The end of term can be a joyful yet overwhelming time in schools. Excitement, disrupted routines, transitions, and sensory overload can lead to increased dysregulation among students, particularly those with additional needs. This timely webinar is designed to equip Special Needs Assistants (SNAs), teachers, and other educators with simple, effective, and evidence-informed strategies to de-escalate challenging moments and support emotional regulation.

Drawing on the NCSE Relate Programme and the Department of Education’s Understanding Behaviours of Concern guidance document, this session will explore how to create calm, foster connection, and promote positive transitions in the classroom and beyond. Whether it’s preparing for school concerts, unexpected changes, or the general buzz of the season, participants will gain practical tools to support students in navigating these challenges with confidence and care.

Learning Objectives:

By the end of this webinar, participants will be able to:

1. Understand the common triggers and stressors that can contribute to dysregulation during the lead-up to holidays and school breaks.
2. Apply de-escalation techniques rooted in connection, co-regulation, and trauma-informed practice.
3. Implement proactive strategies that support predictability and safety during times of change and transition.
4. Use visual supports, sensory strategies, and calming techniques effectively to help students return to a state of regulation.
5. Reflect on their own role as a co-regulator, recognising how their responses can either escalate or de-escalate a situation.
6. Access and apply relevant guidance from the NCSE Relate Programme and the Understanding Behaviours of Concern document in their daily practice.

Facilitator: Magdalena Landziak

Magdalena has over 8 years of experience working as a Special Needs Assistant in a primary school in Co. Limerick, supporting children with additional needs. She is the Editor and Publisher of AMYGDALA – the First National Magazine for SNAs. Magdalena graduated from UCD after completing the National Training Programme for SNAs and earning a Certificate in Inclusive School Support. With a teaching background from Poland, she expanded her expertise by graduating in May 2024 from Trinity College Dublin with a Postgraduate Level 9 qualification in 21st Century Teaching and Learning. Recently, she completed her Master's in Inclusive Education and SEN and is awaiting the results. Magdalena is running an Instagram page called @sna_zone where she provides valuable resources for SNAs and educators. Magdalena is passionate about sharing her knowledge and experience with fellow SNAs. She is deeply passionate about advocating for children's rights every day and embraces everything about inclusive education.