Three resources.
One careful principle.

Map three sources of protection

1. Individual capacities: What knowledge, regulation, communication or problem-solving capacity is 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. Specify who will act, what will change and what observable sign would suggest that participation has improved.

• 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 triggers assessment rather than repeated encouragement alone.

Use: mark what is consistently present, inconsistently present and absent. Select one condition to change, then review its effect rather than assuming improvement.

1. Is the demand understandable and manageable?
2. Does the person know the first step?
3. Are they seeking information, reassurance, co-regulation or rescue?
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?