Unit 2: Communication and de-escalation strategies
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.