For some children, the emotional and mental health issues which are at the root of their persistent absence from school, are directly related to stressors in the school environment (Hamilton, 2024).
Autistic children are overrepresented in the absence from school statistics. The National Autistic Society’s research suggests that we need to bridge the gap between positive attitudes shown by teachers’ confidence and autistic children’s experiences, where findings from the 2021 report show that seven in ten autistic children and young people said school would be better if more teachers understood autism and 54% of autistic students said that having teachers who don’t understand them is the worst thing about school.
How schools can support autistic children and young people
The National Autistic Society (NAS) identified a number of factors that impact attendance in their Education Report 2023.
We’ve put together some examples of what you might see relating to each of these factors. Advice and suggested strategies that can be used to support autistic learners are available in both Devon’s Ordinarily Available Inclusive Educational Framework, and the Ordinarily Available Targeted Support Framework.
Factor: sensory overload
What you might see
Under or oversensitivity to sounds, touch, tastes, smells, light, colours, temperature or pain. This can cause anxiety or even physical pain.
Strategies and advice
- Learning environment | Ordinarily Available Inclusive Educational Framework
- Sensory processing and integration | Targeted Support Framework
Factor: teacher’s understanding of autism
What you might see
Lack of awareness or training may lead to misunderstandings of behaviours or needs of autistic learners.
Strategies and advice
- Staff knowledge, skills, training and use of expertise | Ordinarily Available Inclusive Educational Framework
Factor: peer’s understanding of autism
What you might see
Peers may misinterpret behaviours or struggle to include autistic learners in social activities.
Strategies and advice
- Leadership and culture | Ordinarily Available Inclusive Educational Framework
- Relational practice | Ordinarily Available Inclusive Educational Framework
- Attendance and belonging | Ordinarily Available Inclusive Educational Framework
- Social communication | Targeted Support Framework
Factor: adaptations to support in exams and class, along with support for stress and anxiety
What you might see
Learners may struggle with exam conditions or classroom expectations without appropriate adjustments.
Strategies and advice
- Assessment and planning | Ordinarily Available Inclusive Educational Framework
Factor: bullying
What you might see
Neurodivergent learners may be more vulnerable to bullying, affecting their emotional wellbeing and engagement.
Strategies and advice
- Leadership and culture | Ordinarily Available Inclusive Educational Framework
Factor: transitions between schools, into further education and employment
What you might see
Changes in environment and expectations can be particularly challenging and require careful planning and support.
Strategies and advice
- Transitions | Ordinarily Available Inclusive Educational Framework
Some other suggestions
- Carry out a sensory audit for schools and class rooms | Autism Education Trust
- Ensure learner’s needs at school are understood by using Devon’s Ordinarily Available Targeted Support Framework. The needs indicator tool can be a really good place to start.