Unit 2: Communication and de-escalation strategies
| Site: | OpenLearn Create |
| Course: | Neurodiversity in policing: practical strategies for public-facing officers and staff |
| Book: | Unit 2: Communication and de-escalation strategies |
| Printed by: | Guest user |
| Date: | Saturday, 11 July 2026, 3:28 PM |
Introduction
In this unit you will learn how to communicate more effectively and sensitively with neurodivergent individuals during public-facing policing encounters.
You will focus on how to recognise signs of distress or overload and how to de-escalate tension using practical, inclusive strategies.
You will explore:
- verbal and non-verbal communication strategies
- the signs that someone is struggling to process information
- how to avoid common escalation triggers
- realistic scenarios where small adjustments lead to safer outcomes.
Unit 2 learning objectives
By the end of Unit 2 you will be able to:
- identify common communication challenges experienced by neurodivergent individuals
- describe how stress and overload may present in a police encounter
- learn simple, inclusive language and strategies to reduce escalation
- recognise distress that may not be immediately obvious.
Session 1: Understanding communication challenges
In Unit 1 you explored how neurodivergent traits can affect behaviour and how distress may present in policing environments.
This session builds on that understanding by helping you recognise when standard policing communication may no longer be effective, and when adapting your approach becomes necessary to reduce risk and prevent escalation.
When communication becomes a risk factor
In fast‑moving policing situations, communication is often:
- directive
- time‑pressured
- task‑focused.
For many neurodivergent individuals, especially under stress, this style can increase overload rather than resolve the situation.
When a person is struggling to process information, continuing to speak at the same pace, repeating commands more forcefully or adding new instructions can escalate distress.
The key skill at this stage is not changing what you want to achieve but recognising when how you communicate needs to shift.
Early signals that communication is breaking down
Building on the signs of distress you identified in Unit 1, the following behaviours often indicate that a person’s ability to process information is reducing in the moment:
- repeated questions or phrases
- delayed or absent responses
- confusion about simple or familiar instructions
- fixation on a single detail or task
- increasing silence, withdrawal or avoidance
These are decision points. They signal that continuing with standard communication may increase risk.
Overload and shutdown: a quick reminder
At this stage, it may help to briefly recall how overload and shutdown affect communication:
- Overload occurs when too much information is being processed at once.
- Shutdown occurs when the brain reduces communication as a form of protection.
In both cases the person is not choosing to disengage. Their capacity to respond is temporarily reduced.
Scenario: Delayed response during an ID check
You stop a man in his 20s outside a shop. He avoids eye contact, fidgets and repeats your request for ID. When you ask again, he goes silent and looks away.
Pause and reflect:
- Which behaviours here suggest communication difficulty rather than refusal?
- At what point would continuing to repeat the request increase stress?
- What does this moment tell you about the need to adjust your approach?
This scenario demonstrates how quickly an interaction can shift from routine to high‑risk if signs of overload or shutdown are missed.
What happens if we don’t adjust?
When communication breakdown isn’t recognised:
- distress can escalate unnecessarily
- cooperation may reduce rather than improve
- officers may feel pressure to assert control sooner
- opportunities to de‑escalate are lost.
Recognising this early gives you more options, not fewer.
In the next session you will learn practical communication strategies designed to:
- support information processing
- reduce emotional and sensory overload
- maintain control while improving understanding.
These are everyday tools you can use as soon as communication begins to break down.
Before moving on, take a moment to reflect.
Reflective activity
Using your learning journal, think about a recent interaction where communication felt strained or unproductive.
- What signs suggested the person may have been struggling to process information?
- Did your communication pace, wording or tone change – or stay the same?
- How might recognising these signs earlier have altered the interaction?
This reflection focuses on recognising the need to adapt, not judging past actions.
In the next session you will learn about how to communicate differently when a neurodivergent person is struggling to process information, or is overwhelmed by a situation.
Session 2: Practical communication tools
In Session 1 you learned how to recognise when someone may be struggling to process information or becoming overwhelmed.
