ABSTRACT
Pathological Demand Avoidance (PDA) is increasingly being recognised as part of autism spectrum. PDA is characterised as an extreme anxiety-driven need to be in control and avoid everyday expectations and demands. Anxiety may be displayed by hypervigilance, with the pupil feeling threatened and unsafe and on high alert for expectations and demands. School, generally, is particularly demand-heavy and for pupils with PDA it is mostly a distressing, frightening experience. The condition often becomes apparent when children start school as specific expectations tend to increase. Pupils with PDA struggle with emotional regulation and behaviour tends to be unpredictable and explosive or implosive. Pupils with PDA need particular support, which goes against most natural and instinctive teaching methods. ‘Relationship is what makes and facilitates the most change’ and the power of a quality, understanding, trusting relationship cannot be emphasised enough. Communication with a pupil with PDA is paramount to success and differs from how a teacher may usually communicate with a pupil.
