Ensure staff training and development opportunities to support their understanding of neurodivergence and how to enable autistic young people to thrive in school, for example using resources such as:

• Immie's Signs to Spot Autism | The AET on Good Morning Britain (autismeducationtrust.org.uk).

• Guidance written by neurodivergent young people: How Can Schools Better Support Neurodivergent Young People.pdf - Google Drive.  and Trauma | Autism Barriers to Education – which helps explain the ‘double empathy problem’.

• Video clips explaining the importance of celebrating diversity, for example and video 1 and video 2.

• The Autism Education Trust’s free materials and resources.

• Resources from the Additional Needs Team’s recommended resource list

Provide Visual Timetables/Written schedules. Tell young people in advance about any changes to the daily school routine and illustrate this with the visual timetable/written schedule. The visual timetable can also demonstrate timings of lessons.

Use of first/then visuals to support understanding of tasks/routine.

Visuals in place for the young person to use to access break rooms (e.g. “I need a break”).

Use the environment to support understanding of expectations around work and behaviour. For example clearly label learning zones/curriculum areas within the classroom.

Provide visual reminders of classroom rules. Twinkl, Boardmaker and Widgit provide a wide range of visuals and symbols which can be used around the classroom environment, for displays, and to create visual timetables. Be consistent in symbol use, e.g. avoid using Twinkl picture for one symbol and Boardmaker for another.  

The TEACCH approach is a way to provide high levels of visual structure and clarity to support young person’s understanding of the environment, expectations and activities. It is not a single method and can be used alongside other approaches.

Provide clear roles during group work. Reinforce the understanding of these roles visually (e.g. written information/symbols)

Sensory or movement breaks are incorporated into lessons.

Try to avoid the use of non-literal language (e.g. idioms and sarcasm) and explain any abstract concepts in as concrete a way as possible (e.g. with pictures or objects).

Prepare young people in advance for any transition or change in routine.  

Work with young people and their families to understand their preferred communication style and in what environments/ situations they feel most at ease when communicating.

Make sure expectations in the classroom are clearly communicated, so young people understand what behaviours are expected at different times, from themselves and others.

Ensure there is some additional guidance or structure at times when you notice young people may not be picking up on less explicit rules, or in situations where they may be experiencing difficulties with executive function skills (e.g. waiting, turn taking, roles during group work). Work with young people to develop their understanding and confidence in these situations in a way that feels most comfortable to them. For example, some young people enjoy small group activities (e.g. see Getting Help section). Other young people prefer to work with adults 1:1 to reflect on what works and does not work for them to guide environmental changes and skill development opportunities.