Creating Value In Schools
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It will come as little surprise to school leaders that, according to DfE statistics for 2024-5, the number of autistic pupils in our schools is increasing and accounts for over half of Education and Health Care Plans (EHCPs). In 2024-5 there were 263,989 pupils on the autistic spectrum, and 56.5% had an EHCP.
While it is suggested that neurodiversity itself is little changed, identification and acceptance have raised its profile and alerted us to the fact that some school colleagues may also struggle with its impact.
“Everyone should be trained in autism in school, then it would be a lot easier.” (Primary school pupil, shared in NAS’s School report 2021)
It is important that schools become familiar with neurodiversity and autism.
Neurodivergence refers to a range of conditions, including autism spectrum disorder (ASD), which are characterised by difficulties in social interaction, communication, and repetitive behaviours. Other examples include ADHD, dyslexia, Tourette syndrome, dyspraxia, and dyscalculia. Neurodivergence is not a medical diagnosis but a term that recognises the diversity of human brain functions.
For a more detailed view, this is what Options Autism suggests.
Adjustments for pupils with autism can enhance their learning experience. These include:
Flexible seating and assistive technology for communication and writing are also helpful. Additionally, preparing students for transitions and offering social skills training can improve their overall experience.
Most autistic people benefit from access to a quiet space, where they can withdraw. School staff who are neurodiverse would also benefit from such an arrangement, if that is possible.
What may look like a behaviour problem may simply be the reactions of a neurodiverse pupil to their circumstances. Confrontation will make the manifested behaviour more visible.
A child with high sensory sensitivities may find that school is too noisy, too crowded, and unpredictable. They may simply not understand what’s going on, so may react physically. This is not being naughty; it is trying to survive.
Autistic people tend to be monotropic; they may focus deeply on a small number of interests at a time but can also experience challenges switching tasks or handling interruptions. To insist they ‘make the right choices’ or apologise for their behaviour is to fail to understand them. Sometimes, monotropic behaviour leads to exclusion because the school cannot manage it. This is wholly inappropriate.
A supervised quiet space may be an effective alternative to exclusion.
If the number of neurodiverse pupils in our schools is really increasing, let’s start by considering these initial questions. Do our responses suggest a call to action?
