Learn About Support Areas

Social, emotional, and behavioural functioning

What is social, emotional, and behavioural functioning?

Social, emotional, and behavioural functioning refers to how individuals manage emotions, interact socially, and respond to their environment. Differences in these areas are common and can be influenced by factors like age, disability, trauma, or stress.

In a dance setting, students may have difficulties interpreting social cues, navigating group dynamics, regulating big emotions, or adapting to changes.

Importantly, most students want to do well and feel calm, regulated, and ready to learn. All behaviour is a form of communication. Challenging behaviours (e.g., anger, aggression, avoidance, withdrawal) signal unmet needs that tend to result from a mismatch in the student’s capacity and environmental demands or expectations. They can be triggered quickly or build up across the day. Understanding this can help teachers respond with empathy and make small adjustments to create supportive and inclusive environments.

Who might need support with social, emotional, and behavioural functioning?

Social, emotional, and behavioural differences can be associated with the following conditions:

This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience social, emotional, and behavioural differences. It is important to collaborate with caregivers about each student’s support needs.

Teaching strategies

• Prioritise consistency and routine. Prepare students for changes in activities, keep items/props in familiar places, and use visuals to support students in knowing what to expect.
• Be flexible in your approach to promote participation. Learn about the student’s favourite things/topics and incorporate them, prepare safe backup activities as alternatives, and consider alternative roles (e.g, helping with props or music, etc.).
• Model positive interactions and emotional regulation. Consider keeping your voice low and remaining calm throughout classes. Changing the environment can also support emotional regulation; for example, consider involving a support person, such as a parent/caregiver or a buddy, and allowing the student to move into a different space to regulate.

Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.

Enrol in our AllPlay^TM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support social, emotional, and behavioural functioning.

Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.

Attention and regulation

What is attention and regulation?

Attention and regulation are key mental processes that help children focus, manage emotions, and control behaviour to meet situational demands. To stay regulated, a person needs to manage their focus, feelings, impulses, energy levels, and sensory needs. To support attention and regulation, some students might move, fidget, or use sensory tools, such as headphones, while others may need to access a quieter space before rejoining a group. Some students may find regulation more effortful due to natural brain differences, developmental stages, or specific conditions.

At dance, teachers may notice signs such as forgetting instructions, zoning out, or students requiring support to shift their attention from one task to another. They may also observe students engaging in strategies like pacing, tapping, or taking breaks to promote their attention and regulation.

Who might need support with attention and regulation?

Attention and regulation differences can be associated with the following conditions:

This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience attention challenges. It is important to collaborate with caregivers about each student’s support needs.

Teaching strategies

• Be flexible. Allow breaks away from the group as needed, have quiet spaces available to support regulation, and allow movement during spoken interactions.
• Draw on interests and creativity. Support motivation by learning about the student’s favourite things/topics and incorporating opportunities for improvisation and creative movement.
• Consider the environment. Reduce background noise and distractions when giving instructions, and have clocks or timers visible to add structure to activities.

Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.

Enrol in our AllPlay^TM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support attention and regulation.

Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.

Language and communication

What is language and communication?

Language and communication involve how students receive, express, and share information through both verbal (spoken or written words) and non-verbal methods (gestures, facial expressions, tone, etc.). Key components include receptive language (understanding input), expressive language (sharing thoughts and needs), and pragmatic language (using social rules of communication). Each student may have a unique communication profile influenced by factors like their motor abilities, attention, and how they regulate emotions and sensory input.

Some students may use alternative communication methods such as sign language, picture cards, or assistive technology to express themselves. At dance, language and communication differences can impact how students follow instructions, express needs, interact socially, and learn.

Who might need support with language and communication?

Language and communication differences can be associated with the following conditions:

This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience language and communication differences. It is important to collaborate with caregivers about each student’s support needs.

Teaching strategies

• Use visuals. For example, use a visual schedule so that students can see what is ahead, and pictures to help teach dance elements such as body positions and key movements.
• Implement structure. Have consistent routines, clear classroom rules, break tasks/steps down into smaller steps, and teach one step at a time to help students understand what to expect and keep track.
• Adjust your language to increase understanding. Use simple words/instructions. Speak clearly and be prepared to repeat instructions/explanations. Limit the information given at once and slow things down.

Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.

Enrol in our AllPlay^TM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support language and communication.

Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.

