Lisa Archer, Educational & Developmental Psychologist, Strong Minds Psychology
As promised, I told you all that I would share an example of an intro letter that you or your child can share with their teachers at the beginning of the school year. Over time, the language in documents such as this can get outdated, and need a “refresh”, so for 2026 we have improved the content. But it is yours to adapt so that it fits that way that you prefer to communicate about you, your child, and your family’s needs.
Whether your child is changing one teacher, or many teachers, it doesn’t matter, and it allows the chance to introduce likes (or special interests), strengths (or general awesomeness), dislikes, challenges, triggers, and helpful tools and strategies. This letter or a dot point version can also be shared with specialist/non-core teachers, as well as ready for CRTs (substitute teachers) who can pop up at any time!
Intro tools like this can save time, reduce stress, and mean that each new teacher does not have to reinvent the wheel!
Keep in mind this is just an example, and you can tweak it so that it feels “just right” for you! Be sure to change the wording if you are writing this letter on behalf of your young person to include their name. It is a powerful thing to be able to self-advocate, by sharing or taking over the reigns of speaking up for your own needs, and having supportive adults listen to this.
Dear Mr/Mrs Teacher / To all of my teachers,
I am looking forward to/feeling worried about starting GRADE this year, and I thought it would be helpful to tell you some things about me.
My favourite subjects at school are XYZ, and my least favourite or more difficult subjects are ABC.
Things that I really like to do are: (include own examples)
- Swimming
- Drawing
- Bouncing on the trampoline
- Being by myself
You probably know that everyone’s brain works differently. For me, I have an e.g. Autistic neurotype (include any possible neurotype, mental health difficulty, disability, medical diagnosis). For me, this means that (note any related strengths and differences, impacts on daily functioning, common ways this impacts on academic/behaviour/social/sensory elements of school). Here are some more things about me.
Some of my strengths are:
- attention to detail
- passion for preferred subjects
- strong focus when sensory demands are reduced or when I am interested in what I am doing
- empathy
- creativity
- performing arts
- amazing memory
Sometimes I can get overwhelmed/angry/anxious/frustrated/upset/dysregulated, but I try to do something about it. Some things to help me calm down are: (include own examples)
- Taking deep breaths
- Running around the oval
- Talking to the teacher
- Chewing (crunchy stuff, gum)
- Carrying heavy things to the office
- Getting some water
- Colouring
- Reading a book
Some of the things that can make me feel overwhelmed/angry/anxious/frustrated/upset/dysregulated are: (include own examples)
- Noisy classrooms
- If I think the work is too hard
- People asking me how I feel
- When people do annoying things
- When the teacher doesn’t explain the work properly
- When I am asked/told to do things, and I don’t know why
- Non-standard days at school (e.g. sports day, incursions, special assembly)
It can be helpful if teachers make small changes in the classroom for me. Some things that might help are: (include own examples)
- Using dot points on a page instead of lots of information in a row
- Explaining the reason why we are learning something or doing a task
- Breaking down tasks or homework and showing me what it looks like
- Giving me a notes page so I don’t have to write everything down AND listen
- Let me listen to my music/white noise/podcast when we are doing independent work after I have listened to the instructions
Include any ideas that have been helpful at home over the holidays, or strategies that you will be doing in the lead up to school (eg. colour coding books and timetable, practice on the playground, practice travel to school, take photos of the school).
I work together with any members of your team/tribe (e.g. psych/OT/speech) to help me with the tricky stuff that comes up. Team/Tribe have written some reports for me that might have helpful stuff in them for you to understand how I learn and think. I am looking forward to having hoping to have a great year in class with you.
If you have any more questions, you are welcome to ask me, my (parent/carer), or a member of the team who wrote the report.
Sign off – parents/carers may put “Kind regards” or “Sincerely”, and young people may prefer to just put their name, or “From”.
These letters are a clear and fantastic way for parents/carers to communicate and advocate for their child/ren whilst presenting as collaborative and sharing of what works at home. The shift to self-advocacy for young people and teens in upper primary and secondary school will help them as they become more independent and want to be heard!
Check out our other tips on return to school – for primary school/kinder students, high school students, and for carers.
If you need additional support enhancing your mental health, or supporting the mental health of a loved one, call the team at Strong Minds Psychology on 03 5967 1438, email us at smpteam@strongminds.net.au, or complete the form below.
