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Key points
- An increasing number of autistic children are entering school.
- While some autistic children may do well academically, social and emotional health in school can be a concern.
- Grade school is the ideal time to begin educating youth on understanding and celebrating differences.
The first days of school bustle with smiles, enthusiasm, and in some cases, dread. For autistic children in particular, school can be less than welcoming.
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 involving autistic youth found that 67 percent had experienced bullying (Park et al., 2020). Another study found that autistic youth 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 working with adolescents, I often meet with youth struggling in school. Yet these difficulties usually began long before I met the kid. To better understand the experiences of autistic elementary school students I spoke with Sarah Hampton, a rostered psychotherapist at Green Mountain Psychological Associates and a mother of an autistic child.
Fail First Policies
Sarah describes to me her bright, free-spirited autistic child who found herself greeted with anxiety, bullying, and hazing as early as second grade. Sarah reached out for help for her child to request intervention only to be told that her daughter was "not going to qualify" for support. It took years of advocacy, along with misunderstandings and many tearful mornings, before she finally received the services necessary for her to thrive.
Unfortunately, this story is not uncommon. While youth in the U.S. are legally entitled to a free and appropriate public education, children are not always offered support until marked changes in the child's school performance are noted. Such philosophies are known as "fail first" approaches and can devastate a youth's self-worth, attitudes toward school, and social standing.
Social and Emotional Well-Being
As we speak, Sarah emphasizes the psychosocial aspects of school, sharing that often autistic youth's "emotional needs are not met" in school. Indeed, research shows that autistic youth are at increased risk of anxiety and depression (Strang et al., 2012). Further research has shown that autistic adolescents often struggle with low self-esteem and are at a heightened 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 personnel must be aware that not all autistic youth openly share their emotions. She states, "They need to know that children may be masking. Just because they are smiling does not mean that they are happy."
This said, intervening in cases of school bullying can be tricky. Singling youth out or giving them the means to report bullying is not always effective. Youth may fear being labeled a "tattletale" or not want to get other kids in trouble.
This said, Sarah shares that one of the best steps that school staff can take is "just keeping a clear eye on things." Watching out for signs of social difficulties and intervening early on can set a tone of support.
More than Behaviors
Unfortunately, behavioral concerns are common in autistic youth. Typical school approaches involving rewards and punishments are not always appropriate for autistic youth. Alternative systems such as Collaborative and Proactive Solutions (Greene, 1998) that focus on enhancing children's ability to problem solve and meet their needs may be more helpful.
Sarah argues that "fair does not always mean equal." Autistic youth may need additional accommodation to be at their best.
Sarah shares that when her daughter encountered adults who "actually cared about her as a person," she made significant strides. Relationships are more important than behaviors.
What Helps
When asked what parents can do to advocate for their autistic child, she says, "Model as much as you can what you want your child to do. Give opportunities outside the school to model social interaction and have fun." She also acknowledges the importance of parents being willing to speak up and get involved. Sometimes, a youth will be denied a service and later qualify.
In terms of what schools can do, whole school education on neurodiversity can set a pace of acceptance. The first school years might be the best time for such assemblies, as these set the pace for years to come. Education for school staff from a neurodiversity-affirming perspective, which might include training in practices like Collaborative and Proactive Solutions, is also needed.
In Closing
With support and accommodation, we can encourage schools that are welcoming to autistic children.
References
Blacher, J., & Eisenhower, A. (2023). Preschool and child-care expulsion: Is it elevated for autistic children?. Exceptional Children, 89(2), 178-196.
Chou, W. J., Wang, P. W., Hsiao, R. C., Hu, H. F., & Yen, C. F. (2020). Role of school bullying involvement in depression, anxiety, suicidality, and low self-esteem among adolescents with high-functioning autism spectrum disorder. Frontiers in psychiatry, 11, 9.
Greene, R. W. (1998). The explosive child: A new approach for understanding and parenting easily frustrated, "chronically inflexible" children. HarperCollins Publishers.
Ochi, M., Kawabe, K., Ochi, S., Miyama, T., Horiuchi, F., & Ueno, S. I. (2020). School refusal and bullying in children with autism spectrum disorder. Child and adolescent psychiatry and mental health, 14, 1-7.
Park, I., Gong, J., Lyons, G. L., Hirota, T., Takahashi, M., Kim, B., & Leventhal, B. L. (2020). Prevalence of and factors associated with school bullying in students with autism spectrum disorder: A cross-cultural meta-analysis. Yonsei medical journal, 61(11), 909.
Strang, J. F., Kenworthy, L., Daniolos, P., Case, L., Wills, M. C., Martin, A., & Wallace, G. L. (2012). Depression and anxiety symptoms in children and adolescents with autism spectrum disorders without intellectual disability. Research in autism spectrum disorders, 6(1), 406-412.
