Here are some steps to take if a student with neurodiverse needs is triggered during a lockdown:🟠 Implement the student’s personal emergency plan, which should be included in the school’s Emergency Response Plan and contain coping strategies, who to contact, specific calming techniques, and relocation instructions to a predetermined safe space.🟠 Use calming techniques such as deep breathing exercises, mindfulness techniques, or sensory tools like headphones, stress balls or fidget toys.

🟠 Give the student choices whenever possible to help them regain a sense of control, including the choice of where to sit, whether they’d like to engage in a calming activity, or if they’d prefer to talk about the situation. This ideally should occur prior to the emergency so that the lockdown protocols can be activated immediately to keep that student and others in the area safe.

🟠 Understand and respect that some students may need personal space when they’re feeling overwhelmed. Respect their boundaries and give them the space they need to calm down, while also implementing the lockdown processes.

🟠 Ensure that the immediate environment is safe and free from potential triggers where possible. Lights should already be switched off as part of the lockdown process, and the area should be quiet. The process for a lockdown should achieve everyone being UNSEEN and UNHEARD. This in itself will also aid in minimising stimuli for students.

🟠 Seek professional help if available and necessary to provide additional support and resources tailored to the student’s needs.

You can read more about managing complex needs during an emergency here: