Supporting students with Pathological Demand Avoidance (PDA) in the classroom presents unique challenges that require thoughtful strategies and a flexible approach. PDA, often linked to Autism Spectrum Disorder (ASD), can manifest as extreme demand avoidance behaviours driven by anxiety, significantly impacting a student’s ability to engage with everyday tasks and learning.
For educators, the effects of PDA extend beyond the individual student, influencing the dynamics of the school environment and potentially affecting the learning experience of their peers. Left unaddressed, these challenges can hinder learning outcomes, diminish the student’s quality of life, and disrupt the overall flow of the classroom.
In this article, we explore ten effective strategies to help teachers manage and support students with PDA, with practical advice adaptable for young learners through to adolescents. These strategies aim to create inclusive, supportive environments that address both the emotional and sensory needs of students while fostering collaboration with parents and professionals to minimise challenging behaviour.
We will also highlight how tools such as Functional Behaviour Assessments (FBAs) and Positive Behaviour Support (PBS), including resources like the Behaviour Help App, can enhance understanding and improve outcomes. Alongside these strategies, we’ll provide insights into the crossover between managing PDA and other behavioural approaches, illustrating the importance of a tailored yet holistic perspective.
Through real-life case studies, actionable advice, and a focus on collaboration, this guide equips educators with the tools to support children with PDA effectively, ensuring that both the individual and their peers can thrive in the classroom.
Understanding PDA and Autism Spectrum
Pathological Demand Avoidance (PDA) is a profile within the autism spectrum, characterised by extreme avoidance of everyday demands and expectations, often driven by anxiety.
Individuals with PDA exhibit unique features alongside autistic traits, such as resisting even ordinary demands. For more detailed information, read our comprehensive factsheet on What is Pathological Demand Avoidance.
The PDA Society (pda society) and the National Autistic Society (national autistic society) also provide valuable resources and information on PDA and autism spectrum.
Why PDA is so Disruptive in the Classroom
Pathological Demand Avoidance (PDA) presents unique challenges in the classroom, disrupting the learning environment for the individual with PDA, their classmates, and the education professionals, support staff, and other teachers striving to maintain order and deliver lessons effectively.
Ultimately we are in the business of helping children learn and any behaviour that hinders that affects learning outcomes and eventually quality of life overall.
Poorly managed behaviours such as PDA with crossover into ASD, ADHD and many types of behaviour of concern, can lead to burnout for school staff.
For the Student with PDA
Extreme Demand Avoidance Behaviours: Refusal to engage with tasks, frequent meltdowns, or withdrawal can prevent meaningful participation in learning activities.
Anxiety-Driven Responses: Even ordinary demands may trigger heightened stress, making it difficult for the student to concentrate, follow instructions, or remain calm.
Sensory Sensitivities: Overwhelming sensory inputs in the classroom (e.g., noise, bright lights) can exacerbate avoidance behaviours and emotional distress.
These features of PDA make engaging with learning more challenging for the individual child with PDA.
For Other Students
Classroom Disruption: Avoidance behaviours, such as verbal outbursts or withdrawal, can distract peers and interrupt the flow of lessons.
Peer Relationships: other children may struggle to understand or empathise with the behaviours of the individual with PDA, leading to social tension or exclusion in the social environment of the classroom.
For Education Professionals, Support Staff, and Other Teachers
Time-Intensive Management: Supporting a student with PDA often requires significant individualised attention, making it challenging to focus on the needs of the entire class.
Emotional and Professional Stress: Frequent disruptions, coupled with the need to adapt strategies on the spot, can lead to frustration and burnout among teachers and support staff.
Difficulty Maintaining Routine: PDA behaviours can disrupt the predictable schedules and routines that are critical for effective teaching and classroom management.
Management Strategies
We know it's important to manage PDA effectively in the classroom so here are the ten top management strategies for managing Pathological demand avoidance in the classroom for teachers:
1. Create a Sensory-Friendly Environment
Reduce sensory triggers by offering sensory-friendly spaces, using soft lighting, and minimising noise. Allow students access to these spaces when feeling overwhelmed to help them self-regulate without disrupting the class.
Providing access to sensory-friendly spaces allows students to self-regulate when they feel overstimulated, reducing the likelihood of emotional outbursts or withdrawal. This proactive approach not only helps the individual student manage their sensory needs but also minimises disruptions for their peers and maintains a more productive classroom environment.
2. Incorporate Visual Timetables
Use clear, predictable visual timetables to provide structure and reduce anxiety. Ensure the timetable is adaptable, so changes can be communicated without increasing stress.
For students with PDA, knowing what to expect during the day creates a sense of control and security, making it easier for them to engage with tasks and transitions.
