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Big reactions, big needs

If they say: We’re seeing some big reactions that seem out of proportion to the situation.

Say: A child’s big reaction often reflects nervous system overwhelm, not the surface event. Dysregulation signals unmet needs that have built up over time.

Legal grounding: Behaviour linked to disability may indicate a need for accommodation under Section 8 of the Human Rights Code.

This entry is grounded in Kim Block’s Part 3: Duty to Accommodate – Meaningful Inquiry, which clarifies that once a school is aware—or reasonably should be aware—of a possible disability-related impact, it has a legal duty to investigate and respond. Emotional escalation is one of the most visible signals that a child is carrying more than they can hold.

Key takeaways

Dysregulation is a sign of unmet need
When a child reacts strongly to a seemingly small event, that doesn’t mean the reaction is unjustified—it often means they’re operating from a baseline of exhaustion or overwhelm. The law recognises that impact matters more than surface behaviour.
The duty to inquire begins with observed distress
Staff do not need a formal diagnosis or parental request to take action. If a student appears dysregulated and school knows (or should know) they may have a disability, that triggers a responsibility to investigate potential barriers.
Accommodations must address emotional regulation
Regulation supports—like breaks, co-regulation, flexible transitions, and quiet spaces—are legitimate accommodations under the Human Rights Code. If schools dismiss emotional needs as misbehaviour, they are failing to meet legal obligations.