could during school hours, Leo would release all his pent-up tension the moment he got into the car or walked through the front door. This resulted in prolonged meltdowns, screaming, and crying for up to an hour. His parents felt helpless, and the school staff felt ill-equipped to manage his complex needs without disrupting the education of the rest of the class.

The team at daar didn't just give us a report and leave. They stood in the classroom with us, modeled the strategies, and showed us that Leo wasn't being 'naughty'—he was struggling to cope. That shift in perspective changed everything. We went from managing a crisis to supporting a child.

daar Therapy Approach

At daar, our approach is rooted in Positive Behaviour Support (PBS). We do not focus on "fixing" the child or forcing compliance; rather, we focus on understanding the function of the behaviour—what is the child trying to tell us? and modifying the environment to support success.

Our clinician began by conducting a comprehensive Functional Behaviour Assessment (FBA). This involved observing Leo in the classroom, interviewing his parents and teachers, and collecting data on when and why the behaviours were occurring. We discovered that Leo’s aggression was primarily a "flight or fight" response to sensory overload and a lack of predictability. He wasn't trying to be "naughty"; he was panicked.

Key Interventions Implemented:

• Visual Schedules & Priming:
  We introduced a highly detailed visual schedule taped directly to Leo’s desk. This broke the day down into small, manageable chunks. Before any transition, the teacher or aide would use a "First/Then" board (e.g., "First Writing, Then Lego") to make expectations clear and rewarding. We also used "priming," where Leo was given a 5-minute and 2-minute warning before an activity changed, allowing him to mentally prepare.
• The "Safe Zone" Strategy:
  Previously, when Leo was overwhelmed, he was sent to the principal’s office, which he viewed as a punishment and which increased his anxiety. We worked with the school to create a "Safe Zone" in a quiet corner of the classroom. This area was equipped with sensory tools like noise-cancelling headphones, a weighted lap pad, and fidget toys. Leo was taught to ask for a "break" using a card before his emotions escalated to the point of no return.
• Social Stories and Role Play:
  We developed custom social stories featuring Leo’s favourite dinosaurs to explain complex social concepts. For example, we created a story called "T-Rex Keeps His Hands to Himself" to teach personal space, and "Stegosaurus Asks to Play" to model how to join a game. We role-played these scenarios in therapy sessions so Leo could practice in a low-stress environment.
• Teacher & Aide Training:
  A critical component of behaviour therapy for children is empowering the adults around them. We provided on-site coaching for Leo’s teacher and integration aide. We taught them how to spot the early signs of dysregulation—such as Leo clenching his fists, pacing, or covering his ears (known as "rumbling")—and intervene before the explosion occurred.
• Reinforcement Systems:
  We moved away from punitive measures and implemented a token economy system. Leo earned "Dino Tokens" for specific positive behaviours, such as sitting quietly for 10 minutes or using his words to express frustration. These tokens could be traded in for 5 minutes of iPad time or building time, reinforcing the connection between positive behaviour and positive outcomes.

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Results and Progress

The implementation of the Positive Behaviour Support plan required consistency, patience, and teamwork. Change did not happen overnight, but the trajectory over a six-month period was transformative.

Measurable Improvements:

• Reduction in Aggression: Incidents of physical aggression dropped by 85% within the first three months. Leo learned to verbalize "I am mad" or hand over his break card instead of hitting. The classroom became a safer place for everyone.
• Increased Attendance: Leo successfully transitioned from a 2-hour partial day to full-time school attendance within four months. He was able to stay for lunch and recess, times that were previously impossible for him to manage.
• Academic Engagement: With his anxiety lowered, Leo’s ability to focus improved drastically. He moved from completing roughly 10% of classwork to completing 80% of assigned tasks independently. He began to take pride in his work, showing his parents his writing and drawings.
• Social Inclusion: Perhaps the most heartwarming result was social. For the first time, Leo was invited to a classmate's birthday party—a milestone that brought his mother to tears. He began to play parallel to other children and eventually engaged in cooperative play during block time.
• Home Life Harmony: The "after-school restraint collapse" virtually disappeared. Because Leo was being supported throughout the day, he wasn't coming home with an empty emotional tank. Evenings became a time for family connection rather than conflict.

Key Outcomes

The success of this case study highlights several key outcomes that are central to the daar philosophy and approach to therapy:

1. Behaviour is Communication: By treating Leo’s behaviour as a distress signal rather than defiance, we solved the root cause (anxiety/sensory overload) rather than just punishing the symptom. This is the core of effective positive behaviour support.
2. Consistency is King: The strategies worked because they were applied consistently. The language used at home matched the language used at school. The visual supports were available in both environments. This consistency provided Leo with the safety and structure he craved.
3. Empowerment Over Dependence: Leo is now learning to self-regulate. He no longer needs an adult hovering over him constantly; he knows how to use his tools to calm himself down. We are building skills for life, not just for the classroom.
4. Collaboration is Essential: The success was driven by the partnership between daar, the parents, and the school. When therapists and educators speak the same language, the child benefits immensely.

+ 700 %

increase in independent academic task completion

100 %

elimination of elopement 

85 %

reduction in physical aggression incidents

Conclusion

Leo’s story is a powerful reminder that with the right support, child behaviour and progress can go hand in hand. He is no longer defined by his "challenging behaviour" or viewed as the "naughty kid." Instead, he is recognized for his intelligence, his creativity, his knowledge of dinosaurs, and his growing social skills. He is a happy, accepted member of his school community.

At daar, we are dedicated to unlocking better health and happiness for families. We understand that seeing your child struggle is one of the hardest things a parent can go through. But we also know that change is possible. Whether your child is struggling with school refusal, aggression, social anxiety, or emotional regulation, our team of experienced clinicians is here to guide you through evidence-based positive behaviour support.

Is your child struggling in the classroom? Are you receiving constant calls from school? You don't have to navigate this alone.

We can help you understand the "why" behind the behaviour and provide practical, effective strategies to bring peace back to your home and success to your child's school life.

Contact daar today to speak with one of our behaviour support practitioners. Let’s work together to build a happier, more confident future for your child.

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