This session focuses on how to communicate differently at that point, using practical tools that support understanding, reduce distress and promote safer outcomes.
These strategies are relevant whether the person you are engaging with is a victim, witness, caller for help or suspect. In all cases, clear and supportive communication improves decision‑making, trust and cooperation.
You will learn practical communication and de‑escalation tools that help you:
- reduce overload
- improve understanding
- maintain safety and lawful decision‑making
- prevent unnecessary escalation.
These are everyday policing skills, adapted to support neurodivergent information processing and emotional regulation.
Why communication adjustments make a difference
Video activity 3
Now watch another video with Katie Russell from Staffordshire Police. Katie is discussing stop and search, and what an officer should consider when approaching a person who is neurodivergent.
When someone is distressed or overloaded, it reduces their ability to:
- process language
- understand tone
- interpret instructions
- regulate emotions.
If communication does not change at this point, stress increases and cooperation often decreases. Small, intentional adjustments to how you communicate can:
- calm situations more quickly
- reduce the risk of force
- improve cooperation and engagement
- protect evidence, safeguarding outcomes and public trust.
These changes do not reduce the police’s authority – they improve their control or the situation potentially leading to a more satisfactory conclusion.
Key strategies for everyday use
The following communication strategies work well when used together. They should be applied flexibly depending on the situation, especially when engaging with someone as a victim, witness, or suspect, each of which brings different pressures and responsibilities.
| Strategy | Dos and don’ts | Why it helps |
|---|---|---|
| Create psychological safety |
Say: ‘You don't have to make eye contact’ or ‘Take your time.’ Do: Allow repetitive movements (stimming) if they are safe. Avoid: Jumping to conclusions. |
When people feel psychologically safe, they are more honest, more engaged and more effective. Without it, people protect themselves by staying quiet, masking or complying without understanding which increases risk rather than reducing it. |
| Use clear, literal language |
Say: ‘Walk over to the car.’ Avoid: ‘Hang tight for me over there.’ |
Reduces confusion for those who process language literally. Idioms, metaphors and vague phrases can cause confusion or delay understanding. Be specific about expectations. |
| Give one instruction at a time |
Ask: One question, then pause. Avoid: Combining multiple requests into one sentence. |
Breaking things down reduces cognitive load and gives the person time to process each step without becoming overwhelmed. |
| Speak calmly and slowly – use first names if appropriate |
Do: Use first names, if appropriate in the situation. Use: A measured tone, even if the situation is tense. Avoid: Raising your voice or speaking rapidly. |
Stress can make it harder to process language. A slow, even tone supports comprehension and reduces anxiety. |
| Offer choices, not ultimatums |
Say: ‘Would you prefer to answer here or step inside somewhere?’ Avoid: ‘You need to do what I say, now.’ |
Providing choice lowers anxiety and gives a sense of control, this is especially helpful for individuals who may panic under pressure. |
| Allow extra time for a response |
Do: Wait calmly after speaking. Don’t: Assume that silence is refusal. |
Processing delays are common, especially under stress. Giving space reduces shutdown risk and shows patience. |
| Reduce sensory pressure where safe to do so |
Do: Step back to reduce physical proximity; lower noise or visual stimulation where possible; move to a less stimulating environment where possible. Avoid: Unnecessary touch. |
Supports sensory regulation. Sensory overload significantly reduces communication capacity. |
| Use narration to reduce uncertainty |
Do: Briefly explain what you are about to do before you do it, e.g. ‘I’m going to ask you a few questions and then we’ll talk about what support is available.’ Don’t: Assume they know what will happen. |
Predictability reduces fear and resistance. When people don’t know what’s coming next, their brain naturally shifts into threat‑scanning mode |
| Normalise questions and repetition | Say: ‘It’s okay to check, this is important.’ | Allowing and normalising repeated questions improves clarity, safety, and communication, and often reduces the need for repetition over time. |
| Use a reset phrase if communication breaks down | Say: ‘Let’s pause. I’ll go step by step.’ | This resets the interaction without escalating authority. |
Important consideration: acquiescence and appropriate adults
When you are speaking to a neurodivergent person and asking them questions, some may say yes, agree or appear to comply even when they don't fully understand what is being asked. This is known as acquiescence and it can lead to:
- false or misleading statements
- confusion during interviews
- inappropriate agreement to consent, searches or legal decisions.
