Supporting students with autism in the classroom

Autism is a common developmental disorder that affects how people communicate, interact with others and experience the world around them. It is estimated to affect at least 1 in 100 people in the UK, though autistic people can display a wide range of characteristics and support needs. Whilst some children and young people on the autism spectrum go to autism-specific SEND schools, 73% of autistic children go to mainstream schools. Schools may support autistic pupils through SEND Support or an Education, Health and Care Plan (EHCP), depending on the level of need, and all teachers must follow the requirements laid out in the SEND Code of Practice when teaching these pupils.

Despite being such a common disorder in UK schools, 60% of teachers say they have not received enough autism training. However, there are extra steps all teachers can take to ensure that pupils under their care who exhibit signs of autism – diagnosed or undiagnosed – receive the best possible education for them. With the vast majority of autistic pupils attending mainstream schools, you will undoubtedly encounter autistic young people in your school and classrooms. So it’s good practice to ensure you’re aware of everything you can do for these students. Along with joining our free CPD sessions which frequently cover autism awareness and relevant skills, here are 6 easy ways to make your classroom autism-friendly.

Autism classroom strategies for teachers in mainstream schools

6 easy autism-friendly strategies you can incorporate into your teaching:

1. Create predictable routines and structure. Children on the autism spectrum benefit from predictable, structured environments with clear routines. For example, a pupil may prefer sitting in the same place each day or using a timetable or timer to help them manage the structure of the school day.
2. Use visual teaching methods. Many autistic pupils are strong visual learners. Using pictures, objects, diagrams or animations can help pupils process instructions more easily and reduce stress. This can be particularly helpful for non-verbal autistic pupils.
3. Communicate regularly with parents and carers. Parents and carers know their child best and can often suggest strategies that work well at home. These insights can help teachers create a more comfortable classroom environment and reduce challenging behaviour. For example, some pupils may benefit from dim lighting or ear defenders to block background noise.
4. Incorporate pupils’ interests into learning. Many autistic children develop strong interests in particular topics, such as trains, dinosaurs or computers. Incorporating these interests into lessons can improve engagement and help teachers connect with the pupil. For example, a pupil interested in trains could explore maths problems using train timetables, while a pupil interested in computers might excel in IT lessons.
5. Provide a quiet space or “time-out” option. Some autistic pupils benefit from having a “time-out” card or agreed exit pass to indicate when they are feeling overwhelmed. A designated quiet space allows the pupil to step away from sensory overload, regulate their emotions and return to the classroom when they feel ready.
6. Promote autism awareness and inclusion in the classroom. In mainstream schools, other pupils may have questions about adjustments made for autistic classmates. Open discussions and autism awareness activities can help build understanding and acceptance, while also reducing the risk of bullying.

It is important to remember that every autistic pupil is different and may have unique strengths, interests and support needs. Working collaboratively with the pupil, parents, and SEND staff can help ensure strategies support the pupil’s wellbeing, engagement and learning

Some helpful materials for you to use:

What is autism? – Find out what it means to be on the autism spectrum and how to spot signs of autism amongst your pupils.

The Autism Education Trust ‘Schools Autism Standards’ – a set of standards from the AET to enable educational settings to evaluate your practice in addressing the needs of pupils on the autism spectrum.

The SEND Code of Practice – Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

The National Autistic Society’s resources for teachers.

The Inclusion Development Programme – Part of the government’s strategy to improve outcomes for children with special educational needs.

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