THE SCERTS MODEL
A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
2nd & 3rd October 2025
I had the opportunity to participate in SCERTS training, and it has been a truly eye-opening experience. The training deepened my understanding of autism and offered perspectives I rarely considered before.
I learned about the critical role of social communication and emotional regulation in supporting children on the autism spectrum. SCERTS—standing for Social Communication, Emotional Regulation, and Transactional Support—is an evidence-based framework that emphasizes functional skills, meaningful connections, and real-life contexts. What struck me most is how the model focuses on building on strengths, encouraging collaboration among educators and therapists, and providing practical strategies to support participation and growth.
I think my main takeaway note would be about the importance of observing, monitoring, and listening to children. Autistic children who need higher levels of support at school, communicate through body language, gestures, nonverbal cues, or visuals. Engaging them in favourite and desirable activities and sensory-motor-based experiences can help them regulate first and build rapport, which then opens the door for meaningful learning.
This training has provided me with both insight and practical tools, and I feel motivated to apply these strategies in my work to better support schools, children, and their families.
Maria Mizzi
Occupational Therapist @SFCE
Attending the SCERTS conference opened up a different approach for us. Every session was packed with hands-on strategies and frameworks that honour autistic students’ strengths and help them explore opportunities. We were impressed by how the model weaves together social communication, emotional regulation, and transactional supports. These three pillars make inclusion genuinely work in the classroom. Emily Rubin’s real-life examples and ready-to-use resources (like her morning emotion-check chart) felt completely practical so we can implement them with the schools we support. We walked away motivated, refreshed and more confident in meeting students’ needs. We also feel more committed to collaborating more with schools to create different environments where every child can thrive.
HODs Inclusion Team @SFCE
I recently had the privilege of attending a two-day course on the SCERTS model, delivered by Dr. Emily Rubin, co-author of SCERTS. It was an excellent and deeply insightful learning experience.
On Day 1, Dr. Rubin guided us through the foundations of SCERTS, explaining its focus on Social Communication (SC), Emotional Regulation (ER), and Transactional Support (TS) as essential domains for fostering active engagement in autistic and neurodivergent learners. I was particularly struck by the paradigm shift she described—that real change begins with us as interactive partners and in how we adapt the environment, rather than expecting learners to change first. Her clear explanations, use of research, and real-life examples made the concepts meaningful and practical. One of the most valuable takeaways for me was learning about the three communication stages:
On Day 2, we focused on applying SCERTS in practice and learning how to mentor effectively in classrooms. We explored how to determine whether a child is a Social Partner, Language Partner, or Conversational Partner using the checklists, and then design goals for Social Communication (SC) and Emotional Regulation (ER) with the right Transactional Supports (TS). SCERTS reinforces that creating trust, safety, and connection starts with us as partners and educators.
We also gained insights into how to act as effective mentors within the classroom. Dr. Rubin guided us on working collaboratively with educators using Appreciative Inquiry: noticing what is already working, sharing strengths with colleagues, and then exploring opportunities to enhance engagement. This framework made mentoring feel supportive and empowering rather than evaluative, giving me clear strategies for working alongside educators.
A key insight was that inclusion is a process, not a place. Engaging families in goal-setting ensures consistency across home, school, and community, helping each child thrive in environments where they feel understood and valued.
Dr. Rubin’s presentation was not only inspiring but immediately practical—she gave us strategies and tools that can be applied straight away to support learners and collaborate effectively with educators.
Rita Bellizzi
Deputy Head & Inclusive Education Coordinator
Theresa Nuzzo School
Attending the ESF+ training on “The SCERTS Model: A Comprehensive Educational Approach for Enhancing Active Engagement in Autistic Learners – An Inclusive Whole-School Approach” was an insightful and rewarding experience for our team of educators from St Monica School, Mosta. The sessions were highly valuable in deepening our understanding of how to effectively support neurodivergent learners. The training provided practical strategies and evidence-based approaches that we can implement within our school to promote participation and engagement, as well as to help students develop effective communication skills. It has not only enhanced our professional development but also empowered us to contribute more meaningfully to the creation of welcoming and nurturing learning environments for all students.
We would like to thank the Church School Children’s Fund for providing us with this unique and valuable training opportunity.
Sharon Naudi
Deputy Head
St Monica School Mosta
The seminar on the SCERTS Programme, held on the 2nd and 3rd of October, was an enriching and
insightful experience. It provided a deeper understanding of the three core components of the frameworks: Social Communication, Emotional Regulation, and Transactional Support and how these can be effectively implemented to support children’s learning and development.
Ms. Emily Rubin delivered the sessions with outstanding clarity and enthusiasm. Her use of real-life
scenarios and practical examples made the concepts more relatable and easier to apply in our daily practice. The seminar offered valuable strategies for promoting meaningful communication, supporting emotional growth, and creating responsive learning environments.
Overall, it was an inspiring and informative seminar that enhanced our knowledge and confidence in
supporting children’s social and emotional development through the SCERTS approach. Moreover, the
course is an invaluable opportunity that every educator should experience. By gaining this knowledge,
educators can better advocate for and empower children with autism, ultimately fostering their
developmental progress and well-being. The SCERTS Programme is recommended to all educators
committed to making a positive impact in the lives of children with special needs.
Luana Camilleri (LSE), Romina Colombo (LSE), Pauline Mallia Milanese (INCO)
St Albert the Great College
