How can we support an autistic child/student to have a school good day?

September is a month of transitions – we move from summer to fall, the days grown shorter, the nights get longer, vacation time ends and school starts again. All of these changes mean altered schedules, dressing in warmer clothes, starting new activities or getting back into old ones, maybe starting a new school, meeting new classmates, and  working with different teachers. These shifts can make an autistic child feel anxious, overwhelmed, and uneasy. Being prepared and creating predictability will go a long way in calming a child and helping them feel more at ease.

Here are some ideas to support your autistic child or student to have a good school day.

Ideas for Home

The suggestions below are still the ones I use today with my adult children. We established these routines in elementary school which supported independence in adulthood.

In the Morning…

1. Make mornings a little less stressful. Lay clothes out the night before, make lunches, organize backpacks and check agendas for communication, forms etc. Set the breakfast table the night before and empty the dishwasher.
2. Trouble waking up? Set the alarm 15 minutes earlier than needed to allow time to rise and get oriented.
3. Establish a morning routine. Have a regular time to get up, breakfast first, getting dressed, brushing hair and teeth, etc. My adult son still follows his high school routine every morning, including singing the National Anthem every Monday morning.
4. Post a visual schedule or checklist. Put this in a place where your child can see it to know what needs to be done before leaving in the morning and in what order – bathroom routines, packing a backpack, dressing etc.
5. Create some visual organizers for items that have to go back and forth to school. This could be a basket or bin by the front door.

After School…

1. Be cautious about overscheduling with extra-curricular activities. For many autistic children, it takes great energy to cope with the school day and down time can be needed after school. Look at alternative ideas such as one day events or weekend activities for things to do.
2. Decide if your child will do homework or not. If you decide to do homework, assign a quiet spot where it can be done and a regular time in the schedule.
3. Have a quiet period or down time. My children needed 90 minutes of decompression time when they got home from school without me making any demands or asking questions. They were able to engage again after that break.
4. Develop a relaxation plan. This could be some simple yoga moves, listening to music, blowing bubbles, deep breathing – whatever works. Many autistic children don’t know how to calm themselves and have to be guided to find what works for them. Relaxation can stop stress from becoming out of control.
5. Make time for interests and passions during the week. Waiting until the weekend can be too long!
6. Create a communication system for your child to know how their day went. My own two kids used to say they did nothing in school or that they didn’t know when I asked. If communication skills are not strong, try circling activities done that day on a sheet. Empty your child’s backpack together and see what’s in there. Discuss the weather, make observations. These things help a child develop small talk and conversational skills.

Ideas for School

Teaching an autistic child can be both rewarding and challenging at times. If this is your first time teaching an autistic person, it can feel overwhelming figuring out what to do or how to best support that child in order to set the stage for optimal learning. Educators must teach to children’s strengths, create a predictable environment, and be aware of sensory needs. Luckily, there are lots of resources out there to educate and guide teachers to help make a child’s school experience a good one.

1. Establish routines to start the school day. If your student can’t enter the building with everyone else coming in at the same time, allow them to enter a few minutes early. Have a visual schedule that shows how to get ready for the school day such as hang up their coat, go to their assigned desk or table, sit on a carpet square etc.
2. Offer a structured environment. A structured environment is comprised of the physical set up of a room/space, schedules, work systems, routines and visual strategies, and the visual structure of materials. All of this can help a person sort out what information is relevant vs. nonrelevant, provide predictability, give visual cues as to what comes next or what to do, support transitions, and reduce stress and anxiety.
   
3. Support sensory needs. Every children has their own sensory profile – get to know it. Autistic children experience challenges in processing sensory information from their own bodies and from the environment. Offer sensory supports such as fidget toys, noise cancelling headphones, stress balls to squeeze, etc. Look at alternative seating if sitting in a chair is too difficult. Allow for body breaks throughout the school day. Teach interoceptive awareness so that the student learns to interpret their own body signals and then seek what they need to feel regulated.
4. Incorporate interests into the school day. Incorporating a child’s interests into the school day supports happiness and well-being, provides enjoyment, motivation, and adds meaning to activities and the curriculum. Interests can also be expanded upon to increase knowledge and learn new skills. I have written a couple of blog posts on the importance of interests and how to use them in different aspects of the curriculum.
5. Understand and respect autistic neurology. Learn about monotropic thinking, autistic inertia, and social differences.
6. Learn about movement differences. Martha Leary and David Hill (1996) define movement difference as “a difference, interference, or shift in efficient and effective use of movement. A disruption in the organization and regulation of perception, action, posture, language, speech and emotions.” Movement differences can affect an autistic child in many different ways such as difficulty starting or initiating an action, stopping a task, combining actions such as watching an listening and the list goes on. This can explain behaviors of concern, speech difficulties, memory, and regulating emotions.
7. Establish positive school/home communication. Autistic students may not be able to talk about their day, yet parents will want to know what happened at school. Report positive information as often as possible because this can have a significant impact on the quality of the family’s evening or weekend. Parents usually want to know about the activities their child participated in during the day. Things of interest are: any new or particular skills that were demonstrated, how they played with friends and classmates, songs and stories of the day, new themes or areas of learning, upcoming activities, special events, trips, or snack days.

School is a big part of a child’s life to young adulthood. With the majority of the calendar year spent in the school environment, it’s important to have parents and educators working together for the best possible outcomes. Providing predictability through routines, schedules, visual supports and a structured environment both at home and at school will set the stage for success. Have a wonderful school year!