Noticing that people show comfort and discomfort in different ways.
Exploring how small, kind actions can help a friend feel safe.
Considering why someone might need more time before joining in.
Thinking about how we can welcome new friends.
Recognising that liking different things is a normal part of who we are.
Daniel arrives at school and meets a new friend named Max. Teacher Harriet introduces her nephew Max who is autistic. When the class gets excited and loud, the noise feels overwhelming for Max. Teacher Harriet places a heavy blanket on Max's shoulders to help him feel calm. She explains that the class can help Max by using quiet voices and giving him a little extra space.
• What did you notice about Max in the video?
• How did the loud noises make Max feel?
• What helped Max feel calm?
• What helps you feel calm?
• What is your favourite way to play?
• How do you like a friend to say hello to you?
• What could you do if a friend needs more time before playing?
• How could you make a new friend feel welcome?
The questions within this guide are designed to open dialogue and facilitate discussion around the relevant topics. It is up to the user to adapt as needed to best suit the person they are supporting. A neuroaffirming approach was central to the design of these resources and remains essential to their application. This means recognising and respecting the diverse ways people think, communicate, and experience the world, ensuring all conversations are led with curiosity, respect, and without judgement. These resources are a starting point. Trust your knowledge of the person you are supporting to shape the conversation from there.
For access to playback speed, transcripts or closed captions, please click the video title in the top left of the player to access the Youtube source where these controls are provisioned.
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