Additionally, visual timetables are adaptable, allowing education professionals to communicate changes in a non-confrontational way. By updating the timetable visually, students can process alterations at their own pace, reducing the stress and resistance that might arise from unexpected demands.
3. Offer Choices and Flexibility
Empower students by allowing them to choose how and when tasks are completed. For instance, provide options like “Would you like to start with writing or drawing?” to make demands feel less imposing.
For students with PDA, demands—whether direct or implied—can feel overwhelming and lead to demand avoidance behaviours. By empowering students to make decisions about how or when tasks are completed, you shift the focus from compliance to collaboration, giving them a sense of autonomy.
This approach makes demands feel less imposing and more manageable. By starting questions with. 'would you like to' you reframe the task as a choice rather than an instruction, making it less likely to trigger resistance.
4. Support Emotional Regulation
Teach and model coping strategies such as deep breathing or mindfulness. Provide calming tools (e.g., stress balls or fidget toys) and create opportunities for movement breaks to help manage emotions in real-time.
Providing calming tools like stress balls or fidget toys offers students a tangible way to channel their energy and self-soothe during moments of distress. Similarly, incorporating movement breaks allows them to release pent-up tension and regain focus, preventing escalation into meltdowns or shutdowns.
For education professionals, supporting emotional regulation not only reduces classroom disruptions but also creates a more inclusive and empathetic learning environment. By fostering these skills, teachers help students build long-term resilience, improving their ability to navigate both academic challenges and everyday life.
5. Use Positive and Collaborative Language
Young people with PDA may require support in processing language and social communication
Frame instructions positively and collaboratively. Instead of saying, “You need to do your maths,” try, “Shall we look at this maths puzzle together?” to make tasks feel less like demands.
This approach makes the task feel less like a demand and more like a shared activity.
Collaborative language fosters a sense of partnership and mutual respect, which helps build trust between the student and the education professional. It also reduces the likelihood of resistance or avoidance behaviours, enabling smoother transitions into tasks.
For teachers, this strategy creates a more harmonious classroom environment where instructions are met with greater willingness. It also reinforces a supportive dynamic, helping students feel valued and empowered, which in turn boosts engagement and learning outcomes.
6. Implement a Sensory Diet
Work with occupational therapists to incorporate a sensory diet into the school day, including activities like heavy lifting or jumping, tailored to the student’s sensory needs. These can help them stay regulated and focused.
By meeting these sensory needs proactively, students are better able to maintain focus, emotional balance, and engagement in the classroom. For example, activities like heavy lifting can provide proprioceptive input that calms the nervous system, while movement breaks allow the student to release excess energy and reset.
This kind of activity is a preventative mechanism that can help prevent sensory overload or dysregulation before it occurs.
7. Break Tasks Into Manageable Steps
Simplify tasks into smaller, clear steps to reduce overwhelm. Use visual aids, checklists, or timers to support task completion while allowing the student to move at their own pace.
For students with PDA, the prospect of completing a whole task can feel daunting. By providing visual aids like charts or checklists, or using timers to outline each step, tasks become more predictable and less intimidating. This structure allows the student to focus on one step at a time, building confidence and momentum.
8. Provide Private Feedback
Offer feedback privately to avoid embarrassment or anxiety. Use the “praise sandwich” approach—start with positive reinforcement, give constructive feedback, and end with encouragement.
Delivering feedback privately allows the student to process the information in a safe, less pressurised setting, promoting a more positive response. This approach also minimises classroom disruptions by avoiding drawing unnecessary attention to the student.
9. Collaborate with Support Staff and Specialists
Work closely with support staff, occupational therapists, and mental health professionals to develop consistent approaches tailored to the student’s needs. Regular communication ensures strategies are cohesive and effective.
Regular communication between teachers and specialists ensures that interventions remain cohesive and aligned across all aspects of the student’s educational experience. For example, occupational therapists can recommend sensory strategies, while mental health professionals may provide tools for emotional regulation. Support staff can implement these approaches during classroom activities, ensuring continuity and reinforcing their effectiveness.
10. Normalise Asking for Help
Foster a classroom culture where seeking help is encouraged and celebrated. Reassure students with PDA that it’s okay to ask for support by saying things like, “If you need anything, just let me know—I’m here to help.”
By fostering a classroom culture where asking for help is encouraged and celebrated, teachers can empower students to see support as a normal and positive part of learning. Simple, reassuring phrases create a sense of safety and trust, helping students feel valued and understood.
For education professionals, this strategy not only strengthens their relationship with the student but also promotes collaboration and problem-solving. It reduces the likelihood of meltdowns or avoidance by encouraging open communication and ensures students can access the resources and guidance they need to succeed.
