This research project aimed to ascertain whether teachers already employed strategies and resources within the classroom that would be effective in supporting children with suspected characteristics of pathological demand avoidance. To assist with this, data was collected from participants through semi-structured interviews supported by a vignette. The findings showed that teachers did already use strategies and resources that could be effective in supporting a child with suspected characteristics of PDA. However, some of these would be better enhanced through additional support and training to meet the specific needs of PDA as a behavioural profile.