For some students, the educational environment may become overwhelming due to peer relationships, sensory aversions, academic demands or other frustrations. For others, it may be challenging to attend to tasks for an extended period of time before a break is needed. In these cases, students may benefit from a structured break/class pass as a preventative or reactionary technique to support positive behavior. This evidence-based intervention allows the student and staff member to acknowledge the need for a break and agree on how the need will be met in order to increase meaningful access to the educational setting.