At our recent staff meeting, we had the privilege of hearing from Kristine Bull, a respected psychologist known for her work at Devonport’s Pathway House and Pathway Shed. Kristine shared insights into how students experience school, particularly those on the autism spectrum or with sensory processing differences, and offered practical strategies to support inclusive education.
Today, one in 15 people is diagnosed with Autism Spectrum Disorder (ASD). Kristine works closely with students at the College, and our Learning Enhancement team highly values her expertise. Her guidance continues to influence how we shape support across the school. The session provided staff with an opportunity to better understand autism spectrum disorder and how teaching practices can be adapted to meet the needs of our students. Teachers were encouraged to reflect on their learning and consider how new insights could be embedded into their everyday practice.
One of the key ideas Kristine explored was how differences in brain function influence how students respond to everyday school experiences. For some students, especially those who are autistic, typical elements of school life – such as bright lights, noisy corridors, unexpected schedule changes and unstructured social time – can be a constant source of stress.
Kristine, alongside our Learning Enhancement team, emphasised the importance of recognising hidden emotional responses. She raised awareness of the ‘delayed effect,’ a phenomenon where students mask their stress throughout the school day but experience emotional overwhelm or exhaustion once they return home. This, she explained, is linked to increased sensitivity in the brain’s stress response system.
Kristine also shared insights into brain connectivity. Students on the spectrum may show increased activity in sensory regions of the brain, but reduced connectivity with areas responsible for regulating and interpreting that input. This can intensify sensory experiences and make it more difficult to manage shifting attention or social interactions.
Kristine encouraged us to focus on building trust-based relationships with students. One of the most effective ways to do this, she suggested, is by taking the time to learn about each student’s interests. When teachers show genuine curiosity about what matters to their students – whether it’s animals, gaming, art or maybe a particular series of books – they create meaningful connections with learning that foster rapport, reduce stress and support engagement.
Positive reinforcement was another important strategy Kristine discussed. Recognising and celebrating small achievements builds student confidence and supports ongoing participation. She also highlighted the value of modelling social skills and language in a structured and supportive way, helping students develop the skills needed to navigate relationships and group settings more confidently.
Kristine outlined several practical strategies for creating more inclusive and sensory-aware learning environments. Visual supports such as schedules and clear instructions help students anticipate what’s next and reduce anxiety around transitions. Maintaining consistent routines and communicating any changes in advance provides predictability and supports emotional regulation.
She also recommended making use of breakout areas following initial instruction, with these quiet spaces allowing students to manage their sensory load and focus on tasks before returning to shared learning activities.
Prior to the session, Kristine met with our Principal and Learning Enhancement Coordinators to align on the goals of her visit and discuss strategies, which are important to our development as a staff. During this meeting, Stuart, our Principal, shared plans for the new wellbeing centre currently under development, along with the next stage of our redevelopment in Shaw building. This phase will include upgraded general learning areas, new breakout spaces and enhancements to the Eden Room – ensuring flexible and responsive environments that support the diverse needs of all learners.
We sincerely thank Kristine Bull for her expertise and thoughtful guidance. Her insights continue to shape our thinking and affirm the importance of the work already underway. With a shared understanding and consistent strategies in place, we are well-positioned to deepen our inclusive practices and ensure that every student feels supported in their learning journey.
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