Learning and memory

What is learning and memory?

Learning refers to the process of acquiring new knowledge, skills, or behaviours by focusing our attention, processing information, and storing it in memory for future use. In dance, this involves understanding instructions, practising movements, and using our memory to retain choreography and build on past experiences. A student’s ability to learn and remember information can be impacted by their attention, language and motor skills, and how they process sensory information.

Students vary in how they learn and remember. Some may need more time, repetition, or visual and hands-on support. Learning and memory difficulties can impact how students follow instructions, remember movement sequences, and adapt to changes in routines.

Who might need support with learning and memory?

Learning and memory differences can be associated with the following conditions:

This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience learning and memory differences. It is important to collaborate with caregivers about each student’s support needs.

Teaching strategies

• Consider how information is provided to students. Use clear, simple words and phrases when delivering instructions and describing dance movements, and repeat them as needed. Use visuals and pictures to support spoken information. For example, use a visual schedule to support students in remembering the sequence of activities or to teach body positions and key movements.
• Slow down the process. For example, allow more time for students to process information, learn, and practice motor skills. Break dance steps down and teach one part at a time.

Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.

Enrol in our AllPlay^TM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support learning and memory.

Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.

Motor difficulties

What are motor difficulties?

Motor difficulties involve challenges with planning, coordinating, and carrying out physical movements. Students may experience challenges with fine motor skills (e.g., adjusting the position of their fingers and hands) and/or gross motor skills (e.g., jumping movements). It is common for students with motor difficulties to also experience challenges with proprioception (their sense of where their body is in space), which can affect their balance and spatial awareness.

Some students have motor difficulties due to a physical disability and may use mobility aids such as wheelchairs and braces. Other motor difficulties are subtle but may impact participation, such as managing timing, sequencing, or movement accuracy.

In dance settings, students with motor difficulties may move with more effort, adapt choreography to suit their needs, or use unique strategies to navigate movement. These differences are not about motivation or ability but reflect diverse ways of moving.

Who might need support with motor difficulties?

Differences in motor abilities can be associated with the following conditions:

This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience motor ability differences. It is important to collaborate with caregivers about each student’s support needs.

Teaching strategies

• Be aware of individual needs. Be aware of each student’s needs and any physical movements that may put a student at risk. If you are unsure about a movement, ask the student or their caregivers.
• Be flexible in your approach to movement. Offer a range of different movement options and allow students to interpret each movement in a way that suits their body and their strengths. Allow them to explore movements at their own pace.
• Expect movement variabilities. Be mindful that motor abilities can fluctuate from session to session, with factors like fatigue, sensory input, emotional state, or illness affecting a student’s movement on any given day. This means that a student might manage a task one week, but find it more challenging the next.

Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.

Enrol in our AllPlay^TM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support motor difficulties.

Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.

Vision and hearing

What is vision and hearing?

Vision and hearing are senses that help students learn movement, understand rhythm, navigate space, and connect socially. Visual cues can help students follow demonstrations and mirror movements, while auditory cues can guide rhythm, timing, and coordination. These senses work alongside proprioception (the sense of body position) to guide movement, balance, and coordination when dancing.

Some students may experience vision or hearing loss, which can impact how they perceive and respond to their environment. In dance, this might influence how they follow instructions, interpret spatial relationships, stay in rhythm, or engage socially. These differences don’t limit a student’s potential but may mean they interact with dance in unique ways.

Who might need support with vision and hearing?

Vision and hearing differences can be associated with the following conditions:

This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience variations in vision and hearing abilities. It is important to collaborate with caregivers about each student’s support needs.

Teaching strategies

• For students with hearing loss - ensure communication is clear, visible, and accessible by using visual aids and cues, full-body demonstrations, and positioning students in locations where they can see you clearly.
• For students with vision loss - provide clear verbal guidance to support students in their movement choices, use beginning and end signals, and orient students to the space to ensure familiarity and safe navigation.
• Always check in with students and their caregivers about their preferred aides and support people.

Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.

Enrol in our AllPlay^TM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support vision and hearing.

Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.

Sensory processing differences

What are sensory processing differences?

Sensory processing refers to how the brain interprets and responds to input from the senses, such as sound, touch, movement, body position (proprioception), and internal body signals (interoception). While everyone experiences sensory input differently, some students may be hypersensitive (easily overwhelmed by sensory stimuli) or hyposensitive (seeking more input to feel regulated). These differences can affect how students engage with their environment, including how they respond to cues like music, textures, or physical sensations.

