When you’re serving as a Switch Support leader, you’ll always be the MVP at your campus for recognizing a student who’s in distress. You’ll be relied upon to find and support the students who need you most. But what might that look like at Switch?

Students with disabilities don’t have a particular look. Students with autism, severe ADHD, a history of neglect, or any other difference may have become experts at hiding their deep needs. How can we recognize when a student is trying to shoulder the burden on their own, and how can we support them as needed?

When you know what to look for, you’ll soon be able to recognize the needs behind puzzling or difficult behaviors. You will help your campus support students appropriately, so every student and parent knows it’s safe to disclose their support needs to us.

So … Who Might Need Extra Support?

The most important thing to remember? Just because a student has a disability does not mean they will automatically need extra support. Many students with disabilities of all types interact well with their peers and the adult support that’s already in place at Switch.
Here are some signs a student may need help from a Switch Support leader or peer mentor.

• A student stays separate from all crowds and students.
• A new parent asks a lot of questions and seems hesitant during drop-off.
• A student is behaving erratically, for example: touching random people in the lobby, crying, rocking, pacing, etc.
• A student leaves the main experience and wants to stay in the lobby.

What Should I Do?
When you see a student behaving in an unusual way, always ask if you can help! Here are some ways to do that well.

• Approach the student and ask them if they’re okay.
  • If they seem only mildly flustered, ask: “Would you like me to introduce you to a student who can stay with you tonight and show you around?” If the student says, “Yes,” ask your campus staff to point you to a peer mentor if you don’t see one nearby.
  • If the student seems more distressed and isn’t responding to you well, you can offer sensory support, and try to give the student a break. Try saying something like this.
    • “Would you like to come sit over here for a bit? It’s much quieter.
    • “Would you like to squeeze this putty? I love how it makes me feel more relaxed.”
    • “Hey, what’s your favorite flavor of ice cream?” Use a fun distraction as a way to break the ice and help your student shift to a pleasant thought.
• If a behavior is inappropriate, approach the student in a non-threatening way. Ask them, “Are you able to stop [name behavior] so we can talk about it?” If they respond with defiance or in an unexpected way, this is probably a student who will need your additional support.
  • Try to engage the student gently, in a neutral, non-threatening, friendly way, so they can achieve a more regulated and calm state. Check out this article to help you navigate challenging behaviors.

• Ask a parent who looks especially worried at drop-off a question like this: “Is there anything else you think we should know to help your son/daughter have a great experience at Switch tonight?”
  • If the parent discloses that their son or daughter has additional needs or usually doesn’t do so well in big groups or new environments, mention that you’re a Switch Support leader and are happy to help!
  • Try asking these follow-up questions.
    • “How does your son/daughter do at school? Do they need any additional support to help them feel safe and secure at school?”
      • If the parent mentions their child has a one-on-one paraprofessional at school, that’s a strong indicator they may benefit from one-on-one Switch Support, too.
      • If the parent mentions their child functions well at school, you should mention that you’ll keep an eye out for them. You probably should also introduce them to a peer mentor who can help them feel safe and included.
    • “Is your son/daughter able to communicate with words?”
      • If no, ask the parent to let you know the best way for you to understand when they have a need.
    • “We usually hang out for a while and enjoy some free time until the main experience begins. What does your son/daughter enjoy doing for fun?”
      • You can also mention any games and activities that are set up at your campus that evening.
      • If the parent mentions that crowds and freetime are difficult for their child, reassure them that you’ll stay close and will facilitate their time.
      • Think about introducing the student to a peer mentor if it looks like they might be able to navigate the crowd without you, but with the support of a friendly peer.
    • “When the Switch main experience begins, we will go into the auditorium for worship and a message. It’s usually pretty vibrant with lots of flashing lights and a fairly high volume to encourage the students to worship. Do you think any of that will be uncomfortable for your son/daughter?”
      • If the parent says they have a seizure disorder, you can let the parent know you can bring them to the lobby to listen to worship from there.
      • If the parent says lights, crowds, and sounds can cause sensory overwhelm, be sure to let them know their son/daughter can use our sunglasses and noise-cancelling headphones.

• • • “After we’re done with the main experience, we usually spend the rest of the time in small groups, discussing what we’ve learned. Do you think any of that time will be threatening or challenging?”
      • Listen to the parent’s responses and reassure them that you’ll keep your eye out and will watch to see if their son/daughter is looking overwhelmed. Offer sensory and focusing items as needed, and introduce them to the students in their small group.

The longer you serve as a Switch Support leader, the more easily you’ll be able to spot the students who need you. A student may have an “off” night one week and an amazing week the next. You’ll soon develop intuition that will guide you on when it’s time to move in and pull back as needed. And God will surely give you wisdom when you ask Him for it!

Utilize time with parents well by asking good questions and good follow-up questions. If you’ve been working with a student for a while and would like more parental insight, talk to your campus staff to see if you can get some contact information for the parent. Use the questions above to help you lead through a great phone call! Or, ask a parent if they can stay for 5 minutes at drop-off so you can ask them for some advice.

Switch Support, thank you for using your gifts to find and support the students who need you. You’re allowing every student to feel safe and a part of their Switch community.