Agree a pause signal, available adult, quieter place and way to rejoin before the activity. Adapt crowded queues, whistles, rapid instructions or public correction where these are creating difficulty. Do not make a break a penalty or exercise a punishment.
Translate the plan to your setting; a classroom arrangement will not automatically work beside a pool, on a court or during an outing. Tell the child and family what is actually available. Feed back what you observed and what you changed. The break and return guidance supplies starting questions; detailed setting-specific guides remain to be developed.
For bullying or exclusion, use the instructions for this role.