A student walks into class carrying more than a backpack. The load shows up in small ways, a tight jaw before a quiz, a sudden shutdown during group work, an argument that starts over a pencil and ends with a slammed door. In many schools, support arrives long before anyone uses the word “therapy.” It arrives through routine, language, and structured skill-building that looks like good teaching. Over time, those quiet moves create something powerful, confidence that holds under pressure.