toileting

If you work with children, you have probably seen this pattern. A child understands the assignment but cannot get started. Another begins successfully but loses track of what they are doing halfway through. A student completes a task in one setting but has much less access to those same skills when the environment, expectations, or internal state changes. You may already recognize that executive function is part of the picture. That recognition matters, but it usually leads t

Toileting depends on much more than learning a routine. Interoception, regulation, sensory processing, nervous system state, and body awareness all influence how children access toileting participation. This body-first, neurodiversity-affirming approach helps caregivers and professionals better understand the systems underneath daily routines and support children through access, safety, and participation.