Autism
This page has been designed to help you quickly find practical guidance and support for children and young people with autism or differences in social communication and interaction.
Sections include:
- overview of needs
- what you might notice
- strategies
- resources and interventions
Overview of needs
Autism affects how a child or young person communicates, interacts with others, and experiences the world around them.
Learners may process information differently and can experience differences in:
- social communication
- flexibility of thinking
- sensory processing
They may find it difficult to:
- understand social cues
- interpret language (particularly non-literal language)
- manage changes to routines
Many autistic learners benefit from predictability, structure, and clear communication.
These differences are lifelong and can vary widely between individuals. Autism often co-occurs with other needs, such as anxiety, sensory differences, or learning differences, and may impact engagement, relationships, and emotional wellbeing.
An introduction to autism
What you might notice
Social communication
Children and young people with autism may experience differences in social communication, including:
- difficulty understanding or using verbal and non-verbal communication
- taking language literally and finding idioms or sarcasm confusing
- limited or different use of eye contact, facial expressions, or gestures
Social interaction
Some individuals may find social interaction challenging, including:
- difficulty initiating or maintaining conversations
- preferring to play or work alone
- finding it hard to understand social rules or perspectives of others
Routine and predictability
Others might show a preference for routine and predictability, such as:
- becoming anxious by unexpected changes
- relying on familiar routines or patterns
- exhibit restricted or highly focused interests
Sensory differences
They may also experience sensory differences, including:
- being over- or under-sensitive to noise, light, touch, taste, or movement
- becoming overwhelmed in busy or unpredictable environments
Processing and flexibility
Some will have differences in processing and flexibility, including:
- difficulty switching between tasks or ideas
- needing additional time to process information
Others might experience anxiety or emotional regulation difficulties, particularly in unfamiliar or demanding situations and find group work or unstructured times (like break and lunch) stressful.
Effective support focuses on predictability, clarity, and reducing uncertainty. Use regular observation and assessment to understand individual strengths, needs, and triggers
Environment
Provide a structured and predictable environment, including:
- clear routines and consistent expectations
- visual timetables and advance warning of changes
Communication
Support communication by:
- using clear, concise, and literal language
- avoiding ambiguity, idioms, or figurative phrases
- allowing processing time before expecting a response
Visual supports
Use visual supports, such as:
- now and next boards
- task breakdowns and visual instructions
- social stories to explain situations
Prepare for change
Prepare learners for change by:
- pre-teaching new routines or activities
- giving advance notice and explanations
Social understanding
Support social understanding through:
- modelling interactions
- explicit teaching of social skills and expectations
Reduce sensory overload
Adapt the environment to reduce sensory overload, for example:
- providing quiet spaces or noise reduction strategies
- considering seating and classroom layout
Break tasks into small, manageable steps and provide clear endpoints.
Cognitive load
Reduce cognitive load by:
- limiting verbal information
- using visuals alongside spoken instructions
Emotional regulation
Support emotional regulation by:
- teaching and modelling coping strategies
- using consistent, calm responses
Encourage use of individual interests to support engagement and motivation.
Confidence
Build confidence by:
- providing predictable success opportunities
- valuing strengths and individuality
Targeted interventions (when more than the universal offer is needed)
When high-quality inclusive practice is not sufficient, more targeted support may be needed to address specific communication, interaction, and regulation needs.
This would be targeted support focused on:
- social communication and interaction skills
- emotional regulation and understanding
- flexible thinking and problem-solving
This type of approach would include:
- social stories to support understanding of situations and expectations
- comic strip conversations to explore thoughts and feelings
- structured social skills programmes
Communication interventions that:
- include explicit teaching of conversational skills
- support with understanding language (including non-literal meaning)
- use visual communication systems where appropriate
These interventions would be focused on:
- Zones of Regulation or similar frameworks
- individualised strategies to identify and manage emotions
A support plan that will:
- identify triggers and effective strategies
- include personalised, proactive supports
- be reviewed regularly and adapted as needed
These would include:
- access to low-arousal or safe spaces
- adjusted timetables or reduced demands at times of high anxiety
This would include:
- Educational Psychology
- Autism advisory teachers or outreach teams
- Speech and Language Therapy where appropriate
Interventions can also include targeted use of assistive or supportive tools (for example visual prompts, timers, communication aids).
It is also important to have regular communication with parents and carers to ensure consistency and shared understanding.
Autism resources
Whole School SEND.
Autism Toolbox.
National Autistic Society - NEN.
National Autistic Society - NEN.
Autism Teaching Strategies.