Supporting Emotional Regulation and Learning through AT

Case Study: Child A – Supporting Emotional Regulation and Learning through Assistive Technology

Background

Child A is a Ukrainian refugee who arrived in the UK during what would have been his Year 1 academic year. However, due to limited English proficiency, unsettled wellbeing, and systemic transition challenges, he was initially placed in a reception class to facilitate language acquisition and emotional support.

He is currently in a Year 2 class, having been held back for one academic year to accommodate his disrupted educational journey and ongoing regulation needs. During his early time in the mainstream school, Child A experienced significant overstimulation and dysregulation. These episodes, often marked by heightened anxiety, withdrawal, and occasional violent outbursts, were understood to be rooted in trauma and compounded by communication barriers.

To provide a more tailored and supportive environment, Child A attended a school-based afternoon provision focused on emotional regulation and sensory adjustment. This approach helped reduce exposure to triggering stimuli while building foundational skills for re-entry into a full-time mainstream class. Over time, with the introduction of assistive technology and targeted communication tools, he began to show signs of readiness for reintegration into a more structured academic pathway.

Child A has been formally diagnosed with ADHD. His presentation reflects traits of neurodivergence, including sensory sensitivities, impulsivity, and significant challenges with emotional regulation. These traits are further compounded by trauma-informed indicators linked to his refugee background and early developmental experiences.

His history suggests exposure to multiple Adverse Childhood Experiences (ACEs) – including displacement, cultural and linguistic isolation, and disrupted attachment patterns – which have shaped his behavioural responses and learning profile. Manifestations include hypervigilance, difficulty with transitions, and intense emotional reactions when overwhelmed or misunderstood.

Emotional & Behavioural Profile

Primary challenges: Emotional dysregulation, impulsivity, trauma indicators, sensory overstimulation

Response to stress: Anger, withdrawal, episodic aggression

Strengths: Deep curiosity, emerging literacy skills, ability to form trusting relationships with adults

Intervention & Support

To increase participation and accessibility, Child A was introduced to assistive technology, including:

• A laptop with reading and writing support software (e.g. ReadingWise and Clicker 8)
• A reading pen, pivotal to his regulation and comprehension

Spotlight on the Scan marker Reading Pen

The Scan Marker reading pen serves as a dual-purpose tool:

• Translation support: Child A uses it to decode unfamiliar English vocabulary into Ukrainian, promoting understanding and reducing anxiety linked to language processing delays.
• Self-regulation aid: The instant, tactile feedback from the pen mitigates frustration and prevents escalation. When dysregulated, Child A often reaches for the pen to reorient himself in the learning environment.
• Independence builder: Enables self-paced learning and minimises reliance on adult prompting.

Feedback from staff indicates that when he uses the pen to access translated content, his engagement increases, and his behaviour stabilises markedly. He’s begun articulating curiosity about new words and shows pride in translating independently.

Talking Mats

To support expression and decision-making, Child A uses Talking Mats, especially during:

• Emotional check-ins
• Transitions
• Reflections after dysregulated episodes

Benefits include:

• Visual structure that reduces cognitive load
• Empowerment to express preferences, discomforts, and needs through tangible choices
• Improved communication with adults across settings, supporting consistency and trust

Staff have observed that Talking Mats encourage reflective thinking and help Child A process events more calmly, often enabling restorative conversation and collaborative problem-solving.