Teaching Autism and Special Education by Nikki

Hey teacher friend, it’s that time of year when the real holiday stress hits. Not from your students. Not from admin. But from parents (and let’s be honest… ourselves, too). Between “Will there be a Christmas concert?” emails and “Can you send one more update?” requests, it’s easy to feel like you’re being pulled in a dozen directions. In this episode, we’re diving into how to handle parent pressure and classroom expectations with grace, clarity, and healthy boundaries.. so you can actually enjoy the season. What You’ll Learn Why parent pressure usually comes from love and worry, not criticism How proactive communication keeps things calm and predictable Ways to balance festive fun with realistic classroom goals Kind but firm responses for “Can you also…?” requests Why your calm, consistent energy matters more than perfection Quick Tips Send short weekly updates instead of constant replies Share student wins before parents ask for progress Clearly outline what events will and won’t happen Reframe requests: “That’s a great idea, I’ll note it for next term!” Keep your classroom “manageable,” not Pinterest-perfect You don’t owe anyone “extra.” You owe your students your calm, your care, and your energy, and that’s already more than enough. Give yourself grace this season, teacher friend. The magic comes from connection, not chaos.

Hey teacher friend, feeling buried under glitter and wrapping paper right now? 🎄 If planning “fun” holiday activities feels more stressful than magical, this episode is for you. Today, we’re talking about Inclusive Holiday Fun - simple, low-prep activities that actually work for every learner. No chaos, no pressure, no six-hour crafts. Just calm, accessible joy your whole class can enjoy (including you!). What You’ll Learn What makes an activity truly inclusive for neurodivergent learners How to balance festive fun with structure and predictability Easy classroom ideas that keep engagement high and stress low Tips for sensory-friendly crafts, movement, and literacy Why connection and calm matter more than perfection Quick Inclusive Ideas Predictable crafts: sticker trees, snowman matching, reindeer name crafts Errorless learning: sorting, matching, and fine motor holiday tasks Sensory play: snow dough, reindeer food bins, Christmas sorting tubs Calm movement: snowflake stretching, reindeer run, freeze like a snowman Inclusive themes: focus on winter, kindness, or penguins, not just Christmas Inclusive fun isn’t about doing more... it’s about doing what matters most. When your students feel safe, capable, and included, that’s the real holiday magic. ✨

Hey teacher friend, picture the scene.. it’s January, the laminator’s jammed, and your students suddenly seem to have forgotten everything.Coats that used to be zipped? Now open.Requests that used to be independent? Gone.Routines that finally flowed? Out the window. Before you panic, take a breath.In this episode, we’re talking about why this happens, why it’s completely normal, and what you can do to help your students bounce back - calmly and confidently. What You’ll Learn Why “skill loss” is really just skill dormancy (not failure!) How to run a simple “Reset Week” to rebuild structure and confidence Which skills truly need reteaching, and which just need reminders How to help students re-regulate before diving back into academics Gentle ways to reassure parents and set realistic expectations Quick Tips Revisit visuals, routines, and familiar activities first Focus on regulation before expectation Start each day with success, even small wins Use short, visual instructions and predictable transitions Communicate calmly with families: “It’s not lost, it’s just resting.” Regression isn’t failure, it’s feedback.Your students aren’t starting over; they’re remembering how to feel safe and capable again.Give it a week or two, and you’ll see their skills, and confidence, shine right back through.

Hey teacher friend, the holidays are here! 🎄 The tree’s up, the glitter’s flying, and your classroom smells like glue sticks and cocoa. But between concerts, dress-up days, and schedule changes, things can start to feel a little chaotic. In this episode, we’re talking about how to bring calm back into your classroom with errorless learning and low-pressure activities, because your students (and you!) deserve success and peace during these busy weeks. What You’ll Learn What errorless learning really means, and why it’s perfect for December How it helps neurodivergent students feel safe, confident, and successful Practical, low-prep activity ideas that still meet IEP goals How maintenance work supports long-term learning Why simplifying isn’t “slacking” ... it’s smart, sustainable teaching Quick Ideas to Try Sorting and matching tasks: ornaments, colors, winter clothes Velcro task boxes or file folders: structured and calming Simple crafts: stickers, pre-cut pieces, guaranteed success Movement breaks: “reindeer yoga” or “snowflake stretches” Maintenance tasks: revisit familiar routines and visuals Low-pressure doesn’t mean low-value. The goal right now isn’t perfection, it’s preservation of calm, confidence, and energy. Errorless learning gives your students success and gives you permission to breathe. Find my favorite errorless learning activities here; Errorless Learning Task Boxes Errorless Learning Boom Cards 0-10 Errorless Learning Adapted Books Errorless Learning File Folder Activities You can find all of my errorless learning activities and resources here.

