Teach Secondary - Issue 13.2

monotropic brains (bit.ly/ ts132-A3). We’re great at establishing a deep focus and getting absorbed by tasks, but the payoff is that we need more time when switching to a new task. Something which is obviously very important within a school setting. All of this, and so much more, can contribute to the extreme stress most autistic students feel. So what can be done? Sensory audits One of the first things any school should do for autistic students is what’s called a sensory audit, whereby an individual’s unique sensory profile can be established, since no two autistic people’s sensory experiences are the same. I’m personally sensitive to sound and touch (including temperature), and have little sensitivity to taste. For other autistic people, these details will be very different. Knowledge of what’s likely to cause distress is vital when adapting an environment; arranging a chat with the student, their family and friends can help you start to map out where their unique sensitivities lie. The benefit of this is twofold. Firstly, it allows for reasonable adjustments to be made. Is the student better off sitting by a windowwith cool air and natural light? Do they struggle with the scratchy fabric of school shirts?Will teachers need to moderate their use of aftershave and room fragrances? Rather than attempting to apply the same adjustments to every autistic student, make it individualised, and thus more efficient. Secondly, it means that where adaptations can’t be made, you at least you know that their stress levels are likely to be higher around that sensory input. During a school trip’s coach journeys, for example, it’s near impossible to moderate sound levels. Allowing a student to use ear defenders is great, but so is simply knowing that this student might be feeling a little fragile after the journey, and speaking with them on arrival to see if they need a quiet spot to sit down for a moment. Simply knowing is one of the most powerful factors of change in all this. A compassionate, understanding word of support is valuable in and of itself. Time and space When it comes to communication, the best way to reduce stress is to streamline the whole process in an effort to avoid stressful overthinking. Communicate with autistic students in the clearest, least ambiguous way you can. That means avoiding stock phrases, exaggerations and vagueness. Don’t say ‘Write as much as you can,’ as this will create anxiety ( ‘How much CAN I write?!’ ). Instead, say ‘Write 20 lines’ or specify a full page. Don’t tell them off for misbehaving, but state clearly what it is they’ve done wrong and what the consequences will be (and be prepared to justify yourself, since many autistic people abhor injustice). For older students, put things in writing via email as much as you can and don’t hint at things. State plainly what’s required and when it’s required by. If you actually mean ‘Get it to me tomorrow,’ then say so. Avoid qualifying that with ‘ If you can , get it to me tomorrow’ . Finally, to avoid the stress of instant transitions between tasks, issue plenty of warnings, just like those recognisable to motorway users: ‘Your change of task is approaching in 10 minutes, 5 minutes, 3…2…1...’ Allow the students time and space to switch tasks, or even let them carry on with whatever they’re absorbed in, if you can. All this is only the beginning. There are a thousand more things I could recommend, but behind them all is the need to understand the autistic experience, and do whatever you can to reduce stress levels. Just like every other human being on the planet, an autistic student can’t perform at their best when they’re stressed beyond their capacity. Schools are uniquely, if inadvertently designed to create stress for autistic people – so be a safe space in the maelstrom and promote autistic wellbeing. ABOUT THE AUTHOR Pete Wharmby is an author, speaker and tutor whose books Untypical (2023, HarperCollins) and What I Want to Talk About (2022, Jessica Kingsley Publishers) are available now; for more information, visit petewharmby.com GENERAL IDEAS FOR SENSORY ADAPTATION Reduce the number of displays in classrooms Provide quiet spaces during break and lunchtimes Allow the use of ear defenders Allow the use of sunglasses indoors Let students write with paper ‘padding’ beneath their work if they feel they need it Don’t enforce eye contact – it’s extremely intense for most autistic people, and we hate it! Issue targeted advance warnings ahead of fire drills Be flexible with school uniform garments that may cause texture and/ or temperature difficulties Remember that alexithymia can affect some autistic students, who may not be able to identify the source of their discomfort or the effect it is having on them. A big part of autistic masking is the perceived need to hide our own discomfort, knowing that no one else will take it seriously. Break that cycle! 73 teachwire.net/secondary S E N D