Dysregulation: ten warning signs

Charlotte Mountford identifies some early-warning signs which can help prevent explosive dysregulation moments.

I regularly hear teachers say that an autistic student ‘went from 0 to 100 with no warning’. These episodes of dysregulation can have a wide ranging impact on so many in the situation from the autistic individual (who will miss learning, expend energy, may feel shame after the event, will need time to regulate again), on the peers around them (who may miss learning, may be distressed by the event, may not understand the event or aftermath, on the staff working with the individuals (who have to manage the situation, have to keep everyone safe, feel pressurised to support everyone and continue teaching and learning, may feel out of control and unsure how to act). The fact that these episodes of dysregulation feel like they come with no warning leaves staff feeling like they are walking on eggshells and de-skilled in how to support and nurture the autistic young people in order for them to remain regulated and calm.

However, the 0-100 with no warning is rare. Below are ten unrecognised or unnoticed warning signs that could allow staff to co-regulate autistic young people before the dysregulation occurs. If you can spot these early warning signs, you can mitigate extreme, explosive episodes.

1. Head in hands, lack of energy, head down on the desk. A dip in energy or becoming lacklustre and listless can be a key sign of disengagement, a lack of understanding and dysregulation.
2. Overly silly or impulsive. Flicking rulers or trying to balance a ruler on their face, throwing a scrap of paper at a peer or sticking post-it notes everywhere. Teachers everywhere know this sort of behaviour, but it can often be disregarded as a sign of dysregulation.
3. Frequent stretching and yawning. All pupils might have the odd yawn in lessons but it is important to notice the individual who repeatedly stretches and yawns in the space of just a few minutes. This is not necessarily anything to do with them being tired but is highly likely an indication that they are becoming dysregulated and need some support.
4. The pupil who becomes argumentative or confrontational, seemingly showing rudeness and defiance. It is easy to interpret this as it seems, but it is often a call for connection and a sign that dysregulation is near the surface.
5. Pacing about or moving about quickly but with no purpose, or nowhere to go. Pupils who are on the move, out of their seats and seemingly dashing about the room but not to get anywhere, are probably  showing that they are heading towards dysregulation.
6. Pupils who become hot and sweaty. Even as an adult we all experience this when we are feeling overwhelmed or nervous, and it is just the same for our pupils. Suddenly getting hot and sweaty may well be a sign of impending dysregulation, and many of our autistic pupils may not be good at regulating their temperature by taking off a jumper.
7. Excessive talking. The pupil who starts talking at speed and, possibly at a high volume, not giving anyone else a chance to contribute—just a full on, full speed stream of consciousness is liable to be on the way to dysregulation.
8. Hiding. A pupil dashing under a desk or standing behind a curtain or even hiding behind their bag on a desk is indicating that dysregulation is in the offing.
9. Rocking or excessive movement in their seat. A pupil who is rocking excessively or swinging their legs back and forth or moving about continuously in their seat is again indicating that something is amiss and dysregulation may be likely.
10. Hysterical or over-the-top laughter. A pupil who is laughing hysterically about nothing apparent, or who cannot seem to stop laughing, is giving an indication that dysregulation is on the cards.

Being aware of these early-warning signs and noticing them when they happen is a great step to being able to prevent the explosive dysregulation moments that may previously have seemed to come from nowhere. If you notice these things, then getting in to offer regulating activities as soon as possible will be incredibly supportive. Regulation activities will vary depending on what each pupil responds to, but could include offering a movement break, providing a cold drink, allowing headphones to play music, providing time and space in a calm zone, accessing a sensory room, providing a crunchy snack, allowing access to a fidget tool, providing time to talk with a trusted adult or many others. Regulation first will be crucial before reengaging pupils in the learning.