Recognising autistic student burnout

Autistic burnout is an intense state of physical and mental exhaustion.

Think of it like a device that has run out of battery: although it wants and needs to function, the person affected has lost their ability to do so. This type of burnout, though widely discussed within the autism community, is often not recognised by many medical and education professionals. This results in those affected struggling to understand and receive the necessary support.

Causes of autistic burnout

Autistic burnout occurs when an autistic person’s physical and mental capacity cannot keep up with the daily demands and expectations placed on them. This imbalance leads to them being stuck in survival mode for an extended period of time, making basic functioning a challenge, even tasks that might previously have been easy. Factors that can contribute to autistic burnout include:

Overwhelming demands

When daily responsibilities and social expectations exceed the capacity of an autistic person to cope, they begin to be pushed towards burnout.

Prolonged stress

Without enough time or the right coping strategies to recover from draining or stressful situations, individuals remain in a survival state, reducing their energy and resilience.

Ineffective support

Often, traditional support options don’t effectively address an autistic person’s needs or what they are struggling with, which is frustrating and upsetting for the individual and puts them at risk of burnout. 

Signs of autistic burnout

Recognising the signs of autistic burnout is essential for acting quickly:

• Loss of motivation and interest in activities they used to enjoy.
• Difficulties with self-care, such as showering or brushing hair.
• An increase in sensory overload and emotional meltdowns.
• Wanting to spend more time alone to rest and recover.
• Lethargy and exhaustion.
• Memory, learning and concentration issues.
• An inability to mask (if this is something they do frequently).
• Heightened sensory sensitivities and more frequent stimming or sensory avoidant or sensory seeking behaviour.
• Communication challenges (e.g., periods where a speaking person becomes non-verbal).

Autistic burnout vs. depression

It is important to recognise that autistic burnout is different from depression, although they can coexist. While autistic burnout and depression share some symptoms, key differences include:

Origins and triggers

Autistic burnout is caused by chronic stress and sensory overload, whereas depression often results from feelings of worthlessness and loss of pleasure in things a person once enjoyed. The cause of autistic burnout can usually be identified more easily or tied to a specific reason.

Social withdrawal

In depression, withdrawal is often a bad sign and indicates a person is struggling. With autistic burnout, withdrawal in small, meaningful doses can help an autistic person recover, particularly if they are burnt out from too much social interaction. 

Emotional and sensory sensitivities

Depression often causes numbness to different sensations. Autistic burnout, on the other hand, tends to make sensory sensitivities more intense, reducing an individual’s ability to cope with sensory information and causing more emotional outbursts or mood swings. It’s important to remember that both conditions can make individuals more irritable.  

Appetite changes

Both conditions affect appetite, causing individuals to either eat more or less than they would normally. Autistic burnout often causes an individual to become more reliant on their ‘safe foods’ as a source of comfort due to sensory overload.

Impact of autistic burnout

Autistic burnout can have severe effects when not addressed, especially around cognitive function and participating in day-to-day life. For young people in their school years, the effects of autistic burnout are damaging to their learning, development, health, wellbeing and self-esteem. Without early intervention from families and educators, autistic burnout can impact a student’s long-term health and their ability to work, build independence, and participate in the community.

The role of schools in addressing autistic burnout

While teachers are not responsible for diagnosing and treating mental health conditions, they play an important role in creating a supportive learning environment that encourages good mental health and wellbeing. This responsibility includes identifying and addressing the diverse needs of students, particularly those who are vulnerable to burnout and mental ill-health.

Teachers are key to identifying students struggling in school and working with them and their families to address challenges with targeted support. This approach reflects the broader goal of inclusive education, where all students are given opportunities to participate and succeed. Here are some strategies that educators should consider:

Work with families and professionals

Maintaining positive relationships with a student’s parents, carers and therapy team (where applicable) will help educators support students experiencing autistic burnout. These relationships should prioritise compassion, understanding, open communication and identifying the cause/s of autistic burnout so the problem can be addressed at its source.

Reduce demands and increase support

Reducing the demands placed on students is a key first step when a student is burnt out. This doesn’t mean encouraging the child to stay home from school; it means adjusting their routine so they can continue attending without making their burnout worse. For example, scheduling frequent breaks for emotional regulation might be one adjustment that reduces the demands of their school day and helps support them in the school environment. 

Be open to new strategies

Educators might need to adopt new accommodations or strategies to support a student experiencing autistic burnout: 

• Low arousal teaching: This involves reducing potential triggers in the learning environment, allowing students to learn and participate at their own pace. Teachers and school staff should familiarise themselves with de-escalation strategies, crisis avoidance, and prioritising the student’s emotional and sensory needs.
• Emotional and sensory regulation: With concepts like the 'Spoon Theory,' teachers can better understand a student's emotional capacity at school. These theories help educators identify when students are nearing their limit and adjust tasks accordingly to prevent sensory overload, shutdowns or meltdowns.
• Flexible teaching approaches: Adjusting lesson plans, providing sensory resources, and adapting communication methods can all help. For students who struggle with their own emotional awareness or sensory processing, additional support should be in place to support emotional and physical regulation.

The risk of pushing for ‘just one more’

The urge to push a student to do 'just one more' activity, lesson or day at school can actually be counterproductive for students experiencing autistic burnout. Recognise and respect when a student is nearing their limit, as this prevents complete burnout, where a student will withdraw almost completely from school and school life. Educators and families must understand and respect these limits, providing support and time for recovery without pressure.

Support during a burnout crisis

During a burnout crisis, students require not only academic support but also psychological and emotional support. Schools should help families connect with mental health services and professionals who can offer immediate care tailored to autistic people. Creating a supportive and understanding environment at school also helps reduce the pressure on the student and their family, encouraging students to continue attending school or return to school sooner.

Burnout recovery and future prevention

In an ideal world, autistic burnout would be prevented before it begins to impact a student’s life. To prevent burnout or prevent it from occurring again, consider the following ideas:

Reflection

Reflect on what led to or could lead to burnout and what adjustments could be made to address these risk factors.‍

Future planning

Adjust the student's learning and personal goals to ensure they don’t contribute to burnout and reflect the student’s abilities. ‍

Inclusivity

Consider the student's favourite activities and prioritise these during the school day, emphasising that school is a safe and positive place.