You should make yourself aware of the appropriate adult scheme within your force. An appropriate adult should be considered in all cases where an individual appears confused, distressed or is struggling to communicate clearly.
You should:
- offer an appropriate adult where applicable, not just wait for a request
- explain the role of an appropriate adult clearly to the individual you are requesting for.
The use of an appropriate adult protects both the individual and their contribution to an investigation or their role as victim, witness or suspect.
Reflective activity
Using your learning journal, look at the list above and identify one one strategy that:
- feels the most natural to you
- would be the easiest to use this week
- could have helped in a recent interaction you’ve had.
Write down one phrase you could try using differently in a future situation.
Key takeaways
- Practical communication tools support safer, calmer and more inclusive policing.
- Clear, intentional communication is a core part of effective, lawful policing.
- Some neurodivergent individuals may appear compliant without fully understanding.
- Appropriate adults are a legal and ethical safeguard. Use them when needed, referring to your own force’s policy and guidance.
- These strategies benefit everyone, not just neurodivergent individuals.
Session 3: Reflection and conclusion
In this unit you’ve explored how communication in policing can either build trust or create barriers, especially when engaging with neurodiverse individuals.
You’ve learnt how stress, fast-paced environments and unclear instructions can lead to confusion or shutdown, and how small changes in tone, language and approach can significantly improve outcomes.
This final session is your opportunity to pause, reflect and think practically about how to put what you’ve learned into action.
What you’ve learned this week
During Unit 2 you’ve explored how communication in policing can either build trust or create barriers, especially when engaging with neurodiverse individuals.
You’ve learnt how stress, fast-paced environments and unclear instructions can lead to confusion or shutdown, and how small changes in tone, language and approach can significantly improve outcomes.
This final session is your opportunity to pause, reflect and think practically about how to put what you’ve learned into action.
The key messages from Unit 2 are that:
- communication needs to be clear, calm and literal, not rushed or vague
- neurodiverse individuals may respond differently under pressure including becoming quiet, overwhelmed or overly talkative
- signs of overload or shutdown are not defiance – they’re signs of distress
- giving space, using consistent language and allowing time to process can prevent escalation
- you don’t need specialist knowledge – just awareness, patience and the ability to adapt in the moment.
Video activity 4
Watch the following video, which looks at a neurodivergent individual's experience when experiencing a stop and search.
Using your learning journal, take a few minutes to reflect on the video and answer following questions. You may want to write your answers down or just think them through privately.
- Having watched the video, is there anything that you would do differently?
- Which strategy or insight stood out to you most? Why?
- Is there anything that surprised you?
- What are the potential barriers to using these communication strategies in your setting (e.g. time pressure, environment, habits)?
- What is one change you can commit to trying this week, even if it’s small?
Personal action commitment
Choose one communication strategy from this week’s content to try using in your next public-facing interaction. For example, you could:
- use only one instruction at a time
- pause for five seconds before repeating a question
- avoid rephrasing commands unnecessarily
- use consistent language and avoid idioms.
Learning checklist
Consider any that apply and note one area you’d still like to improve:
- I can spot early signs of distress, overload or shutdown.
- I understand how to change my tone and pace when needed.
- I can explain why standard communication styles might not always work.
- I feel more confident using simple, clear instructions.
- I feel better equipped to de-escalate with neurodivergent individuals.
- I know where I could go for more information or support.
Next steps: Unit 3 preview
In Unit 3 you’ll explore how to embed inclusive practice more deeply into your everyday policing, with a focus on:
- making reasonable adjustments in line with the Equality Act
- applying strategies consistently across settings
- identifying personal and team-level actions to support lasting change.
You’ll also start thinking about what sustainable inclusion looks like in real frontline policing and how to lead by example.