• Avoiding reading/writing

• Struggling to follow instructions

• Shutting down during language‑heavy tasks

Why this happens: Students may be overwhelmed by decoding, vocabulary, or processing demands. Many mask their difficulties until the task becomes too hard.

_{Video: If you are keen to learn more, do watch the whole 45-minute video which shows how decoding and processing difficulties affect confidence, behaviour, and engagement.}

• Calling out or blurting answers

• Not staying focused or “zoning out”

• Leaving seat frequently

• Rushing through work or not finishing

Why this happens: Students with attention and regulation needs are not “not trying hard enough”.

Their brains process time, focus, and impulses differently, and they often feel overwhelmed by noise, instructions, and expectations.

If you’ve ever had moments where you feel distracted, imagine that for these students, the distractions don’t switch off — they are constant, ongoing, and exhausting.

• Difficulty working in groups

• Appearing “rude”, “blunt”, or “disengaged”

• Interrupting or talking over others

• Misreading tone, facial expressions, or social cues

• Withdrawing or avoiding social situations

Why this happens:

• “Quiet” or “well‑behaved” students on the spectrum may still be struggling internally

• Social rules that seem obvious to neurotypical peers may be confusing

• Masking (constantly trying to fit in) is exhausting — and often leads to shutdowns or emotional overload

• Students may not know how to express discomfort, confusion, or sensory overwhelm

• What looks like “attitude” may actually be anxiety, confusion, or social fatigue

^_Source:

^{_{(1) “The Invisible Struggle of People with High‑Functioning Autism” — CNA Insider.}}

^{_{https://www.channelnewsasia.com/cnainsider/invisible-struggle-people-high-functioning-autism-workplace-hire-1965121}}

^{_{(2) “A High‑Functioning Autistic Man’s Quest to ‘Be Human’” — CNA Insider. https://www.channelnewsasia.com/cnainsider/high-functioning-autistic-man-quest-be-human-lifelong-disability-1965116}}

We have eight sensory systems:

• Sight, Hearing, Smell, Taste, Touch,

• Vestibular — balance and movement,

• Proprioception — awareness of body position and movement,

• Interoception — awareness of internal signals such as hunger, thirst, temperature and emotions.

Sensory processing differences occur when a person’s brain responds to sensory input differently. Too much or too little input can affect alertness, comfort and self-regulation. For example, sounds may seem louder, lights brighter or textures more uncomfortable.

Many students with ADHD or autism experience sensory differences, which can make everyday environments feel distracting or overwhelming.

What this might look like:

• Reacting strongly to noise—covering ears, flinching or shutting down

• Avoiding noisy or crowded environments, such as the canteen, hall or group activities

• Seeking movement—fidgeting, rocking or frequently leaving the seat

• Seeking sensory input—touching objects, tapping or humming

• Experiencing headaches, fatigue, discomfort or restlessness

Real-life Example: In Netflix documentary, Room to Move [2026], dancer Jenn Freeman uses repetitive movement to support self-regulation. Her movements may provide both vestibular and proprioceptive input, illustrating how movement can help some people manage their sensory needs.

• Sudden outbursts (crying, shouting, walking out)

• “Overreacting” to small setbacks

• Shutting down or going silent

• Avoiding tasks that feel difficult or risky

• Appearing anxious, withdrawn, or easily frustrated

Why this happens: Students may be carrying stress, anxiety, or fear of failure, and their nervous system becomes overwhelmed more quickly than others.

✔ Offer movement options Allow standing, stretching, fidgets, or short movement breaks.

✔ Use visual anchors (agenda, steps, timers) Supports working memory and reduces repeated instructions.

✔ Scaffolding and Organisation As they struggle with executive function, break complex tasks into smaller work chunks with shorter deadlines.

✔ Allow alternative ways to show understanding Oral responses, graphic organisers, or sentence starters.

✔ Pre‑teach key vocabulary Reduces cognitive load during reading.

✔ Chunk reading tasks Shorter segments build confidence.

✔ Give processing time Students may need more time to decode and understand.

• Give Space: If there is no immediate danger, giving space is the kindest response as it lowers the person's stress levels

• Get Help: Instead of intervening physically, alert staff like transport or security personnel who are trained to activate emergency systems

• Stay Calm and Empathetic: If it is safe to do so, use a gentle tone and offer simple empathy, e.g., asking "Are you okay?"

• Safety First: Recognise your limits and the safety of others, especially if the situation involves violence

_{https://www.opal2.moe.edu.sg/csl/content/perma?id=387922}

✔ Validate feelings before correcting behaviour “I can see this is hard for you” reduces escalation.

✔ Explicit teaching of self-regulation strategies For example, deep breathing

✔ Provide a safe break option Teach students to ask for help.

• when-then sentences

• respectful redirection

• pre-correcting and prompting

• nonverbal signals

• brain breaks

The Hidden Struggle: These students often work "several times harder" than others to get the same results. They are not lazy; their brains just use more energy to manage memory and sounds.

The Impact of Words: Negative labels like "unintelligent" or "messy" can cause lasting pain. On the other hand, a small act of empathy from a friend or teacher can make a hard situation much better.

Why Projects are Better than Exams: Traditional exams that require rote memorisation can be "crushing". Open-ended project work is "liberating" because it allows students to use their natural ability to solve complex puzzles and find connections.

The "Unfair Advantage": Because they struggle with traditional learning, people with dyslexia often become very good at making inferences and working with incomplete information. These are high-level skills that are very valuable in the real world.