The first days of school are full of joy, enthusiasm and sometimes fear. School can be anything but welcoming, especially for children with autism.
Autistic children are more likely to be excluded from school programs as early as preschool (Blancher and Eisenhower, 2023). A meta-analysis of 34 studies of autistic adolescents found that 67 percent had experienced bullying (Park et al., 2020). Another study found that autistic adolescents were significantly more likely to struggle with school refusal and that bullying was a predictor of school refusal (Ochi et al., 2020).
As a therapist who works with adolescents, I often encounter young people who are struggling in school. But these difficulties usually began long before I met the child. To better understand the experiences of elementary school students with autism, I spoke with Sarah Hampton, a psychotherapist at Green Mountain Psychological Associates and the mother of a child with autism.
Fail-First Policies
Sarah describes to me her bright, free-spirited autistic child who was already facing anxiety, bullying and bullying in second grade. Sarah asked for help for her child and requested an intervention, only to be told her daughter was “not eligible” for support. It took years of advocacy, along with misunderstandings and many tearful mornings, before she finally received the support she needed to thrive.
Unfortunately, this story is not uncommon. Although youth in the United States are legally entitled to a free and appropriate public education, they are not always offered support until their academic performance improves significantly. Such philosophies are known as “fail-first” approaches and can destroy a youth’s self-esteem, attitude toward school, and social status.
Social and emotional well-being
As we speak, Sarah emphasizes the psychosocial aspects of school, sharing that the “emotional needs” of autistic youth are often not met in school. In fact, research shows that autistic youth are at an increased risk of anxiety and depression (Strang et al., 2012). Further research has shown that autistic youth often struggle with low self-esteem and are at an increased risk of suicide (Chou et al., 2020). Experiences of bullying appear to be a major risk factor for negative mental health in autistic youth.
Sarah acknowledges that school staff need to be aware that not all autistic young people are open about their emotions. She explains: “They need to be aware that children may be masking their emotions. Just because they’re smiling doesn’t mean they’re happy.”
However, intervening in school bullying can be difficult. Singling out young people or giving them the opportunity to report bullying is not always effective. Young people may be afraid of being labelled a “snitch” or may not want to get other children in trouble.
Still, Sarah says one of the best steps school staff can take is to “just keep a clear eye on things.” Watching for signs of social difficulties and intervening early can set a supportive tone.
More than behavior
Unfortunately, behavioral problems are common in autistic youth. Typical school approaches that use rewards and punishments are not always appropriate for autistic youth. Alternative systems such as Collaborative and Proactive Solutions (Greene, 1998), which focus on improving children’s problem-solving skills and meeting their needs, may be more helpful.
Sarah argues that “fair is not always synonymous.” Autistic young people may need additional support to develop optimally.
Sarah says her daughter made great progress when she met adults who “really cared about her as a person.” Relationships are more important than behavior.
What helps
When asked what parents can do to advocate for their autistic child, she says, “Model as much as possible what you expect from your child. Give them opportunities outside of school to model social interaction and have fun.” She also recognizes the importance of parents being willing to voice their opinions and get involved. Sometimes a young person is denied a service even though they can access it later.
What schools can do is educate the entire school about neurodiversity, thereby promoting acceptance. The early years of school are perhaps the best time for such assemblies, as they set the pace for the years to come. Also needed is education of school staff from a neurodiversity-promoting perspective, which may include training in practices such as collaborative and proactive solutions.
Finally
Through support and accommodation, we can promote schools that welcome autistic children.
