Preparing for the senior years of high school

Transitioning into the senior years of high school marks a significant phase for all students.

For autistic students, this period can present unique challenges and opportunities. Understanding these complexities is important for educators, parents, and students to ensure a supportive environment. 

Understanding the challenges

Autistic students often face distinct challenges as they move into their senior years of high school. These include social interactions, sensory sensitivities, and the increased demand for independence and self-management. The shift to more complex and abstract subjects, coupled with the pressure of impending major assessments and decisions about future paths, can be particularly taxing.

• ‍Social interactions and communication: Social expectations and interactions become more nuanced and demanding in senior years. For autistic students, these changes can be overwhelming, especially if they have difficulties with social cues and verbal and non-verbal communication.‍
• Sensory sensitivities: High schools are often bustling environments, which can pose sensory overload for some autistic students. This includes noise, crowd sizes, and even the visual stimuli of packed classrooms and hallways.‍
• Academic pressure: Senior years often bring a heightened academic workload with complex subjects and the expectation of independent study skills. For some autistic students, particularly those with executive functioning challenges, managing these demands without adequate support can lead to stress and anxiety.‍
• Transition planning: These years are critical for future education and career path decisions. Making significant decisions about the future can be daunting for autistic students, requiring careful guidance and support.

Strategies for support

An approach involving tailored teaching strategies, supportive relationships, and inclusive policies is essential to address these challenges.

Individualised Education Plans (IEPs)

These plans are crucial for addressing the specific needs of autistic students. An IEP should be flexible and adaptive, focusing on students' strengths and interests while supporting their challenges. It can include adjustments such as extra time for assignments, a quiet room for learning, and personalised help with organising and planning their work.

Inclusive teaching strategies

Teachers can employ various strategies to make learning more accessible for autistic students. These include:

• Visual aids: Using charts, graphs, and images to supplement text and verbal instructions.
• Structured routines: Maintaining a predictable classroom routine to minimise anxiety and confusion.
• Clear communication: Using concise language and checking in to ensure understanding.
• Technology integration: Tools like speech-to-text software or electronic organisers can help autistic students manage their work more independently.

Social skills training and peer mediation

Schools can offer social skills training as part of the curriculum or as an extracurricular activity. Peer mentoring programs can also be beneficial, pairing autistic students with fellow students to foster understanding and support.

Sensory-friendly environments

Creating spaces where sensory stimuli are minimised can provide a safe retreat for autistic students feeling overwhelmed by the school environment. This can include noise-cancelling headphones, access to a quiet room, and permission to leave the classroom when necessary.

Exam and assignment accommodations and adjustments

NESA provides adjustments for students with disabilities taking their senior exams. Disability provisions offer students practical support to access HSC exams so that all students can participate in the HSC on the same basis. Disability provisions in the senior years are a critical aspect of educational equity, providing necessary adjustments for students with disabilities to demonstrate their capabilities alongside their peers fully. These provisions reflect a commitment to inclusivity and fairness, ensuring that all students have the opportunity to achieve their best possible outcomes in the HSC exams. As educational standards evolve and awareness of diverse learning needs increases, the scope of these provisions will likely continue to adapt, further enhancing the accessibility and fairness of the HSC examinations for all students.

Empowerment through participation

Empowering autistic students in their senior years involves recognising and nurturing their potential to make choices about their education and future.

• ‍Student-centred transition planning: Involve students in planning their transitions to further education or employment. This includes exploring their interests and strengths and allowing them to visit colleges, attend career workshops, and gain real-world work experience.‍
• Self-advocacy: Teaching self-advocacy skills is vital. Autistic students should be encouraged to understand their rights, the accommodations they are entitled to, and how to communicate their needs effectively.‍
• Extracurricular engagement: Participation in extracurricular activities can be tailored to autistic students' interests, helping them to develop social connections and skills in a less formal setting. This could include clubs related to technology, arts, or science.

Year 11: Laying the groundwork 

Transitioning from Year 10

Year 11 marks a significant transition from the relatively structured environment of Year 10 to a more rigorous and self-directed phase of education. It's a year where students are expected to adopt a proactive approach towards their studies and take greater responsibility for their learning outcomes.

Academic expectations

Students will encounter an increased workload and the complexity of content across various subjects. Regular and consistent study habits are essential from the start of the year. Establishing a structured study timetable early can help manage this increased academic load. Schools typically provide resources such as a study timetable template, which can be crucial in planning after-school revision and weekend study sessions.

Assessment planning

An assessment schedule is usually issued at the beginning of the year, detailing the dates and weightings of all assessment tasks. Students and parents should review this together, integrate all tasks into a term assessment planner, ensure these dates are obvious, and add reminders in digital calendars to keep track of upcoming deadlines.

Enhancing wellbeing

Maintaining physical activity is crucial, especially as academic demands intensify. Encouraging students to continue sports or regular exercise can significantly aid in managing stress. Additionally, monitoring technology use is important; frequent interruptions from mobile devices can detract from the quality of study time. Promoting scheduled breaks can help manage this, allowing students to relax without compromising study effectiveness.

Preparing for potential pathways

Not all students will complete their HSC; some may opt for the Record of School Achievement (RoSA) if they leave school before completing Year 12. Understanding and discussing all available options, including the requirements and benefits of each pathway, are crucial for making informed decisions.

Year 12: The final year

Starting the HSC course

The HSC course begins in Term 4 of Year 11. This period requires students to be particularly motivated despite the distractions of the approaching summer holidays. Students must remain engaged, as the groundwork laid during this term can significantly impact their final-year results.

Ongoing assessment management

Like in Year 11, students receive a detailed assessment schedule at the start of Year 12. Immediate integration of this schedule into their existing term planner is essential to manage deadlines effectively. For those who still need to meet the minimum standards for literacy and numeracy, multiple opportunities exist throughout Year 12 to complete these requirements online.

Study timetable revisions

Adjusting study timetables to reflect personal rhythms and learning styles can enhance effectiveness. Whether a student prefers studying in the morning, after school, or in blocks over the weekend, tailoring study times can prevent burnout and promote sustained engagement.

Maintaining wellbeing

Balancing academic responsibilities with personal wellbeing is crucial during this demanding year. Avoiding major family disruptions, ensuring nutritional needs are met, and maintaining adequate sleep and exercise are all vital components of a successful HSC year. Parents should also support their children in balancing part-time work with school commitments to prevent undue stress.

Support systems

Continuous communication with the school is vital. Teachers and year advisers can provide valuable support and insights into a student’s progress and wellbeing. If concerns arise, proactive engagement with school staff can help address these issues promptly.

Post-HSC opportunities

While achieving a strong ATAR is a common goal, it's important to remind students that the HSC is just one of many pathways to future success. Various alternative pathways can lead to fulfilling careers and educational opportunities, regardless of HSC outcomes. Options and resources providing further support include:

• Help with homework and study: Schools and educational organisations offer resources for homework and effective study practices.
• Understanding the HSC minimum standards: Information sessions and online resources each state education department provides. An example of the New South Wales Education Standards Authority (NESA) offers detailed insights into what students need to meet graduation requirements.
• Health and lifestyle: Discussing the impacts of alcohol and drugs is crucial, as these substances can significantly affect an adolescent’s developing brain. Ensuring students understand substance use's legal and health implications is important.