Universal Support for Classrooms

Psychologists can support school teams with proactive, universal strategies that promote positive behavior, mental wellness, and learning success for all students.

These strategies can be used independently by classroom teachers and do not require a student-specific referral.

Classroom Strategies for Common Challenges

For Attention & Focus:

• Use visual schedules and consistent routines
• Provide clear, concise instructions (1–2 steps at a time)
• Use timers, checklists, and task strips for time management
• Build in regular movement breaks (e.g., stretches, jobs around the school)
• Offer flexible seating or standing desk options

For Anxiety & Emotional Regulation:

• Create a calm space or a regulation corner in the classroom
• Normalize emotions (e.g., “It’s okay to feel nervous”)
• Use co-regulation techniques (breathing, grounding exercises)
• Teach simple self-regulation strategies (deep breathing, count to 10, “take 5”)
• Check in regularly using feelings charts or mood meters

For Behaviour & Self-Control:

• Reinforce positive behaviour with praise or token systems
• Use visual cues or signals (e.g., stop signs, “wait” cards)
• Set clear expectations and review them regularly
• Pre-correct before transitions or known problem areas
• Offer choice when possible to increase student buy-in

For Executive Functioning:

• Model and teach organization strategies (planners, bins, labels)
• Break tasks into small, manageable steps
• Use visual organizers and graphic templates for assignments
• Scaffold transitions between tasks (verbal countdown, written cues)
• Prompt students to check their work or self-monitor progress

For Social Skills and Peer Interaction:

• Practice turn-taking and listening through games or role-play
• Assign peer buddies or collaborative partners
• Use social stories or video modeling for classroom expectations
• Reinforce respectful language and conflict resolution skills

Teachers Can Request Inservicing On:

PCS Psychologists can provide school-wide or grade-level inservices on a range of topics, including:

• Understanding and supporting students with Anxiety
• Attention Deficit Hyperactivity Disorder (ADHD) strategies
• Learning Disabilities (LD) – how to support diverse learners
• Autism Spectrum Disorder (ASD) – Inclusive Classroom Strategies
• Emotional regulation and self-control
• Executive functioning and classroom routines
• Trauma-informed practices
• Promoting positive classroom behaviour

PCS Occupational Therapists help support student participation in daily school activities. The following universal classroom strategies promote focus, self-regulation, motor skill development, and independence.

In-Class Strategies for Regulation, Focus & Motor Skills

For Attention & Sensory Regulation:

• Use flexible seating options (e.g., Hokki stools, Move’n Sit cushions, floor space)
• Offer hand fidgets (e.g., squeeze balls, tangle toys) and oral fidgets (e.g., gum, straws)
• Provide movement breaks (walks, stretches, classroom jobs)
• Create quiet workspaces or calm corners for self-regulation

For Fine Motor & Handwriting:

• Offer a variety of writing tools (fat pencils, grips, slanted surfaces)
• Use visual cues for line orientation and spacing
• Practice cutting, tracing, or fine motor stations regularly

For Self-Care & Daily Living:

• Use visual checklists for packing, dressing, or toileting routines
• Allow extra time or teach step-by-step for locker, clothing, and snack routines
• Include life-skills activities within classroom jobs or centers

Teachers Can Request Inservicing On:

• Zones of Regulation
• Sensory strategies for learning and attention
• Fine motor development and handwriting
• Strategies to support independence in routines
• Environmental setup for diverse learners

PCS Physiotherapists support students' physical participation in school life. These universal strategies help all students develop strength, coordination, and confidence in movement.

In-Class Strategies for Gross Motor & Physical Participation

For Movement & Engagement:

• Include movement breaks between transitions (e.g., standing, stretching, walking breaks)
• Incorporate short exercise routines at desks or on classroom mats
• Use equipment like balance boards, bean bags, or yoga mats

For Access & Mobility:

• Ensure wide, clutter-free walkways and seating arrangements
• Encourage alternate work positions (e.g., floor work, standing stations)
• Use visual schedules and clear routes for transitions

For Physical Literacy:

• Build simple coordination activities into daily PE or DPA
• Provide access to gym or playground equipment that supports skill-building
• Offer body awareness games (e.g., Simon Says, animal walks, balance challenges)

Teachers Can Request Inservicing On:

• Physical activity adaptations for diverse learners
• Gross motor development in the classroom
• Accessibility considerations and equipment use
• Supporting physical participation for students with physical or medical needs

The PCS Teacher of the Deaf and Hard of Hearing helps create accessible learning environments for students with hearing needs. These universal strategies benefit all students in supporting auditory and visual learning.

In-Class Strategies for Auditory Access & Communication

For Classroom Environment:

• Reduce background noise when possible (close doors, turn off fans)
• Face the students when speaking and avoid covering your mouth
• Use clear, expressive speech and visual cues when giving instructions
• Ensure good lighting to support lip-reading and attention

For Instruction:

• Pre-teach vocabulary and key concepts using visuals
• Use captioned videos and provide written summaries
• Repeat or rephrase peer responses for clarity
• Use the Classroom Audio Distribution (CAD) system effectively

Teachers Can Request Inservicing On:

• Types and impacts of hearing loss
• Use of hearing technology (e.g., FM/DM systems)
• Classroom accommodations for students with hearing needs
• Strategies for inclusive communication

The PCS Teacher of the Visually Impaired supports access to learning for students with visual challenges. These universal strategies improve visual efficiency and access for all learners.

In-Class Strategies for Visual Access & Inclusion

For Environment & Materials:

• Adjust lighting to reduce glare and support eye comfort
• Provide high-contrast handouts or visuals (bold font, white space, colour coding)
• Ensure print materials use accessible font types and sizes
• Seat students close to the instruction or interactive boards when needed

For Learning Supports:

• Use tactile, auditory, and kinesthetic materials when introducing new concepts
• Label classroom areas with large, clear print or icons
• Use audio instructions or descriptions during demonstrations

Teachers Can Request Inservicing On:

• Visual accessibility and material adaptations
• Strategies for low vision and vision fatigue
• Multisensory teaching and learning (Universal Design for Learning principles)
• Supporting students with progressive or complex visual conditions
• How to allow students to show what they know in different formats (writing, speaking, drawing, using technology)