Creating a one-pager is one of the most effective early advocacy strategies a parent can use. It gives school staff a clear, accessible overview of your child’s profile—without relying on thick folders, acronyms, or emotional appeals.
Instead of dropping off a 30-page assessment, you offer a focused document with just what’s essential:
- your child’s strengths
- their support needs
- the accommodations that make a difference
- what helps them feel safe, seen, and ready to learn
You don’t need permission to write one. You don’t need to wait for an IEP. A one-pager is a proactive act of care—and of clarity.
How to use this strategy
Use your one-pager as an introduction—especially at the start of the school year, after a transition, or when new staff join the team. It can be emailed, printed, attached to the IEP, or uploaded to a student profile.
Make sure it’s:
- Concise (one side of one page)
- Strength-based and specific
- Written in plain, non-confrontational language
- Framed as a tool to support collaboration
You might include:
- Diagnosis or learning profile (e.g. autistic with PDA profile)
- Support needs (e.g. sensory breaks, communication tools)
- What to avoid (e.g. don’t use behaviourist rewards)
- Strengths and interests
- Emergency contacts
- A link or appendix with assessment reports, if relevant
We’ve included a sample one-pager you can adapt [insert shortcode here].
What to watch out for
It’s tempting to include everything—but more isn’t always better. One-pagers are most effective when they’re easy to read and act on. Avoid overloading staff with multiple documents or emotional appeals.
Also be mindful of tone. You might feel angry or exhausted—but school staff are more likely to respond constructively when the one-pager is framed as a tool for teamwork, not a list of demands. You can still be firm about needs and boundaries, while inviting staff to bring their expertise too.
“This is what works well at home—we’d love to see how you can adapt it at school.”
Try this letter template
Subject: Documentation of support needs for [child_name]
Dear [teacher_name or school team],
My name is [your_name], and I’m writing to share a summary of key insights about my child, [child_name], based on recent assessments, lived experience, and the deep knowledge that comes from parenting a neurodivergent child every day.
[child_name] is [age] years old and was recently identified as [diagnosis or profile, e.g., “an autistic learner with a PDA profile and ADHD”]. These terms only go so far. What matters more is how these needs show up in the classroom—and what helps [child_name] succeed.
Below, I’ve shared an overview of [child_name]’s support needs, strengths, and key accommodations. I’ve also included links to relevant professional reports, but I hope this one-page summary helps bring the core message into focus: [child_name] is eager to learn, deeply sensitive to their environment, and requires individualized support to access school safely and successfully.
Name: [child_name]
Grade: [grade]
Diagnosis / Learning Profile: [e.g., Autism, ADHD, sensory processing differences, etc.]
Support Needs:
• [Sensory regulation: needs low-stimulation environment, quiet zones, fidgets, etc.]
• [Communication: needs visual instructions, prefers declarative language, etc.]
• [Emotional regulation: masking may make needs invisible; breakdowns often delayed]
• [Transitions: benefits from warnings, predictability, and one-on-one support]
• [Autonomy: thrives when given choice; demand-avoidance profile requires flexible language]
Key Accommodations:
• [Access to breaks or low-sensory spaces without needing to ask verbally]
• [Permission to use assistive tech like voice dictation or noise-cancelling headphones]
• [Avoidance of punitive or behaviourist approaches; relational repair instead of consequences]
• [Supportive, trusted adult relationships are essential for participation]
Strengths:
• [e.g., Curious, creative, seeks clarity, passionate about science and fairness]
• [e.g., Deeply empathetic, thrives with one-on-one connection and unstructured time]
Additional Notes:
[child_name] may appear “fine” at school while burning out internally. When masking is misunderstood as coping, they often crash at home—sometimes for days. The goal is not just to survive the day, but to come home regulated, connected, and ready to return tomorrow.
Attached: [List relevant reports or assessments with optional links or notes]
I’m sharing this not as a demand, but as an invitation to collaborate. I know how difficult it is to meet so many students’ needs at once. My hope is that this summary helps clarify what works, what’s needed, and how we can support one another in helping [child_name] thrive.
Thank you for taking the time to read this. I’m happy to meet, talk more, or answer questions at any point.
Sincerely,
[your_name]
[phone number / email]
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The 123s of advocacy strategy
These strategies are practical steps you can take to help your child access support—whether you’re just starting out or navigating a complex situation.
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