Crisis intervention refers to the immediate actions taken by school staff when a student is experiencing intense distress or dysregulation that may pose a risk to themselves or others. The goal of crisis intervention is to stabilise the situation, reduce harm, and help the student return to a regulated state as safely as possible.

Effective crisis intervention prioritises de-escalation. This may include reducing sensory demands, providing space, using calm communication, and allowing time for the student to regain control. Physical interventions such as restraint or seclusion are intended to be used only as a last resort when there is an immediate safety risk and when other strategies have failed.

However, crisis intervention should not become a routine way of managing unmet needs. When students repeatedly reach a crisis point, it often indicates that underlying barriers—such as unmet accommodations, overwhelming environments, communication difficulties, or unresolved conflict—have not been addressed.

In these cases, responding only to the crisis treats the symptom rather than the cause. Effective school responses focus on prevention by identifying triggers, adjusting the environment, and ensuring the supports a student needs are consistently in place.