Context

Delivered in a UK special school for learners aged 11–19, this programme adapts movement‑therapy foundations to support regulation, motor competence, communication and executive functioning. Many learners experience sensory, emotional and motor barriers that sit beneath curriculum access.

Approach

• Four‑part session structure — co‑regulation, therapeutic movement, expressive tasks and a return‑to‑learn bridge.
• Regulation‑focused movement — proprioceptive input, breath work and predictable rituals.
• Cognitively loaded tasks — stop/go games, rule‑switching, sequencing and mirroring.
• Expressive movement — emotion‑to‑movement mapping, paired mirroring and choice‑making.
• Embedded evaluation — low‑burden measures aligned with school systems.

Execution

Sessions were delivered in small groups, with adaptations for sensory needs, communication profiles and motor abilities. Staff tracked regulation, engagement and communication markers using simple, auditable tools. The programme evolved iteratively based on learner response and staff feedback.

Outcomes

• Improved regulation — reduced dysregulation incidents and quicker return to calm‑alert states.
• Executive function gains — better inhibition, working memory and cognitive flexibility.
• Enhanced communication — more functional requests, joint attention and successful turn‑taking.
• Motor improvements — stronger balance, coordination and bilateral integration.

Key takeaways

1. Predictable structure reduces anxiety and supports transfer to classroom learning.
2. Cognitively engaging movement is more effective than repetitive activity alone.
3. Expressive movement supports emotional literacy and relational engagement.
4. Low‑burden, routine measurement strengthens credibility and reviewability.
5. Adaptations for sensory and communication needs are essential for success.