Hey teacher friend, it’s that time of year when the real holiday stress hits. Not from the students. Not even from admin. From parents… and from ourselves. Between “Will there be a Christmas concert?” emails and “Can you send one more progress update?” requests, it can feel impossible to keep up. In this episode, we’re talking about how to handle parent pressure and classroom expectations before the holidays, with grace, clear boundaries, and a bit of humor. What You’ll Learn Why parent pressure often comes from love (and worry, not criticism) How to use proactive communication to reduce stress for everyone Ways to balance festive fun with realistic IEP and classroom goals Simple boundary phrases that protect your time and energy Why your calm, predictable classroom matters more than perfection Quick Tips Send short, consistent updates to prevent last-minute questions Share wins before parents ask for progress Set clear expectations for special events (“No costumes needed”) Reframe “Can you also…?” requests with kindness and boundaries Remember: purpose beats perfection, simple activities count too You don’t owe anyone “extra.” You owe your students your calm, your care, and your energy, and that’s already more than enough. So give yourself grace, set those boundaries, and remember: your classroom’s magic comes from belonging, not glitter.

Hey teacher friend, let’s get real for a minute. The holidays are coming, your classroom smells like candy canes and chaos, and somewhere between the glitter and the Christmas concerts… the teacher guilt starts creeping in. That little voice that says: “I should be doing more.” “I feel bad saying no.” “Maybe I can squeeze in just one more thing.” In this episode, we’re talking about teacher guilt and boundaries before the holidays.. why guilt shows up, what it’s really trying to tell you, and how to protect your time and energy without feeling bad about it. What You’ll Learn Why guilt hits hardest right before school breaks The cost of always saying “yes” (and what it’s taking from you) Practical ways to set time, energy, and emotional boundaries How saying “no” actually helps your students too A mindset shift to replace guilt with grounded self-care Quick Mindset Shift When guilt says “You should be doing more,” reframe it as: “I’m saying yes to something that matters more right now.” Whether that’s rest, family time, or simply leaving work on time — it all counts. You don’t have to make the holidays magical... you just have to make them manageable. Your students don’t need a perfect teacher; they need a present one. Rest is productive. Boundaries are brave. You deserve both.

Hey teacher friend, it’s that time of year again! The classroom is buzzing with pre-holiday excitement, glitter is everywhere, and students seem to have collectively decided that rules are optional. When chaos hits, it’s easy to reach for more consequences... more visuals, more reminders, more “If you don’t do this, you’ll lose that.” But here’s the truth: our neurodivergent students don’t need more consequences… they need more consistency. In this episode, I’m sharing why consistency builds safety, why consequences often backfire, and how small predictable routines can make your classroom calmer, happier, and more connected this season. What You’ll Learn Why predictability = safety for neurodivergent students The difference between regulating through consistency vs. reacting with consequences Simple ways to keep routines steady during chaotic holiday weeks How calm, predictable responses build trust and reduce anxiety Quick Teacher Tips Keep morning and goodbye routines the same, even when the schedule changes Show visual reminders for special events or surprises Stay calm and steady... your tone is their safety cue Replace “Stop or you’ll lose recess” with “I can see this is hard. Let’s take a break.” Your students don’t need a perfect teacher... they need a predictable one.

Hey teacher friend, it’s Halloween season! 🎃 The lights are flashing, the sugar rush is real, and your classroom suddenly looks like a superhero convention. But amidst all the fun, you might start to notice some big reactions... crying, covering ears, running off, or meltdowns that seem to appear out of nowhere. So today, we’re diving into how to tell the difference between a sensory overload and a tantrum, because while they might look similar, they come from completely different places. What You’ll Learn What sensory overload actually is (and why it’s not attention-seeking) The key differences between overloads and tantrums Why Halloween can be a sensory storm for neurodivergent students Simple classroom tweaks to reduce overwhelm and build calm How empathy (not discipline) changes everything Quick Tips for Teachers Tone down the chaos: Swap flashing lights for soft ones and keep noise levels gentle. Offer sensory breaks: A calm corner or quick movement break can save the day. Prep for change: Use visuals or mini social stories for costumes and parties. Give choices: Participation looks different for every student, and that’s okay. Lead with empathy: Replace “He’s being dramatic” with “He’s overwhelmed right now.” Your Reflection for the Week Before your Halloween celebrations, pause and ask: “What might feel overwhelming in my classroom?” A few small adjustments can turn potential meltdowns into moments of magic. Our students aren’t overreacting, they’re overwhelmed.

