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