Three resources guided
by one principle

Map three sources of protection

1. Individual capacities: What knowledge, self-regulation, communication or problem-solving skills are already available?
2. Relationships: Who offers predictable, respectful and developmentally appropriate support?
3. Environment: Which routines, expectations, resources or barriers change what is possible?

Action prompt

Choose one missing or unstable protective factor that can realistically be strengthened. Record who will act, what will change and which observable sign would suggest improved participation.

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• Students know what will happen and how to begin.
• Challenge is meaningful but not persistently overwhelming.
• Mistakes produce usable information rather than humiliation.
• Help is available without removing all participation.
• Belonging is visible in routines, language and adult responses.
• Communication, sensory and executive-function differences are considered.
• Students retain age-appropriate choice and responsibility.
• Persistent difficulty prompts further assessment rather than repeated encouragement alone.

How to use the checklist: mark each condition as consistently present, inconsistently present or absent. Select one condition to change, then review the effect rather than assuming that the change has helped.

1. Is the demand understandable and manageable?
2. Does the person know the first step?
3. Are they seeking information, reassurance, co-regulation, direct assistance or full task takeover?
4. What is the smallest assistance that enables action?
5. What can remain under the person’s control?
6. What response would show that support should increase, decrease or change?