This session builds on sensory processing knowledge by introducing the role of retained primitive reflexes in children’s development, coordination, and regulation.

It explores how reflexes that should have integrated in early development can continue to influence posture, movement, attention, and emotional responses.

Key learning includes:

• Overview of key primitive reflexes 
• How retained reflexes present in the classroom (e.g. fidgeting, poor posture, difficulty sitting still, emotional reactivity)
• The link between reflex retention, sensory processing, and motor development
• Practical movement-based strategies to support integration and regulation

Outcome:
Staff will gain a deeper understanding of why children struggle, moving beyond surface-level behaviour, and feel equipped with targeted strategies to support development.

This training supports staff to understand children whose behaviour may present as avoidance, refusal, or defiance, reframing these responses through a lens of anxiety, nervous system overwhelm, and unmet need.

It introduces key profiles such as EBSA and PDA, and differentiates these from more traditional behavioural frameworks.

Key learning includes:

• Understanding EBSA: anxiety-based barriers to school attendance and engagement
• Overview of PDA profile and demand avoidance as a stress response
• Differentiating between “won’t” and “can’t”
• The role of sensory processing and regulation in avoidance behaviours
• Practical strategies to reduce demand, build trust, and support engagement

Outcome:
Staff will feel more confident responding to children with complex presentations using relational, regulation-focused approaches rather than escalating behavioural responses.