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What can my autistic child get support with at school?

Autistic children and young people can find some parts of school life difficult, such as noise, changes to routine or making friends. This page explains common areas of need and the kinds of support schools can provide to help your child. 

Every child’s needs are different

All autistic children are different. Each child has their own strengths, challenges and needs. And every child should get the support they need at school. 

To find out how needs are assessed and support is planned and provided, see our page on how to get extra help for your autistic child at school. 


Understanding areas of need 

This page covers some general areas of need that are common for autistic pupils. 

Some children may need support in all the areas listed. But others may not. 

Work with the school and your child to find out what they need help with and the support that works for them. 


Other factors 

Many autistic children are also neurodivergent in other ways. For example, ADHD or dyslexia. 

Or they may have mental health problems, such as anxiety or OCD. 

The school should take this into account when planning support. 

The environment and sensory challenges

Many autistic people are sensitive to sounds, lights, smells, tastes or touch. 

Things like school bells, bright lights, crowded hallways, or strong smells from food or cleaning products can cause stress. Uniforms can also feel uncomfortable or even painful. 

Because of this, environments like classrooms, corridors, food halls, toilets and playgrounds or break areas can be overwhelming. 

Some pupils are sensitive to movement, either needing to move more themselves (eg stimming with their hands or body) or finding movement dizzying or overwhelming (eg during sport or in busy corridors). 


Support ideas: 

  • Make a sensory profile to understand the child’s needs. 
  • Give access to a calm or quiet space. 
  • Reduce harsh lighting and visual clutter in classrooms. 
  • Give advance warning of fire alarms and other loud noises. 
  • Use paper towels in toilets rather than loud hand driers. 
  • Allow adjustments to uniform and PE kit. 
  • Allow the use of sensory tools (eg fidget toys.) 
  • Allow ear defenders or noise-cancelling headphones and tinted glasses. 
  • Let the pupil move between classes, or go to lunch, a few minutes early to avoid busy corridors. 
  • Provide suitable chairs – to give stability or allow movement. 
  • Allow alternative sports or PE activities. 

Our page on sensory processing has more general information and resources about autistic sensory experiences. 

Learning and schoolwork challenges

Autistic pupils might need extra help to understand lessons and stay on task. They may need information presented in a different way, or alternative ways of giving answers. 

Homework can be hard because it takes away from recovery time and needs good organisation. Exam rooms and rules can cause anxiety. 


Support ideas: 

Our page on communication has more general information about autistic communication differences, support and strategies.

Social and relationship challenges

Some autistic pupils find forming and keeping friendships difficult. They may feel isolated or misunderstood and may experience bullying. 

All schools should have an anti-bullying policy and should provide anti-bullying training to staff. 

A good understanding of autism is important for staff and pupils. When staff know about autism, autistic pupils are more likely to get the understanding and support they need. 


Support ideas: 

  • Promote autism awareness among staff and pupils. 
  • Staff should use calm and clear communication – avoiding shouting or using threats to make pupils do things. 
  • Staff should listen to the child or young person and believe their experience, even if it is different to other people’s experience – for example about the sensory environment. 
  • Staff should learn and use the pupil’s preferred communication methods. 
  • Give the pupil different ways to express their views (writing, drawing or digitally). 
  • Make sure the child has a trusted adult they can talk to at school. 
  • Provide buddy systems and lunchtime clubs. 
  • Provide a range of simple ways for pupils to report bullying. 

Mental health and wellbeing challenges

Mental health problems are more likely to be avoided when autistic children and young people go to a school that is suitable for them and their needs. And when they are accepted and understood by school staff and other pupils. 

Anxiety is particularly common for autistic pupils and can lead to them missing school. Causes include sensory overload, social problems including bullying and a lack of support. 


Support ideas: 

Our mental health pages have more information about autism and specific conditions such as anxiety and OCD. 


Masking 

Many autistic children and young people use masking – hiding or controlling their natural behaviours to blend in. They may or may not know they are doing it. 

Masking can make school staff think the pupil is coping well when inside they feel overwhelmed. Masking is linked to stress, exhaustion and mental health problems. 

Staff should create a school environment where pupils feel able to be themselves. They should never try to make an autistic pupil mask or punish them for not masking. 


Support ideas: 

  • Don’t assume everything is fine because the pupil seems quiet or compliant. 
  • Staff are proactive in asking how the pupil is feeling or if they need help, as the pupil may not tell them otherwise. 
  • Create spaces where pupil can relax and be themselves. 
  • Encourage honesty and reassure pupils that they are accepted. 
  • Allow autistic coping behaviours like stimming. 

Our page on masking has more general information about masking, why autistic people do it, ways other people can support them and the concept of unmasking. 

Transition challenges

Big changes like starting at a new school or returning to school after time away can be stressful for autistic pupils. So can moving to a different class or a new classroom. Or smaller changes between activities or tasks. 

Unfamiliar routines, places and people can increase anxiety. Differences in information processing can make it hard to shift focus quickly. 


Support ideas: 

Links, resources and article sources

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