The National Autistic Society describes autism as a lifelong developmental disability that affects how people communicate and interact with the world. While every autistic person is different, an autism diagnosis is based on significant differences in thinking, feeling, and communication compared to non-autistic people.

Historically, autism has been viewed as a linear spectrum, from ‘more’ to ‘less’ autistic. This oversimplifies the reality that, like everyone else, autistic people have individual strengths and challenges. Each person will show a unique profile across different areas.

The autistic strengths wheel (1) is a visual tool that better reflects this diversity, highlighting strengths and areas for development to support understanding and enable tailored support in and beyond the classroom. It considers areas such as interests, social differences, repetition, sensory sensitivity, emotional regulation, perception, and executive function. Autistic individuals may also experience anxiety, mental health conditions, and learning disabilities.

Autistic people are legally protected from discrimination, as autism is classed as a disability. However, some autistic people may prefer not to use this term, so it is important to be mindful of individual preferences. These protections also mean autistic people are entitled to appropriate support in education, employment, and when accessing services.

There is ongoing debate around the prevalence of autism. Currently, more men and boys are diagnosed than women and girls, partly because diagnostic tools have traditionally been based on male characteristics. A 2017 systematic review suggested the male-to-female ratio may be closer to 3:1 (2). Autism in girls is often missed, as they may mask their traits or not fit stereotypical views of autism, which can lead to misdiagnosis and increased anxiety or overwhelm. In November 2022, the National Autistic Society launched the #NowIKnow campaign to highlight the experiences of women and girls diagnosed later in life.

(1) https://www.oxfordcbt.co.uk/the-autism-wheel-test/

(2) What is the male-to-female ratio in autism spectrum disorder? A systematic review and meta-analysis
Loomes R, Hull L, Mandy WPL, 2017

Features of autism

• Difficulties with social interaction can appear as a lack of understanding and awareness of other people’s emotions and feelings.
• Challenges with language and communication skills which can show delayed language development or an inability to start or properly take part in conversations. Some autistic individuals may have intermittent speech or be non-verbal.
• Individuals may show physical behaviours such as making repetitive, physical movements.
• Autistic individuals usually have a preference for routine and order. This could be a schedule for the day both in and outside of school or knowing that boundaries are consistently used for everyone.
• Some individuals may experience sensitivity to sounds, touch, tastes, smells, light, colours, temperatures or pain, which can lead to having a preference or avoidance for particular foods or environments.
• Autistic individuals also have a greater/lesser sensitivity to balance, spatial awareness, and their internal states (such as recognising hunger cues and regulating temperature).
• Some individuals may have highly focused interests, often from a fairly young age. This can make them expert in particular things. This may also help with doing well academically as they may be very focused on their studies. Some individuals may neglect other areas of life if they become particularly engrossed in their interests.
• A range of specialist education and programmes have proved effective in developing and improving the skills of children and young people with autism.

Historically, autism has been negatively framed. However, you may recognise some of the positive characteristics listed below. 

• Attention to detail
• Deep focus 
• Methodical approach to learning
• Creativity 
• Novel approach 

By reframing some of what is understood about autism, it is possible for students to have a more positive experience in school. 

Communicating with the student

• Use of metaphors or sarcasm can be unhelpful as individuals may struggle to understand this.
• A calm voice and clear instructions can be helpful.
• Use a student's interests as a talking/starting point for learning new things or to help when they are feeling unregulated.
• Give students options on how they can communicate to you. Ideas could include writing, drawing, or speaking.

Setting up the learning environment

• Establish clear classroom routines as this helps all students in the class.Consider the sensory environment, as some students may have heightened sensitivity to smell, sound, and sensation.
• Remove distractions in the classroom where possible.
• Provide a calm and quiet space for working in class and a time out area for when the classroom becomes overwhelming.

Reducing anxiety about the school day

• Providing distraction activities such as mindfulness, colouring, fiddle toys, and puzzles can help reduce anxiety.
• Provide ear defenders to minimise noise; this helps concentration as well as reducing anxiety.
• Whenever possible, give warning to a change of routine to help the student plan for this.
• Explain in advance what will happen on school trips or unfamiliar school events. A timetable or visual prompt can be helpful as well as the individual knowing who they will be working with and what is expected of them during the day.
• Consider any reasonable adjustments that can be made to uniform or school routines that will help them feel more comfortable and therefore confident about coming into school.