They may:

• Hide under a table
• Cover their ears or eyes
• Cry, scream, or make loud sounds
• Run away or freeze
• Repeat words or flap their hands
• Refuse to do an activity

This is not misbehaviour. It is a message: “I don’t feel safe right now.”

Why Does Anxiety Happen?

Anxiety is the brain’s way of protecting the child from what feels “too much.”

Children with special needs might feel anxious because:

• The world feels confusing — too many sounds, lights, or people.
• They don’t know what will happen next — sudden changes in plan can be scary.
• They can’t say what they want — especially if they are non-verbal or have speech delays.
• They are trying to do something difficult — like a new task or social situation.

Many times, the child’s body says: “Stop! I need help.”

1.Don’t Correct — Connect

When we see anxiety, we may want to say: “Stop crying.” “Sit still.” “Calm down.”

But this can make things worse. The child already feels scared or unsure. What they need is a safe person, not a correction. 

Try this instead:

• Sit beside them without speaking
• Offer your hand, or a soft toy
• Use a calm voice: “I’m here.” “You’re safe.”
• Allow them to feel, without judgment

This helps them feel understood, not scolded.

2.Be Curious, Not Angry

When a child is anxious, ask: “What happened before this?”

Did a loud sound play? Was the room too crowded? Did someone rush them into a new activity? Were they touched when they didn’t want it?

Being curious helps you find the trigger. And once you know the trigger, you can prevent or manage it next time.

For non-verbal children, even small changes (like a light turning on or a smell in the room) may feel too big.

3.Help Them Calm Down

Before you explain anything, help their body feel safe.

Every child is different, but some calming ideas are:

• Deep breathing (you can model it)
• Holding a comfort item (soft toy, cloth, etc.)
• Sitting in a quiet or dim corner
• Using visual cards like “I need a break”
• Playing soft music or rhythmic tapping
• Gentle rocking or pressure (if the child likes it)
• Trampoline jumping gives deep pressure and releases stress through movement
• Bedsheet wrapping gently wrap the child like a burrito for calming proprioceptive input
• Hug roll or OT (Occupational Therapy) roll – rolling the child slowly inside a soft blanket or mat can provide deep pressure and comfort

Non-verbal children may not say “I need a break,” but you can teach them to show it with pictures or hand signs over time.

4.Change the Focus

Instead of asking: “How can I stop this behaviour?”

Ask: “What does my child need right now?” “What is their anxiety trying to tell me?”

The goal is not to stop the behaviour, but to understand the feeling behind it.

For example:

• Instead of “Stop shouting,” try “Let’s go to our quiet space.”
• Instead of “Why are you doing this?” try “It’s okay, I know that was hard.”

This kind way of responding builds trust and confidence.

A Note for Non-Verbal Children

Non-verbal children may not use speech, but they always communicate.

Their anxiety may look like:

• Rocking back and forth
• Biting their hands or clothes
• Refusing eye contact
• Running or hiding
• Making loud sounds or staying silent

These are not “bad behaviours”  they are coping strategies.

Watch closely. Understand their patterns. Create a routine and space where they feel safe, seen, and supported.

Use tools like:

• Visual schedules
• Choice boards
• “First-Then” cards
• Sign language or AAC devices (if possible)