Hey teacher friend, today we’re talking about a phrase we’ve all used: “challenging behavior.” You know those moments when a student shouts out, refuses to transition, or throws their work on the floor… and we sigh, “They’re having some challenging behavior today.” But here’s the truth: the behavior isn’t what’s challenging, the situation is challenging for the student. In this episode, I’m unpacking why that phrase doesn’t sit right anymore, what it really communicates, and how shifting our language changes everything. 💡 What You’ll Learn Why “challenging behavior” focuses on our struggle, not the child’s experience How behavior is actually communication, not defiance The harm of labeling kids as “difficult” or “naughty” Simple mindset shifts like: “He’s having a hard time communicating,” not “He’s being challenging.” 🧠 Quick Takeaway Every time you see what looks like challenging behavior, remind yourself: “This isn’t a challenge to me, it’s a message from them.”

Visual supports aren’t just for daily schedules or First-Then boards, they’re powerful tools that can transform every part of your classroom. From communication and regulation to academics and behavior, visuals help make learning accessible, predictable, and safe for all students. In this episode, I’m sharing why visuals work, how to adapt them for different ages, and practical ways to use them beyond the schedule, so your students gain more independence, clarity, and confidence. What You’ll Learn in This Episode ✨ Why visuals are more than “cute picture cards” and how they support processing, memory, and regulation ✨ How to use visuals for transitions (without overwhelm) ✨ Ways to embed visuals into emotional regulation and calm corners ✨ Communication supports for non-speaking, minimally verbal, and stressed students ✨ Academic and behavior visuals that increase independence and success ✨ How to adapt visuals for older students so they feel age-appropriate and respectful ✨ A rapid-fire checklist of places to use visuals beyond the daily schedule Links and Resources Explore ready-to-use Visual Support resources for communication, regulation, and routines in my TpT store. Come connect with me on Instagram @teachingautism - share your favorite classroom visuals or tag me in your setups, I love seeing how you’re supporting your students! 👉 Tune in and discover how to use visuals everywhere, not just on the wall schedule, and watch your students’ confidence, regulation, and independence soar.

Peer conflict is part of every classroom, especially in SPED. But how we respond to hitting, shouting, pushing, or grabbing makes all the difference. Instead of punishment and shame, we can use these moments to teach regulation, communication, and repair. In this episode, I’m breaking down why conflict happens, how to respond in a neuro-affirming way, and practical strategies for turning tough moments into powerful learning opportunities for both students involved. What You’ll Learn in This Episode ✨ Why conflict is communication, not “bad behavior” ✨ The importance of regulation before education ✨ How to debrief and reflect when students are calm ✨ Ways to teach missing skills like asking for space or saying “stop” ✨ Why shame, isolation, and punishment don’t work (and what to do instead) ✨ How to support the other student in conflict with validation and empowerment ✨ How to build a classroom culture where mistakes are safe and repair is supported Links and Resources Explore visuals, social stories, and regulation supports for teaching conflict resolution. Share your classroom wins with me on Instagram @teachingautism - I love seeing how you’re handling conflict with compassion in your classrooms. 👉 Tune in and learn how to reframe peer conflict from a punishment moment into a powerful opportunity for connection, skill-building, and growth.

Taking away recess as a punishment is still happening in far too many classrooms, but does it actually work? Spoiler: it doesn’t. In fact, it often makes the problem worse, especially for our neurodivergent students who need recess the most. In this episode, I’m breaking down why I don’t agree with using recess as a consequence, what the research says about its importance, the harm this practice causes, and practical alternatives you can use instead to support student behavior and learning. What You’ll Learn in This Episode ✨ Why recess is not a reward, it’s a developmental necessity ✨ The research that proves recess supports focus, regulation, and learning ✨ How removing recess harms autistic and ADHD students in particular ✨ Why this practice doesn’t teach the skills students are missing ✨ Positive, neuro-affirming alternatives to use instead of taking away recess ✨ How to protect play while still addressing behavior and academic needs Links and Resources Explore more neuro-affirming classroom strategies and visual supports on my TpT store and the Teaching Autism blog. Let’s connect on Instagram @teachingautism—share your experiences with recess in your school, I’d love to hear how you’re protecting play for your students! 👉 Tune in and discover why recess should never be taken away, and what to do instead when you’re faced with challenging behavior.

