Autism & School Avoidance: What can parents do to help?

Autism in teenagers brings specific challenges, particularly in the school environment. Autistic teens often struggle with sensory sensitivities, social interactions, and the unpredictability of the school day. The overwhelming noise, busy corridors, and crowded spaces like lunchrooms can create significant overload and anxiety, making school attendance difficult. These sensory challenges, combined with the need for more sensory regulation and structured routines, can contribute to Emotionally Based School Avoidance (EBSA), where students avoid school due to emotional distress.

This week, we spoke to Dr Mollie Higgins, Child and Educational Psychologist, about understanding these challenges and how parents, carers and educators can help and support autistic teenagers struggling with school attendance. 

Sensory and Social Challenges

Mollie explained how autistic teens may experience sensory overload in busy and noisy school environments. Secondary schools, with their bustling corridors and loud lunch halls, can be overwhelming. Sensory needs might include a requirement for more sensory input, such as movement breaks or sensory circuits to help regulate their bodies.

Social interactions also pose challenges. School demands constant interaction with peers and teachers, which can be difficult for autistic teens who may find social interactions more challenging than their neurotypical peers.

Emotional-Based School Avoidance

Emotional-based school avoidance often stems from the difficulties autistic teens face in school. Sensory overload and social challenges can lead to avoidance behaviours as a way to escape overwhelming situations. Transitions and changes, such as moving from primary to secondary school or changing classrooms, can exacerbate these challenges, increasing anxiety and avoidance.

Supporting Autistic Teens

Mollie offered some practical strategies for supporting autistic teens who are struggling with school attendance. Parents and caregivers can offer support by opening empathetic conversations to try and understand the root cause of the anxiety. She recommended validiating their feelings and understanding their experiences without overwhelming them with questions. Instead, try to observe and comment on their behaviours to show empathy.

Schools can play a significant role by making small adjustments to the environment, such as providing quiet spaces or allowing flexible attendance. Engaging with the school to explore these options is essential.

Encouraging Engagement

Encouraging autistic teens to engage in activities they enjoy can help recharge their energy. Understanding the concept of energy accounting - balancing activities that drain energy with those that replenish it - is key. Activities that align with their interests can provide motivation, a sense of control and confidence.

Addressing School Avoidance

When school avoidance becomes entrenched, it's important to start small. Identify lessons or activities the teen enjoys and gradually build up their attendance. Collaboration with the school to explore alternative provisions or support can also help.

Seeking Professional Help

In cases where school avoidance is severe, seeking support from educational psychologists or mental health professionals can provide additional strategies and insights. These professionals can help understand the underlying causes of avoidance and work with schools to implement supportive measures.

School avoidance is very difficult for teenagers and their families and requires a large degree ofempathy, understanding, and collaboration between parents, schools, and professionals. By focusing on the individual needs of autistic teens, and trying to build  supportive and trusting  environments in which they can take small steps towards returning to school where they can engage more fully with their education, social and daily life.