If you’ve ever been told your child is ‘defiant’, ‘rude’, or ‘lazy’—this episode is for you. Tania Waring is back to unpack how stress behaviours are misread as misbehaviour in classrooms. Drawing on her PhD research into co-regulation and inclusive education, Tania explains what’s really going on for ADHD and autistic students—and why the classroom itself can fuel or relieve their distress. We talk about why behaviour systems like marbles-in-the-jar and Dojo points don’t work for neurodivergent kids, and how regulation starts with the adult in the room. We cover practical ways teachers (and parents) can co-regulate, build trust, and support children in distress without punishing them for brain-based struggles. This episode is honest, emotional, and full of tools for both home and school. If you’ve ever felt alone advocating for your child—or if you’re a teacher desperate for something that actually works—this conversation will validate what you already know and help you name it out loud. Need support navigating school chaos?Making School Work is your go-to advocacy guide for when your neurodivergent child isn’t coping — and the school says they’re fine. Packed with scripts, templates, and clarity for IEPs, school refusal, and shutdowns, it helps you hold your ground in the rooms that matter.Get it here: https://adhdmums.com.au/product/making-school-work-parent-guide/  Correction In this episode, Tania mentioned there are no professional development (PD) requirements for teachers — however, she later discovered that wasn't quite correct and wanted to ensure this was added. In Australia, all registered teachers are required to complete a minimum number of PD hours annually to maintain their registration. For example, Queensland College of Teachers (QCT) mandates 20 hours of PD per year. You can here: QCT Professional Development Requirements. 📚 Mentioned in this episode: Berry Street Education Model Social Stencil neurodiversity-affirming SEL Mental Health Menu (Victoria DET) Books: The Neurodiverse Classroom – Victoria Honeybourne Creating Trauma-Informed, Strengths-Based Classrooms – Tom Brunzell Neurodiversity-Affirming Schools – Emily Kircher-Morris

Ver todos los episodios