Transitions don’t have to be chaotic or meltdown-inducing. For autistic students, change can feel overwhelming, but with the right tools, structure, and empathy, transitions can actually become opportunities to build trust, confidence, and independence. In this episode, I’m diving into why transitions are so tough for autistic students, the brain science behind it, and practical strategies you can use to support smoother, safer changes, whether it’s moving from snack to circle or adjusting to a surprise assembly. What You’ll Learn in This Episode ✨ Why transitions are challenging (and how the autistic brain processes change) ✨ How preparation tools like visuals, countdowns, and rehearsal can reduce stress ✨ The power of transition anchors - objects, fidgets, or “jobs” that create predictability ✨ Step-by-step strategies to make transitions more consistent and predictable ✨ How to give gentle warnings and use pauses to ease students into change ✨ What to do when unexpected changes happen (without triggering dysregulation) ✨ Why recovery time after a tough transition is essential, and how to build it in Links and Resources Explore ready-to-use Visuals, First-Then Boards, and Transition Supports in my TpT store. Connect with me on Instagram @teachingautism and share your favorite transition strategies, I’d love to celebrate those wins with you! You may also like this blog post if you want to find out more abut how to support your neurodivergent students during transitions. 👉 Tune in and learn how to transform transitions from stressful moments into empowering opportunities for growth.

Visual schedules are one of the most powerful tools in a SPED teacher’s toolkit, but only if students actually use them. In this episode, I’m walking you through how to create a visual schedule that’s meaningful, accessible, and part of your students’ daily rhythm (instead of just decoration on the wall). We’ll cover the “why” behind visual schedules, how to match them to your students’ developmental level, and step-by-step tips to make them stick. Whether your learners are working with real objects, photos, or picture symbols, you’ll leave with practical strategies to set up schedules that truly support regulation, independence, and success. What You’ll Learn in This Episode ✨ Why visual schedules are more than organization, they’re regulation, communication, and independence tools ✨ The research that proves their effectiveness in improving behavior and transitions ✨ How to scaffold schedules from real objects ➝ photos ➝ picture symbols ✨ Step-by-step guidance for building schedules that reflect your students’ actual day ✨ How to keep schedules interactive and student-centered ✨ Tips to make schedules stick as part of the daily routine (instead of collecting dust) ✨ Why consistency, updates, and personalization are key to success Links and Resources Explore ready-to-use Visual Schedule resources, social stories and supports in my TpT store. Connect with me on Instagram @teachingautism and share your visual schedule setups- I love seeing how you make them work for your students! 👉 Tune in and discover how to set up visual schedules that actually get used, and transform transitions, behavior, and independence in your classroom.

Echolalia and scripting are often misunderstood as “parroting” or “meaningless talk.” But the truth? They’re powerful communication tools and an important stage of language development, especially for autistic and neurodivergent students. In this episode, I’m breaking down what echolalia and scripting really are, why they matter, and how you can embrace them as stepping stones to authentic, spontaneous communication. What You’ll Learn in This Episode ✨ What echolalia and scripting are (immediate vs. delayed) ✨ Why they’re not meaningless, but valuable communication attempts ✨ How to figure out the function behind scripts and echoes ✨ Practical ways to acknowledge, validate, and expand student scripts ✨ How to intentionally use scripts as teaching tools in daily routines ✨ Tips for making room for media-based scripts (yes, even Bluey and Minecraft) ✨ Why reducing pressure and avoiding correction helps language flourish Links and Resources Explore my Core Vocabulary Activities Bundle, Adapted Books, and Matching Visuals Set to pair with scripting and support natural language growth. Connect with me on Instagram @teachingautism and share how you’re embracing echolalia in your classroom, I’d love to celebrate those wins with you! Read my blog post on Functional and Non-Functional Echolalia Want to learn more about scripting and how to respond to it? Read my blog post! 👉 Tune in to reframe echolalia and scripting as what they really are: bridges to meaningful communication.

