Understanding autism as an educator

Autism, known in medical settings as Autism Spectrum Disorder or ASD, affects how people communicate, interact with others and make sense of the world.

Autism is a developmental condition that is typically lifelong. People with autism experience difficulties with communication, social interaction, and restricted/repetitive interests and behaviours. These difficulties are often accompanied by sensory issues, such as oversensitivity or undersensitivity to sounds, smells, or touch. All of these difficulties may lead to behavioural challenges in some individuals.

The term 'spectrum' is used to emphasise that autism presents differently in every single person. People with autism have challenges, but they also have strengths and abilities. Early signs of autism may be subtle, and it’s common for autistic girls to be diagnosed later than boys and mask (conceal) their autism from others.

Signs of autism in school-aged children

Autism is often diagnosed before or during early primary school. However, many children can be well into primary or even high school before diagnosis. Many children are diagnosed with autism once they get to school as their social communication, behaviour and other areas of their development become more noticeably different to their peers. 

Below are some signs of autism in school-aged children:

• Issues with conversation, perhaps dominating conversations with their favourite topic and not knowing how to take turns
• Not being able to interpret the non-verbal communication of peers and adults
• Unusual speech patterns, a monotonous tone or an old-fashioned way of talking
• Seeking solitude and finding being with others very stressful and exhausting
• Being rigid in following rules at school and in sports and games
• Finding it hard to read social cues and the unwritten rules of friendship
• Unusual interests and obsessions, no breadth of interests
• Unusual physical movements, such as touching, biting, rocking or finger flicking
• Sensory issues, either heightened or lack of sense of smell, touch, taste, sound and vision
• Need to follow routines to feel secure, become very upset when expected routines change
• Having few or no real friends
• Aggression is sometimes seen, usually as a way of avoiding overwhelming situations
• Anxiety is also common, especially as children enter their teenage years

Identifying and supporting autistic students

If you’re an educator and believe there is an undiagnosed autistic student in your class or care, here are some steps you can take:

Observe

Educators should observe how a student interacts and behaves in different settings, such as group activities or unstructured play. Key observations might include how frequently a child wants to interact with their peers, how they use and interpret body language, and how engaged they are in social settings.

You might ask other educators who interact with the child if they have observed any signs or behaviours that could indicate they are autistic (e.g., sports teachers, learning support staff). This should be done discretely, and any observations should be recorded privately and kept confidential. 

Communicate with families

Once enough observations over an extended period suggest a student could be on the autism spectrum, it’s time to engage in a respectful discussion with the child’s parents, carers or guardian/s. 

Sharing that you believe a student is autistic with their family is essential for helping the child receive the support they need. These conversations must be handled with sensitivity, empathy and care to help families understand your observations without feeling attacked or ambushed. 

Arrange a private and comfortable setting at a time that suits the family and discuss observations factually and compassionately. Highlight specific behaviours and be open to the family’s insights. 

Be prepared for a variety of reactions and acknowledge the perspectives, concerns, and fears of the student’s family without judgment. Answer questions where you can, but be honest if you don’t know the answers. Remember, it’s not an educator’s role to instruct families to pursue a diagnosis; this is a decision they must make for themselves.

These discussions should focus on building a partnership with families, focusing on the student’s wellbeing and strategies to support them. Multiple conversations may be necessary to build trust and comfort; no matter how long this process takes, be patient and continue communicating openly. Explain the benefits of a formal diagnosis, not only for understanding the student’s needs but also for accessing resources and support. 

Support the diagnostic process

Educators can support healthcare professionals by providing collected data and observations if a family decides to pursue a formal diagnosis. Educators should prepare to be involved in discussions with relevant professionals and continue supporting the students and their families throughout this process.

The importance of formal recognition in autism

Recognising autism formally is important for the understanding and support it can provide. Without an understanding of who they are and why they do things a certain way, autistic children and their behaviours can be misunderstood by their peers, families and even themselves, leading to exclusion and struggles to participate at school and in the community. These negative experiences can affect their self-esteem, increase anxiety, and even lead to depression from a young age.

A formal recognition—or as it is preferably termed, a discovery—of autism provides an explanation for a person’s differences and helps them and their loved ones create specific strategies and accommodations to help them participate and be included, particularly at school. Recognising and supporting autistic students' strengths and needs improves their academic performance and their social and emotional development. 

School settings that embrace inclusive education create an environment where all students, regardless of neurodiversity, feel valued and understood. This approach promotes empathy and understanding among all students and prepares them for a diverse world.