This activity simulates what it can feel like to be frustrated and not be able to use appropriate coping skills. 

It can be hard to not become frustrated when students display behaviors like refusing to follow directions or complete work, elopement, or verbal or physical aggression. Often, these behaviors are a result of the student moving into fight, flee, or freeze mode and are not personal attacks on their teachers. 

This simulation gives a small glimpse into the student's perspective during a challenging task.  

Make sure to visit the Self-Regulation Page for ideas and lesson plans for teaching self-regulation strategies!

Dyslexia is a common learning difference that affects how people read, write, and spell. It’s not related to intelligence. Many people with dyslexia are very bright or twice exceptional, but their brains process language in a different way.

 Students with dyslexia may struggle with decoding words, reading fluently, or remembering how words are spelled, even with lots of effort. With the right support and strategies, they can thrive in school and beyond. However, their reading difficulties often carry over into every school subject and cause frustration, anxiety, and academic struggles. 

Dysgraphia is a learning difference that affects writing. Students with dysgraphia may have trouble with handwriting, spelling, organizing their thoughts on paper, or using correct grammar and punctuation. 

Writing can feel slow, tiring, and frustrating, especially when they have great ideas that they want to get onto paper. Students with Dysgraphia students can struggle both academically and socially due to their challenges. 

However, Dysgraphia is not a reflection of intelligence or effort, and with support and accommodations, students with dysgraphia can express their thinking in ways that work for them.

Anxiety is a natural response to stress or uncertainty, but for some students, anxious thoughts and feelings show up often and feel overwhelming. 

They might worry about making mistakes, speaking in front of others, changes in routine, or they may not know what the anxiety is in response to at all. 

Anxiety can affect focus, participation, and even result in somatic complaints, like stomachaches or a racing heart. It's important to remember that anxiety isn’t a choice, and with tools, support, and understanding, students can learn to manage it and feel more in control.

Working memory and auditory processing are important parts of how we take in and use information. Some students have difficulty holding onto what they just heard, especially if they're asked to follow multiple directions or process spoken information quickly. This can make it hard to complete tasks, stay organized, or respond right away, especially in noisy classrooms. 

These challenges aren’t about not paying attention or not trying; they’re about how the brain processes and stores information. With patience, clear instructions, and strategies like visual supports or repetition, these students can succeed and feel more confident.

Students who are learning English or another school language bring rich experiences and perspectives to the classroom. At the same time, it can be challenging to learn in a language that isn't your first. Not only is there new vocabulary, but English is a complex language full of irregular words, idioms, regional differences, slang, and other causes for confusion when it comes to actual conversation and academic texts and lectures. 

These students may need extra time to process spoken directions, understand academic vocabulary, or express their thoughts clearly. This isn’t a sign of lower ability, but a sign they’re doing the hard work of thinking in more than one language! 

Students with hearing loss may experience challenges in accessing spoken language, especially in noisy environments like classrooms or hallways. This can affect how well they hear instructions, follow group discussions, or connect with peers. Hearing loss can look different for each student. Some may use hearing aids or cochlear implants, while others may use lip reading or sign language, or any combination of the above. 

These students are just as capable as their peers but may need support like visual aids, written instructions, and thoughtful communication strategies to fully participate and succeed.

When referring to individuals with hearing differences, it’s best to avoid the term “hearing impaired.” Many people in this community prefer more specific and respectful terms.

Use “hard of hearing” or “hearing loss” when describing individuals with some hearing ability. The term “deaf” typically refers to individuals with very limited or no hearing. When capitalized, “Deaf” refers to those who identify as part of the culturally Deaf community, which includes shared language (often sign language), values, and experiences.

Using identity-affirming language is one small but meaningful way we can show respect and support for all learners.

Visual impairments include a range of vision differences, from low vision to total blindness. Some students may use assistive tools like magnifiers, screen readers, or Braille to access information, while others rely on accommodations such as larger print or preferential seating. It's important to remember that having a visual impairment does not mean a person can't see at all. In fact, in the right conditions, some may see quiet well. It will depend on the day, lighting, contrast, visual fatigue, and other factors. Like all students, those with visual impairments benefit from clear communication, flexibility, and inclusive learning strategies.