Play isn’t “just play” - it’s one of the most powerful ways to support communication growth. In this episode, we’re diving into how to turn everyday play moments into opportunities for language, connection, and confidence. Whether you’ve wondered how to support non-speaking students, embed speech goals into centers, or make playtime truly meaningful, this episode will give you strategies that are simple, fun, and effective. What You’ll Learn in This Episode ✨ Why play is a natural foundation for language development (backed by research) ✨ How to follow your student’s lead to spark authentic communication ✨ The difference between modeling vs. quizzing during play ✨ Core vocabulary words that fit seamlessly into playtime ✨ How to set up communication-rich play spaces with intentional choices and visuals ✨ Ways to weave language into snack time, sensory play, and messy activities ✨ Why it’s essential to celebrate all forms of communication, not just speech Links and Resources Explore my Core Vocabulary Adapted Books, Activities Bundle, and Matching Visuals Set to help you embed communication into play  Come hang out with me on Instagram @teachingautism and share your favorite play setups, I love celebrating those wins with you! 👉 Tune in and discover how to use play as a communication powerhouse for your students.

Core vocabulary isn’t just a buzzword, it’s one of the most powerful tools we can use to help our students communicate, connect, and grow. But here’s the problem: too often, AAC and core boards end up sitting on a shelf instead of being embedded into daily routines. In this episode, I’m breaking down exactly what core vocabulary is, why it matters, and how to naturally weave it into your everyday classroom routines, without needing an extra hour in your day or a degree in speech therapy. You’ll leave with practical strategies that actually work in real classrooms, with real students. What You’ll Learn in This Episode ✨ What core vocabulary really is (and why it’s so powerful for communication) ✨ Why we often overthink AAC and how to simplify it ✨ How to start small with just 1–3 core words a week ✨ Practical ways to embed core vocabulary into crafts, snack time, transitions, and story time ✨ Why modeling matters more than student output (and how to do it without pressure) ✨ How to make core vocabulary visible, consistent, and fun across your classroom ✨ The importance of keeping core words accessible in multiple spaces, not hidden away Links and Resources Explore the Core Vocabulary Activities Bundle, Adapted Books, and Matching Sets to help you model and embed core words with ease. Come share your core vocab wins with me on Instagram @teachingautism - I love seeing the words you’re modeling each week! 👉 Tune in and discover how simple, meaningful, and powerful core vocabulary can be when it becomes part of your everyday classroom rhythm.

Ever been told your students are “just getting out of work” when they take a sensory break? Or that they “need to learn to sit still”? In today’s episode, I’m breaking down why sensory breaks aren’t luxuries or rewards, they’re essential regulation tools that help students access learning. We’ll dig into what regulation really means, why breaks aren’t the same as time-outs, how the research backs this up, and practical ways you can weave regulation tools into your day, without needing a fancy sensory room. By the end of this episode, you’ll walk away with the confidence to shut down those “spoiling them with breaks” comments and the strategies to set your students up for success. What You’ll Learn in This Episode ✨ The true definition of regulation (and why it’s not automatic for many neurodivergent students) ✨ The critical difference between a sensory break and a time-out ✨ What the research actually says about sensory supports in the classroom ✨ Why breaks must be proactive, not just reactive ✨ How to respond when it seems like students are “avoiding work” ✨ Easy, low-prep ways to add sensory breaks to your classroom ✨ Fresh ideas for reframing “breaks” into regulation tools Links and Resources Explore my visuals, schedules, and support tools for sensory regulation. Tag me on Instagram @teachingautism to share your sensory spaces and break systems, I love seeing what you create! 👉 Tune in and let’s reframe sensory breaks for what they really are: bridges back to learning.