Creating a Supportive Classroom Environment for Autistic Children
A supportive classroom environment benefits all autistic children, including those with Pathological Demand Avoidance (PDA). Many of the management strategies discussed, such as providing sensory-friendly spaces, using visual timetables, and offering choices and flexibility, are equally effective for managing autism more broadly. These strategies address core needs, such as reducing anxiety, supporting sensory regulation, and fostering independence, which are common to many autistic students.
While there may not be autism-specific strategies beyond what has already been covered, it’s important to tailor these approaches to the individual child’s needs. For example, some autistic children may benefit from additional tools like social stories or visual communication aids, which can help clarify expectations and reduce uncertainty.
Teachers should also prioritise reducing anxiety and improving self-esteem, recognising that a calm, predictable environment is key to helping autistic children thrive. Collaborating with parents and professionals remains essential for ensuring consistency and developing strategies that reflect each child’s unique strengths and challenges.
Demand avoidance approaches can be beneficial for autistic and non-autistic individuals during times of heightened emotional states or extreme anxiety.
The Importance of Supporting Emotional and Sensory Needs of Young People with PDA
Supporting the emotional and sensory needs of autistic children with PDA is paramount when implementing strategies in the classroom. Emotional well-being forms the foundation for overall well-being and success in school. As a guiding principle, teachers and education professionals should prioritise reducing anxiety and addressing sensory sensitivities at all times.
This is particularly important because the social environment of a school can be overwhelming for children with PDA. From group dynamics to sensory overload, the classroom is rife with potential triggers for anxiety and even panic attacks. In the heat of a given moment, it can be challenging to remember specific strategies or access external guidance.
By keeping the emotional and sensory needs of the child at the forefront, educators can make thoughtful, in-the-moment decisions that prioritise the child’s well-being.
By implementing strategies for supporting emotional and sensory needs include providing a sensory diet, using occupational therapy, and offering coping skills and strategies the goal is to create a calm and supportive environment that minimises stress and helps the child feel safe and understood.
Ultimately, this guiding light not only helps reduce anxiety but also fosters trust, resilience, and engagement, enabling children with PDA to better navigate the demands of the classroom and achieve positive outcomes.
Case Study
David is a 12-year-old who has a diagnosis of Autism Spectrum Disorder with Pathological Demand Avoidance features and Generalised Anxiety Disorder. This case study shows how the strategies outlined can be used in a real-life example.
To support David in the classroom, the classroom teacher collaborated with his parents, behaviour support practitioner and allied health therapists to identify strategies that ensured a consistent approach across environments. By aligning language, routines, and approaches between home, therapy, and school it helps create a predictable and cohesive experience for David.
Below are the 10 classroom strategies that focused on reducing David’s anxiety, offering autonomy, and promoting collaboration. These strategies helped to reduce pressure, foster a sense of safety, and promote cooperation:
1. Check-in when David enters the class (this can be a non-verbal gesture that is decided with David):
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Collaborate with David to co-create a simple, low-pressure gesture or signal for check-ins (e.g., a thumbs-up, a smile, or a nod). Allow flexibility so David can decide if or when to use it each day. Avoid making this check-in feel like a requirement.
Provide an outline of work expected in the lesson, broken into steps:
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Present the outline visually in a neutral, non-demanding way (e.g., a laminated sheet, checklist, or on a whiteboard). Let David decide the order or pace for completing steps. Offer a choice: “Here’s an outline if it’s helpful,” and allow him to ignore it if it feels overwhelming.
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Allow extra time for transitioning between activities and give advance warnings (e.g., “In 5 minutes, we’ll start packing up”).
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Acknowledge progress, no matter how small, without overwhelming David with praise.
3. Use explicit and concrete wording:
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Ensure wording is supportive and non-imposing (e.g., "Here’s some info in case it’s useful for you!" or "Some students find these steps helpful"). Avoid language that implies rigid expectations. Focus on neutral phrasing and optional tools rather than tasks.
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Give David plenty of time to process and respond without rushing or repeated prompting.
4. Use declarative language instead of demand-based language:
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Maintain a curious, observational tone that invites David into collaboration without placing demands. For example:
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Instead of “I wonder where your book is,” try, “I’m noticing we might need the book soon, if that’s okay with you.”
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Use inclusive language like “We might need coloring pencils for this part—I’m not sure. What do you think?”
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Avoid making David feel responsible or obligated; keep it light and exploratory.
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Prompote collaboration by using language like “Let’s figure this out together” or “I’d love your help with this.”
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Seek David’s ideas or preferences on activities and tasks (e.g., “How do you think we could solve this?”).
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If David refuses a task, give space and revisit later with a calm tone.
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5. Positive feedback both verbal and non-verbal to encourage David:
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Provide feedback in a way that feels like celebrating a partnership rather than evaluating David. For example, “I loved how you tackled that step—it’s so creative!” or a simple smile/thumbs-up to show support. Avoid praise that feels excessive or forced, as it may increase anxiety.
