Many parents with a child on the spectrum are surprised by how challenging school can be for them. Often, if the child is on the high-functioning side of the spectrum, they know their child has average or higher intellectual ability. They see them learn easily and often exceed learning and memorization compared to peers if it is a subject they are interested in. So why do they struggle to be successful in school?
Three S’s that challenge our autistic children in public school.
Social learning. From kindergarten on, school is social. Difficulty with social communication is a key component of autism. Reading faces and understanding the social nuance of language, body language and humor is very difficult for people on the spectrum. Peers can be easily frustrated by autistic students; they may feel uncomfortable or frustrated by differences in communication. This leads to disagreements and misunderstandings that can trigger anger and acting out, which further sets the ASD child apart from peers.
Structure. Families develop structures and routines that meet their child’s needs. School, however, has a structure that is based on mainstream needs. Transitions are often difficult for autistic children They may need help to be ready to stop one thing and move on to the next based on the school structure. It may take them longer to organize and be ready to begin a new task. The structure and transitions that are a matter of course in school can lead to dysregulation and emotional outbursts from dysregulated ASD students. Even if children manage to go with the flow of school, they often mask the dysregulation they feel, leading to a stressful and tiring school day. This can lead to increases in school avoidance and meltdowns at home.
Sensory. Public schools can be a sensory overload environment for children on the spectrum. From the fluorescent lights to the bells signaling transitions, the noise of chairs moving on the floor, laughter, loud voices and temperature changes—ASD children are inundated with sensory stimulation that can overwhelm their ability to process and cope.
It is important to work closely with the school personnel to find ways to help children cope with the challenges these S-factors present in the school environment. Accommodations and modifications can help, as can figuring out how children can learn effective coping and self-management skills. It is not easy, and it is not a one-size-fits-all problem. Autistic children may need specialized instruction and support to learn social communication and social learning, sensory management, and emotional regulation on top of regular academic instruction.
If this sounds like a lot, it often is. Even the children and teens on the spectrum who seem to “do fine” will often share how tired they are at the end of the day. Every day is a minefield of social, structural, and sensory challenges they have to meet.