ABOUT US
ACCEPTING BEHAVIOUR
Supporting neurodivergent children and young people using acceptance based strategies.
About us
How it all started.
Accepting Behaviour was set up in 2019 by specialist teachers Aaron & Jayne Yorke to provide an acceptance-based support service for schools and families supporting autistic children and those with ADHD, social communication and interaction differences. We are based in Worcestershire in the West Midlands and also provide nationwide support.
As parents of two autistic children, we are aware of the need for the right support due to the pressures which families face throughout their child’s educational journey. When a child or young person cannot cope in school, support is limited and often difficult to access. Our aim for Accepting Behaviour is to be a service provider that can offer support at the right time without having to wait for it.
Accepting Behaviour Ltd provides specialist educational support for autistic and neurodivergent children and young people who are unable to engage with traditional school environments. Our work is specifically designed for children who experience significant barriers to learning due to autism, neurodivergence, communication differences, extreme anxiety, or demand avoidance. These children often struggle in systems that rely on pressure, compliance, and fixed expectations. Our acceptance-based approach focuses on creating psychological safety first so that learning can become possible again.
We support children who are unable to attend school, including those who cannot currently leave their home. In these situations, we provide one-to-one educational support in the home environment, allowing learning to begin in a space where the child feels safe and regulated. For children who are ready to engage beyond the home, we offer support through the Accepting Behaviour Learning Centre. This provides a structured, calm environment where children can rebuild confidence, develop social connections, and gradually increase their engagement with learning and the wider community.
Our approach recognises that for many of these children, traditional teaching methods and academic expectations can become barriers rather than pathways to learning. Acceptance-based support focuses on reducing pressure, building trust, and allowing children to engage at a pace that feels manageable. As children begin to feel safe and understood, their willingness to participate in learning often increases naturally.
We place clear value on the core subjects that form the foundation of education, including English, mathematics, and science. However, these subjects are introduced when a child is ready and able to engage meaningfully. For some children, this may happen quickly. For others, it may take time while confidence and emotional stability are rebuilt.
When children are ready, we support them to develop their literacy, numeracy, and scientific understanding through structured learning opportunities. We can offer recognised and accredited pathways, including Functional Skills qualifications, AQA Unit Awards, and ASDAN programmes, ensuring that progress can be formally recognised.
Where children are not yet ready to engage with formal academic learning, we begin with interest-led learning. This allows young people to reconnect with curiosity, exploration, and personal strengths through activities that are meaningful to them. Interest-led learning often becomes the bridge that helps children rebuild confidence and gradually re-engage with education, including core subjects, in ways that are sustainable and successful.
This approach has proven particularly effective for autistic and neurodivergent children whose needs have not been met within traditional systems. By prioritising acceptance, emotional safety, and meaningful engagement, we help children rediscover their ability to learn and develop a positive relationship with education again.
“Where do I start! Aaron is called the magic man in my house
he has helped my son so much and we think he’s brilliant
thank you just doesn’t seem enough.”
“My 14 year old daughter loves his talks and said he is “the only professional she has met who actually gets it”..”
“Your sessions give practical tips to parents and help them feel supported and connected and give me hope.”
Supporting families and schools.
Policies and Procedures
Here is a list of policies. Please get in touch if you require any other information. You can download each policy by clicking on the policies listed here.