Visual supports in schools 

When a student walked into my classroom, they knew exactly what was happening and they could reference that information at any time. There was a daily schedule, activity sequences, choice boards and personalised charts. Nothing was hidden behind a verbal instruction or lost in a fast-paced routine.  

Everything was visual, accessible and clear. 

Many of my students had difficulties with executive functioning – things like memory, planning, task initiation and emotional-regulation. For them, remembering multi-step instructions or navigating transitions wasn’t just tricky, it was often overwhelming. When we rely solely on verbal directions, we’re asking students to process, hold and act on information without any scaffolding. That’s exhausting. 

So we took a different approach. We didn’t expect students to ‘just keep up’.  

We gave them the tools to see what was happening, what was next and what was expected. Visual supports became part of our daily rhythm, not as a “special” strategy, but as best practice. 

One student used to run around the classroom every time it was time to pack up. Instead of seeing this as an unwillingness to cooperate, I saw this as an opportunity to help him initiate a task. We created a simple four-step visual sequence: pack books, stack chair, put bag on hook, line up. Within 2 weeks, he was independently completing the routine.  

Another student struggled with lunch breaks. The playground was unpredictable and unstructured and she often became dysregulated without warning. We introduced a choice board with visual options: reading corner, play in the sandpit, talk to a teacher, sit and relax. It gave her control in moments that previously felt out of control. Her meltdowns reduced significantly and her sense of self-agency grew. 

Sometimes the students we support won’t or don’t know how to ask the question but that doesn’t mean they don’t need the answer. What’s happening next? How long will this go for? What do I do if I’m finished? How do I problem solve this? These are the invisible questions that, when left unanswered, can lead to frustration or withdrawal. Visuals answer their questions – quietly, respectfully and consistently. 

Visuals are more than pictures on a wall. When thoughtfully used, they: 

I’ve seen students go from disengaged and dysregulated to focused and empowered, just by having consistent visual anchors in their environment. A simple “first-then” visual could mean the difference between a meltdown and a moment of success. 

As a behaviour support practitioner, I now work with other educators and families to embed these strategies across school and home environments. And the truth is, the need doesn’t go away as children grow. Visual supports remain relevant across the lifespan – for teens navigating high school, for adults with intellectual disability or brain injury and even for older people experiencing cognitive decline. 

This is why tools like MyComms matter. They allow educators and families to co-create visual supports in real time that are responsive, personalised and portable. No more rummaging through laminates or waiting for someone else to make the visuals. We can build what we need, when we need it and adapt it for every learner. 

So if you’re an educator wondering where to start – start small. A visual schedule. A set of choice cards. A simple checklist. And most importantly, involve your students in the process. Let them co-create, customise and own their supports. 

Because when a student can see what’s expected – they can start to believe in what’s possible. 

Download a FREE copy of our Visual Supports Checklist for school below.