If you are a parent, teacher, Principal or SNA and have a query relating to the education and support of a person with PWS in an educational setting, please contact PWSAI
PWSAI provide PWS training for schools at no cost.
Please get in touch with info@pwsai.ie
Taken from our Introduction to Prader Willi Syndrome section: What educational needs do people with PWS have?
In the past, children with Prader-Willi Syndrome (PWS) were often directed towards special schools that catered exclusively for children with additional needs. In recent years, however, there has been a strong move towards inclusion, allowing children with special educational needs to attend mainstream schools. As a result, parents now have more options when choosing the most suitable educational setting for their child with PWS.
Both settings can be successful. Some children with PWS thrive in special schools, while others do very well in mainstream environments, provided the appropriate supports are in place.
The Role of the Special Needs Assistant (SNA)
Special Needs Assistants (SNAs) play a vital role in supporting students with PWS in school. Their support focuses on strict dietary management, reducing anxiety and assisting with learning and physical needs. Consistency, routine and close supervision are essential.
Key Responsibilities of an SNA Supporting a Student with PWS
Food Safety and Management
Strict food security is essential for students with PWS. SNAs may be responsible for managing lunchboxes, ensuring food is securely stored and only accessed at designated break times.
Behavioural and Emotional Support
Anxiety is a significant trigger for behavioural challenges in PWS. SNAs help reduce anxiety by maintaining a predictable, structured and consistent daily routine and responding calmly to challenges.
Learning Support
Students with PWS often have specific cognitive profiles, including difficulties with short-term, auditory and working memory, alongside strengths in long-term memory. SNAs should use visual supports, clear and direct language, repetition and step-by-step instructions to support learning.
Physical Support
Due to low muscle tone students with PWS may require supervision or assistance during physical activities, including PE and yard time.
Supervision and Ongoing Support
Regardless of intellectual ability, children with PWS require constant supervision in school to prevent inappropriate access to food. They may also need support with schoolwork, physical activities and social interactions. A range of behavioural and emotional supports is often necessary to ensure the child’s safety, wellbeing, and ability to engage fully in school life.
PWS Students: Tips for Teachers
Below is a video from Elizabeth Roof, a professional who supports people with PWS
Who Elizabeth Roof Is
Elizabeth Roof, H.S.P., M.A., is a Senior Research Specialist and licensed Health Service Provider in Psychology at the Vanderbilt Kennedy Center. With nearly 30 years of experience and hundreds of assessments of individuals with Prader–Willi syndrome (PWS), she is one of the most trusted experts in the field.
Why Educators Benefit From Her Video
Elizabeth’s guidance gives teachers clear, practical strategies for supporting students with PWS in the classroom—improving communication, behaviour management, motivation and routine-building. Her insights help teachers create calmer learning environments and more successful, supportive school experiences for students with PWS.
“Educating Students with Prader–Willi Syndrome” by Colin Reilly (2009)
Colin Reilly is an educational psychologist with a PhD from University College Dublin, known for his research and publications on neurogenetic syndromes and special educational needs, including Prader–Willi syndrome.
In this influential article, educational psychologist Colin Reilly outlines the key learning, behavioural, and classroom needs of students with Prader–Willi syndrome. He highlights how cognitive profiles, emotional regulation, anxiety, and food-related challenges shape school experiences—and provides practical strategies educators can use to support learning, independence, and well-being. Reilly’s work remains a clear, accessible guide for teachers seeking to better understand and effectively teach students with PWS.
Click here to download the following article: ‘Educating Students with Prader-Willi Syndrome’, by Educational Psychologist, Colin Reilly (2009)
PWS is a complex condition that has implications for the way a person with PWS learns in educational settings.
The NCSE (National Council of Special Education) hosts an annual webinar on teaching students with Prader Willi Syndrome. Information and dates can be found on the TPL calendar on the NCSE Website located here
After a long school day, many children, especially those with Prader-Willi Syndrome, need time to “decompress” when they get home.
Our new resource shares practical tips for managing after-school restraint collapse to help your child with PWS transition to being back home again.
Think of this time as a transition bridge, giving your child space to shift from the structure of school back into the comfort of home.
Prader Willi Syndrome Association Ireland 