Small Adjustments, Big Impact: Supporting Learners When Time and Resources Are Limited

Working in education often means balancing the needs of many children while managing limited time, energy, and resources. During joint problem-solving with teachers, they frequently express the frustration of wanting to offer more support to children with special educational needs (SEN), yet feeling that the system simply does not have the capacity to deliver everything they know would help. In these moments, it can be reassuring to focus on small, purposeful adjustments, rooted in inclusive practice.

Below are three adjustments that I feel are central to inclusive practice. These strategies do not require lengthy preparation, intensive intervention, or specialist equipment; instead, they offer simple, immediate ways to support learners who may find everyday classroom demands difficult. Each is practical enough for the busiest of days, yet meaningful in shaping how children experience and participate in classroom life.

1. Make Expectations Visible

Children often find it difficult to remember verbal instructions, particularly when the school day feels fast-paced or unpredictable. Making expectations visible offers a simple and effective way to reduce confusion and promote independence.

Practical examples include:

• Writing three short steps on the board at the start of a task.
• Using a simple Now/Next card for transitions.
• Providing a small success checklist that stays on the table.
• Drawing a quick sequence on a mini whiteboard using simple drawings and key words.
• Displaying a brief reminder of behavioural expectations, such as “listening ears”, “hands to self”, or “kind words”, using symbols or a short visual prompt.

These tools do not need to be perfectly cut, laminated, or beautifully produced. Their value lies in offering children something concrete to return to when they feel unsure, reducing the need for repeated prompting from adults. By making both behavioural and learning expectations visible, we lighten the cognitive load for children and staff alike and help learners stay regulated, focused, and on track.

2. Reduce Cognitive Load

Many classroom activities require holding multiple pieces of information in mind simultaneously. For some learners, this can quickly become overwhelming, leading to disengagement, frustration, or avoidance. Reducing the cognitive load can make the difference between a task that feels unmanageable and one that feels achievable.

Teachers might:

• Break the activity into two or three smaller, clearly defined steps.
• Offer a brief modelled or worked example before children begin.
• Provide simple visual or concreate supports such as manipulatives, number lines, word banks, or sound mats so children do not have to rely on recall alone.
• Remove any non-essential elements of a task, focusing attention on the central learning intention.
• Keep the amount of text on worksheets or slides to a minimum, highlighting only the essential information.

These uncomplicated adjustments help children focus on what matters, rather than becoming lost in the surrounding demands. They also support confidence; when tasks feel clearer and more accessible, learners are better able to begin, persist, and succeed.

3. (Most importantly) Focus on Attuned and Empathetic Interactions

Even small shifts in our interactions as adults can profoundly influence how children experience the classroom. When we respond with calmness, curiosity, and attunement, we create the psychological safety children need to think, try, and take risks in their learning.

Examples include:

• Positioning yourself at the child’s level, using a calm tone of voice and open facial expressions, to help them feel connected and safe.
• Noticing and naming their feelings with simple phrases such as “I can see this feels tricky” or “You’re working hard on this”, offering validation without judgement.
• Repairing interactions openly, for example: “I think I rushed then; let’s try that again together”, showing that relationships can be mended and modelling emotional regulation.
• Celebrating effort over outcome, such as “You kept going, even when it felt tough”, which builds confidence and persistence.
• Taking a brief pause before responding when a child is dysregulated, giving them space to settle and allowing you to co-regulate calmly.

These relational practices require no additional time or resources; they simply invite us to bring presence, empathy, and intentionality to our everyday interactions. In doing so, we not only support learning but strengthen the trusting relationships that underpin inclusive practice.

Summary

During busy or challenging periods, small, consistent adjustments can help us remain steady in our commitment to inclusive practice without adding to overwhelm. Making expectations visible, reducing cognitive load, and offering attuned support are practical strategies that can be introduced seamlessly into everyday teaching. They remind us that meaningful change often comes from simple and intentional actions that help children feel prepared, supported, and able to learn.

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