When it comes to enabling our pupils to attend and engage with school, sometimes small changes can make a huge difference. With this in mind, I asked my networks on X (Twitter) and Facebook to share the small adjustments they have made for their autistic learners that have been highly impactful.
The responses were so varied and helpful – not to mention easy to pinch and apply! – that I thought they would be worth sharing with the readers of SecEd.
Communication and planning
Lots of the ideas were about communication and planning. Autistic learners benefit from clear, unambiguous communication with time to process. Many will struggle with organisation, planning and following through on tasks so a little extra support here can go a long way.
- As well as verbal instructions I use lots of visuals, including symbols and written words.
- I build in a little processing time for any instructions and try to keep it simple.
- We use visual timetables – they can work with pupils of all ages but might move from a public wall to a planner as pupils get older.
- I use a visual timetable on the board with emojis to indicate what the learning behaviour/noise expectations are for the whole lesson. I remove each emoji to correspond with the completed task.
- I never demand eye-contact. I explain that I will look at their shoulder if they prefer, so they know I’m addressing them but not expecting eye contact.
- Some of our autistic pupils have a brief morning check in with a teaching assistant to run through the plan for the day. This is a chance to share any changes in timetable or staff and to find out how the pupil is today, and whether there is anything they need from us.
- Observing them to make sure you meet their needs when they cannot vocalise them.
- We have a classroom mantra that the treatment may not be equal, but it is fair.
- I listen, I hear them, and I believe them. I listen to their parents, hear them, and believe them...
Uniform adaptations
Some autistic pupils will find your school uniform very uncomfortable. It might sound like a little thing, but this consistent level of sensory discomfort for a pupil throughout the day can have a massive impact on their ability to engage in learning.
In some cases, it may make attending school at all feel quite simply impossible.
- At the height of Covid we allowed pupils to wear sports kit all day on PE days rather than having to get changed. We’ve allowed this to continue for those who prefer it and some pupils wear sports kit every day.
- We allow pupils to wear black joggers to school instead of formal school trousers.
- Black trainers are now part of the standard school uniform – should have happened years ago.
- I have a pupil who finds leggings more comfortable than tights – this doesn’t seem to affect her learning.
- When working to poverty-proof our uniform we also consulted with our pupils about comfort too.
- We don’t prescribe boys/girls uniform. We encourage all pupils to wear what feels most comfortable for them.
- We have changed our rule about boys’ hair length after learning how distressing it was for one boy to have his hair cut.
Sensory processing/overwhelm
Many autistic pupils will benefit greatly from small steps taken to reduce the amount of sensory input they have to process or to support them to regulate if they start to feel overwhelmed. There was a rich seam of suggestions that you could pick from.
- Ear defenders/loops/calmer earplugs work well for our pupils – we have had to make all staff aware of this and what they look like as some pupils wear discrete earplugs so as not to draw attention and can get distressed if they are asked to remove them by staff who think they have got regular earbuds in.
- A sensory cushion transformed one pupil’s ability to focus in class instantly
- Some pupils have transition support to and from activities (this could be staff or peer support).
- I let pupils listen to music or white noise through headphones while working independently.
- A time-out card has worked really well – my pupil is now more able to self-regulate using this strategy.
- They come in early to a quiet classroom so they can transition without the hustle and bustle of the class.
- The ability to contact a given person at any moment to discuss worries.
- Reducing the number of bells has helped quite a few pupils to manage better – it creates whole school calm.
- A quiet start to the day by coming in via the office or at staggered times.
- Learning about their favourite computer games or hyperfocuses/special interests so I have something I can talk to them about to help them calm if they are anxious.
- To curtail loud and distracting stims, I ask: “Can you do three more really good ones and then we can focus quietly for a while on your work?” I then help the child to focus on an absorbing task.
- Building in regular movement breaks.
- Thoughtful seating plans.
- Notifying pupils when a task will be louder or if the lights are going to be switched on or off.
Lunch and break times
While many children love lunch and break times, some of our autistic learners will find these unstructured parts of the day more of a struggle. These times can also cause sensory or social overwhelm and it can be hard for some children to meet their basic need to eat if there’s nowhere they feel comfortable to do so. Here are some ideas of things that colleagues have found helpful.
- Quieter clubs at lunch-time.
- Separate space to eat (quieter and calmer).
- Tomato ketchup! Without it, the child wouldn’t eat anything in school. With it, they would eat each day – it makes a huge difference in the afternoon.
- A trusted adult to meet on the playground and go to at any time.
- A buddy or peer mentor to help them join in with others.
- Quiet spaces to retreat to if they prefer to such as the library.
- When planning the day, we plan break and lunch as well as lessons. They think about what they will do in those times and we’ll explore if they need any support with that.
- Training staff on break/lunch duty to notice children who are lurking – if we spot kids on the periphery who look like they want to join in but aren’t sure how, we consider how best to support them to be included.
- Since teaching our pupils about how to be a good friend to someone who is autistic and how they can be a brilliant friend to you too, we have found autistic pupils have been left out a lot less at break times.
- Clubs on common special interests have been really successful – our D&D (Dungeons and Dragons) club is a huge success.
Subject-specific ideas
A few people shared ideas that were specific to their specialist subject (though these could be more widely applied too).
- In English, not using analogies; or warning them if I plan to do so and giving the individual a heads-up.
- Warning them in advance if loud, smelly or just weird practicals are happening in science.
- In music, always asking them if they would like to work on their own before grouping pupils together.
- Sending assembly slides home in advance.
- With one pupil we discussed the topics in PSHE she found particularly difficult and she told me how she would like to learn about them. Sometimes she would choose to study them in an adjacent room, other times it was that the lesson was modified so that she could learn with everybody else. It was always her choice.
- Being allowed to type instead of write by hand can make a huge difference to some pupils as the physical process of writing is so demanding for some that they have no bandwidth left to focus in detail on the content of the lesson.
And finally...
I simply loved the dedication of this teacher: “I wear the same style outfit at school every day (black suit, white shirt) with a predictable and repeated sequence of ties which the children all know. On cold days the suit jacket is replaced with a black fleece. The pupils say it’s reassuring.”
Thank you to everyone who took the time to share their ideas: @gsjuptonpark68, @honestteacher72, @mrswinch80, @nick_is_grate, @HlMacmeekin, @aqualavender, @ks20purple, @_MrsVern_, @MrsPDeputyHT, @traumateacherUK, Paula Popply, Emma Thomas, Sue Hutchinson, Gillian Claire Lowit, Laura Jade, Joni Marie, Jennie ME Anderson, Caro Russo Tomassi. And thank you too to those who shared anonymously.
Dr Pooky Knightsmith is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by a PhD in child and adolescent mental health and her own lived experience of PTSD, anorexia, self-harm, anxiety and depression. Follow her on X (Twitter) @PookyH or visit www.pookyknightsmith.com. Find her previous articles and podcast/webinar appearances for SecEd via www.sec-ed.co.uk/authors/dr-pooky-knightsmith/
Further reading from SecEd