Creating Value In Schools
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A setting’s culture is key to maintaining a climate where all are equally valued. However, the risk of alienating young people on the autistic spectrum is surprisingly high, even when the school believes it is getting it right. For example, a Year 2 child’s behaviour leads staff to implement restraint measures, which then lead to the child’s exclusion because of the reaction this triggers.
What do staff need to know and understand about autism in order to support children and young people? When autistic pupils are in crisis, how do staff deal with perceived violence?
| This Need to Know builds on Supporting neurodiverse students and staff. |
Pupils with autism (and staff) are likely to be less socially alert than we expect. Therefore, we need to create a school culture and environment where they can feel informed and in control.
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When an autistic pupil or student reacts violently, a staff member’s response can be triggered by the behaviour. Under stress, even the most skilled professionals react by raising voices, rushing to take control, or taking behaviour personally. However, a dysregulated adult cannot regulate a dysregulated child.
It is important to work in partnership with parents so that they are kept aware of the strategies that the school is implementing and can apply similar support at home. The reverse is true too: ask about what parents do and what works at home – learn from their experience.
Partnership working is very important to ensure a holistic approach is taken in gathering information and placing the child or young person at the centre. Support teachers will be in regular contact with colleagues in schools and educational services and multi-agency colleagues, such as health, social work and voluntary organisations.
Take time to evaluate your school’s support for your neurodiverse and autistic pupils. Are there changes that you need to make?
How well do we support our ASD pupils?
Do we have systems in place that help to de-escalate a violent response?
Do we apply strategies to reduce sensory overload?
Do we have access to specialist support networks such as PINS?
How effectively do we work in partnership with the parents of our neurodiverse pupils?