6. Avoid imposing opinions; use open-ended questions and collaboration:
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Replace “What do you think about X?” with “I’m curious how you might do X” or “What’s your take on this?” Position yourself as a collaborator, and let David lead where possible.
7. Use choices to encourage participation and minimize overwhelm:
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Present choices visually or verbally in a neutral way:
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“You could do questions 1-3 or 6-9. It’s up to you.”
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“Would it help to start here or here?”
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If choices feel overwhelming, let David suggest how to approach the task.
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8. If there are changes, explain ‘why’ the change has occurred:
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Frame changes as collaborative problem-solving, e.g., “Oh, I didn’t expect this, but here’s why we’re doing it differently today. What do you think?” or “I wanted to share this with you so it makes sense—do you have any ideas for how to make this work?”
9. Link his learning to ‘real life’ situations and interests:
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Phrase this as sharing insight rather than instructing. For example:
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“I noticed electricians often need to do this, so this might be a good skill to check out.”
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“What do you think electricians would use this for?”
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Tailor tasks to include topics or activities David enjoys to increase engagement.
10. Encourage and reinforce ‘help-seeking behaviour’:
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Normalize help-seeking without making it a demand. For example:
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“If you ever want to email, that’s totally fine—you don’t need to wait for me to ask.”
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Model help-seeking yourself, e.g., “I’m not sure how this part works. What would you do in this situation?” to show it’s okay.
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Collaborating with Parents and Professionals
Collaboration between parents, teachers, and professionals is essential for successfully supporting students with Pathological Demand Avoidance (PDA). Consistency in approach across home, school, and the community helps ensure that strategies are effective, individualised, and aligned with the child’s unique emotional and sensory needs. By working together, the team creates a strong foundation for positive outcomes.
The Role of the Behaviour Help App in Collaboration
The Behaviour Help App is a powerful tool designed to facilitate collaboration across all settings. Accessible on any device, it supports parents, teachers, practitioners, and other education professionals in implementing evidence-based Positive Behaviour Support (PBS). The app helps streamline the collaborative process by providing tools to:
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Track, log, and analyse behaviour data: Easily collect and interpret data to understand patterns and triggers.
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Complete Functional Behaviour Assessments: Use data-driven insights to identify the root causes of behaviours.
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Develop Comprehensive Behaviour Support Plans: Create actionable, individualised plans to manage and prevent behaviours of concern.
By equipping teams with these tools, the app fosters a consistent, evidence-based approach that addresses behaviours holistically. This ensures that strategies are tailored to the individual’s needs and implemented consistently across environments.
The Benefits of Collaboration
Collaboration provides a unified framework for addressing demand avoidance behaviours and supporting emotional well-being. Consistency among authority figures, such as parents, educators, and support staff, reduces confusion for the child and builds trust. Working together also enables the sharing of valuable insights and perspectives, enhancing the effectiveness of interventions.
Where Can the Behaviour Help App Be Used?
The Behaviour Help App is versatile and applicable across a wide range of settings, including:
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Early childhood education and schools.
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Accommodation and disability support.
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Corrective services and mental health care.
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Aged care and medical facilities.
It supports professionals such as behaviour support practitioners, board-certified behaviour analysts, teachers, and allied health professionals. By enabling collaboration among these key stakeholders, the app strengthens every aspect of the assess-manage-prevent process.
Collaboration is the cornerstone of successful Positive Behaviour Support for students with PDA. Tools like the Behaviour Help App not only enhance the collaboration process but also ensure that strategies are consistent, evidence-based, and aligned with the child’s unique needs. By working together, parents, educators, and professionals can provide the support necessary for students with PDA to thrive at home, in school, and in the community.
The PDA Society website provides valuable resources and information on PDA and autism spectrum.
Supporting autistic children with Pathological Demand Avoidance (PDA) in the school setting requires a thoughtful and multifaceted approach that prioritises their development and well-being.
Collaboration remains the cornerstone of successful Positive Behaviour Support (PBS) for students with PDA. Tools like the Behaviour Help App enhance this process by providing a platform for parents, educators, and professionals to work together seamlessly. These tools ensure that strategies are consistent, evidence-based, and tailored to the unique needs of each child, fostering better outcomes at home, in school, and in the community.
Teachers play a pivotal role in supporting students with PDA, and understanding the condition and its effects is vital. By collaborating with parents and professionals and implementing effective classroom strategies, educators can create a supportive environment that enables children with PDA to thrive academically, socially, and emotionally.
With patience, flexibility, and a commitment to teamwork, we can help children with PDA reach their full potential and build the confidence to succeed in all aspects of their lives.