👋 Episode Summary Hey friends! In this episode of Teaching Autism and Special Education, we’re diving into one of the most misunderstood (but hugely important) parts of student behavior: sensory processing. From toe-walking to meltdowns to zoning out, so many behaviors in our classrooms are not “bad behavior.” They’re sensory systems saying, “I’m overwhelmed and I need support.” Together, we’re unpacking: What sensory processing actually is The 8 sensory systems (yes, there are 8!) What happens when those systems are out of sync Easy, realistic ways to support sensory needs in your classroom 💡 What You’ll Learn: Why sensory differences are not about behavior, they’re about survival The role of the lesser-known sensory systems (vestibular, proprioception, and interoception) Common signs of over- and under-responsiveness across all systems Why sensory input should be proactive, not just reactive How to normalize and support sensory needs for every student 🧠 Quick Breakdown: The 8 Sensory Systems Visual (Sight) – Lights, movement, visual clutter Auditory (Sound) – Background noise, voices, sudden sounds Tactile (Touch) – Textures, clothing, materials Olfactory (Smell) – Scents, perfumes, food smells Gustatory (Taste) – Oral input, picky eating, chewing Vestibular (Balance & Movement) – Motion, head position, spinning Proprioception (Body Awareness) – Pressure, body position, movement Interoception (Internal Signals) – Hunger, thirst, emotions, toilet needs 📚 Backed by Research: Tomchek & Dunn (2007): 95% of autistic students experience sensory processing differences Schaaf et al. (2014): Understanding sensory patterns improves support, learning, and regulation 🧰 Practical Strategies You’ll Hear: Observe and Track Patterns  ➡️ Notice when students become dysregulated and what’s happening around them. Stock Your Room with Tools  ➡️ Fidgets, noise-canceling headphones, sensory bins, calm lighting, chewies, wiggle seats, let them choose what works. Build Sensory Input Into the Day  ➡️ Movement breaks, sensory stations, deep pressure, calm-down time—it’s not “extra,” it’s essential. Talk About Sensory Needs Openly  ➡️ Use visuals and stories to teach students how to understand and express their needs. Include Sensory Supports in IEPs  ➡️ These are not “rewards” or “nice-to-haves.” They’re vital learning supports. Put them in writing. 💬 Let’s Connect: Was this episode a sensory “aha” moment for you? Come say hi over on Instagram and tag me in your favorite takeaway. Or explore my sensory visuals, blog posts and freebies. 🧡 Final Thoughts: Supporting sensory needs isn’t about “giving in.” It’s about removing barriers to learning, regulation, and connection. When we meet sensory needs, we don’t just see fewer meltdowns, we build more trust. And that? That changes everything. 🎧 Hit play now and start seeing your students’ behaviors through a sensory lens. And don’t forget to share this one with your SPED team, it’s a must-listen.

👋 Episode Summary Hey lovely humans! Ever had one of those “I’ve tried everything and NOTHING is working” moments? Yeah… same. In this episode of Teaching Autism and Special Education, I’m breaking down what to do when you hit that wall. Because behavior isn’t always straightforward. And when strategies flop, it’s not because you’re failing, it’s because this work is hard, layered, and human. Today I’m giving you a step-by-step troubleshooting checklist I personally use when things go sideways. You’ll leave with fresh ideas, honest validation, and some much-needed calm. 💡 What You’ll Learn: Why your go-to strategies might suddenly stop working (and what to try next) How to reassess behavior functions when things don’t add up Why the environment might be making things harder than they need to be How skill gaps show up as challenging behavior The power of team consistency and regulation, for the student and you When (and why) it’s okay to let a strategy go and try something else 🧠 Key Takeaways: You’re not failing. You’re troubleshooting. Behavior is communication, and communication isn’t always clear. The environment plays a massive role in behavior outcomes. Lagging skills in communication, regulation, or executive function may be hiding under the behavior. Consistency across adults is key, misalignment causes chaos. Your regulation matters just as much as the student’s. Letting go of a strategy that isn’t working is not giving up, it’s adapting. ✅ Behavior Troubleshooting Steps: Recheck the Function  ➡️ Use ABC data to make sure you truly understand why the behavior is happening. Look at the Environment  ➡️ Assess lighting, noise, transitions, demands, and adult responses, tiny tweaks = big shifts. Check for Skill Gaps  ➡️ Is this actually a behavior problem… or a skill that’s missing? Evaluate Consistency Across Adults  ➡️ If the team isn’t on the same page, the student won’t know what to expect. Regulation Check  ➡️ Are they dysregulated? Are you? Start there, always. Try Something New  ➡️ If a strategy truly isn’t working, let it go. It’s feedback, not failure. 💬 Let’s Connect: Feeling seen after this one? Come say hi on Instagram, or grab some practical, neuro-affirming behavior tools and trainings. 🧡 Final Thoughts: If you’re in that “nothing’s working” season, please know: You’re not alone. You’re not failing. You are showing up, and that means everything. Behavior change takes time, but safety and trust are being built every day you keep trying. You’ve got this. And I’m cheering you on every step of the way. 🎧 Hit play now and let’s troubleshoot together, with compassion, curiosity, and zero shame. And if this episode helped you, share it with a teammate or leave a quick review so more SPED educators can find it too.