Dance can provide sensory experiences that some students may find regulating, calming, or stimulating, offering structured, rhythmic, and expressive experiences. However, sensory processing differences can also lead to feeling overwhelmed by loud music, craving extra movement, appearing distracted or dysregulated, or struggling to interpret body signals such as thirst or hunger. These responses are not misbehaviour but rather a student’s way of managing their sensory world.

Who might need support with sensory processing differences?

Sensory processing differences can be common in different diagnoses, and can be due to how their brains process and interpret sensory input. This can lead to sensory-seeking (e.g., seeking intense movement) or avoidance behaviours (e.g., covering ears, becoming distressed). These reactions can be part of the body’s stress response (fight-flight-freeze-fawn) and can affect how they engage and regulate in environments like dance class.

Sensory processing differences can be associated with the following conditions:

This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience sensory processing differences. It is important to collaborate with caregivers about each student’s support needs.

Teaching strategies

• Be aware of students’ sensory needs and adapt as needed. Find out what colours, textures, sounds, or movements make students comfortable or uncomfortable.
• Minimise sensory overload. Reduce loud music, bright lights, and strong smells. Offer natural light when possible and avoid sudden changes in sensory input.
• Sensory tools. Allow access to sensory-friendly objects or fidget items during rest times.

Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.

Enrol in our AllPlay^TM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support sensory processing differences.

Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.

Worries

What are worries?

Worries are thoughts or feelings of concern about something that might happen in the future. Worries are natural responses to stress and uncertainty, but when persistent, they can lead to anxiety. In dance, worries can affect students’ focus, confidence, and participation. These may include fears about performance, making mistakes, or being judged by peers. Some students may avoid certain movements, strive for perfection, or struggle to concentrate due to these concerns.

Body image worries are also common, especially in dance environments where appearance and movement are often emphasised. These worries can lead to self-consciousness and reduced self-esteem, making it harder for students to enjoy dancing and engage fully in class.

Who might need support with worries?

Worry can be associated with the following conditions:

This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience worry. It is important to collaborate with caregivers about each student’s support needs.

In all cases, worry can be intensified when a student feels misunderstood, unsupported, or unable to communicate their needs effectively. Understanding these root causes can help teachers respond with empathy and support.

Teaching strategies

• Create predictability and structure. For example, establish consistent routines, clear rules, and predictable transitions to reduce uncertainty for students.
• Be flexible in your approach to participation. For example, some students, particularly those with anxiety, may benefit from gradual participation in activities (e.g., first watching, then joining in at their own pace). Offering the option for a caregiver to stay nearby can also help a student feel safe and supported.

Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.

Enrol in our AllPlay^TM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support worries at dance.

Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.

Pain, fatigue, and attendance

What is pain and fatigue, and how does it impact attendance?

Pain and fatigue are often invisible but can significantly affect a student’s ability to participate in dance.

Pain may be physical or emotional and is experienced and expressed differently by each student, especially those with disability. It can lead to reduced movement, changes in focus, emotional responses, and difficulty with communication or learning.

Fatigue is a feeling of low energy or tiredness that doesn’t go away with rest and can be:

• Physical (tiredness or weakness in the body or muscles), impacting movement and stamina.
• Cognitive (tiredness in the mind or brain) impacting attention, memory, and emotional regulation.

Both pain and fatigue can fluctuate, affecting attendance and engagement in unpredictable ways. Students may miss classes or struggle more on certain days. These changes in attendance are often beyond their control and may not reflect a lack of interest or motivation.

Who might need support with pain, fatigue, and attendance?

Pain and fatigue can be associated with the following conditions:

This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience pain and fatigue. It is important to collaborate with caregivers about each student’s support needs.

Teaching strategies

• Be mindful. Be aware of signs that indicate a student is becoming fatigued or experiencing pain, as not all students will recognise or communicate their needs.
• Be flexible and responsive to individual needs. Adapt your support based on the student’s changing needs at that moment, offering alternative activities and adjusting expectations.
• Create an accessible environment. For example, allow breaks as well as flexible attendance/payment options for students who might regularly miss classes.

Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.

Enrol in our AllPlay^TM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support pain, fatigue, and attendance.

Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.