Autism awareness in your classroom

Educating students about autism helps create an inclusive and supportive school environment.

This process is beneficial not only for students with autism but also helps their peers, teachers, and the broader school community be more understanding and accepting. Understand how schools can educate their communities about autism with sensitivity. 

Approaching autism education

Autism education in schools can be approached in two ways: general sensitivity training and personalised sensitivity training. General training focuses on providing a broad understanding of students with additional needs and how to support them, regardless of whether a student with autism is present in the class or cohort. Personalised training is designed around the specific needs of a particular student; it involves close communication with their family around how much information is shared and what support strategies are included.

Communication with the family of a child with autism is vital before beginning any form of sensitivity training. This helps educators understand and respect the family's feelings around their child’s autism diagnosis and support needs being shared with others. Some families may prefer teachers to have a general discussion about autism, focusing on the strengths and challenges autistic people might have without specifically mentioning their child or their child’s diagnosis. Others prefer a more open approach involving detailed discussions about their child's diagnosis. 

It’s important educators respect whatever approach a family wishes to take. The decision around how much information to disclose is deeply personal and may change over time, influenced by the evolving needs of the student with autism. Importantly, some families might not have disclosed the diagnosis to their child, and this must be carefully considered to respect the family’s values and the child’s right to privacy.

Another consideration is whether the student with autism should be present during the sensitivity training. Again, this decision rests with the family and can vary; some may want their child to participate actively, while others might prefer to conduct the sessions in their absence to prevent discomfort. Remember, autistic people and their families are not legally obliged to disclose an autism diagnosis or discuss it with other people; therefore, this information should be treated with great sensitivity and kept confidential unless the family consents to the diagnosis being shared. 

Formal education about autism

Creating an environment of understanding and respect for students of all abilities is essential to inclusive education. Although many children are naturally very welcoming and accepting of their peers, educating children about the importance of diversity and respecting differences helps them treat all of their peers with empathy, inclusivity and kindness. 

Where formal education around autism has been decided as the best approach for your classroom, here are some strategies to help you have appropriate and respectful conversations with your students:

Discuss disability respectfully

It’s important to encourage open and respectful conversations about differences and disabilities, including autism. Highlight that everyone has unique abilities and strengths, and use respectful and accurate language when discussing these differences to encourage respect and dispel myths and misconceptions. A strength-based approach to difference and disability rather than focusing on challenges or limitations is key to encouraging a positive perception of difference. 

Encourage curiosity and questions

Children's natural curiosity about differences should be met with factual answers and open discussions. If a child asks questions about autism, educators should provide clear, factual answers or encourage children to discuss disability respectfully. This encourages children to ask questions and have appropriate conversations when adults are present and when they are not. 

Highlight similarities

While it’s important to acknowledge differences, it’s equally important to emphasise our similarities. Children with autism experience many of the same joys and challenges as their peers, such as enjoying playtime, needing friends, and wanting to be supported and included.

Address teasing and bullying proactively

Teasing or exclusion of autistic students should be addressed straightaway. Teaching all children about the impact of their words and actions is essential in building a supportive school environment, regardless of differences. 

Use books, videos and other materials

Stories are powerful tools for teaching children about difference and diversity. Stories featuring characters with autism or disability can help children see the world differently, encouraging understanding and acceptance. Reading together allows educators to approach diversity in a more engaging way.

Informal education about autism

Often, informal teaching moments can be just as effective for helping your students understand autism and the importance of inclusion.  Here are some different situations that can be used to teach children about autism: 

When a child has special/different interests

Autistic children have interests and passions like neurotypical children; they may just have a more intense interest in whatever subject they love. Whether it’s trains, Disney characters, or a particular type of music, all children must know that having different interests is good and makes us interesting and unique.

When a child is non-verbal

Approximately one-third of individuals with autism are non-verbal. It's important to teach children that not speaking does not mean the child does not understand what is happening around them. Children must know that a non-verbal person may understand what is being said about them when they are nearby and to always use kind words. Non-verbal children might use sign language, gestures, or assistive technology to communicate, which should be respected. 

When a child ‘stims’ (demonstrates repetitive behaviours)

Repetitive behaviours, or 'stimming,' such as hand-flapping, rocking, or echolalia (echoing words or phrases), are common among people with autism. These actions are often self-soothing techniques to manage sensory sensitivities or express emotions such as excitement or nervousness. Children should be taught that these behaviours are normal for their friends with autism and not something to be mocked, stared at or pointed out.

When a routine changes or something unexpected happens

Changes in routine can be challenging for people with autism. It's helpful to discuss with children why a classmate with autism might find it difficult when plans change unexpectedly or why they might prefer to follow a consistent schedule. This can help students be more understanding of their peers. 

When a child appears overwhelmed

If a child with autism seems overwhelmed by noise, light, or socialising, it's an opportunity to teach other children about sensory sensitivities. Explaining that some people are more sensitive to certain stimuli than others helps build empathy. 

Communicating with the wider school community

Extending education around diversity to the families of an autistic child’s peers may be appropriate in some situations, with the consent of the autistic child’s family. Many families may not have an awareness of what autism is and might lack the knowledge or resources to speak about it with their children. 

Educators can create an inclusive school environment by teaching the school community to respect diversity and differences. This can be achieved through communications from P and C organisations or targeted efforts within specific classrooms or grades. 

For additional resources to assist you in teaching others about autism, you can visit the links below.