Autism & Teens: What to expect and how to help

Young people living with autism can face daily barriers and challenges, with symptoms during adolescence often becoming more apparent throughout this key stage of development. According to the National Autistic Society, only 26% of autistic pupils feel happy at school, with 7 in 10 autistic children and young adults saying that school would be better if teachers and pupils understood more about autism. 

Last night, we were joined by the brilliant Dr Jane Gilmour, Consultant Clinical Psychologist, to talk about understanding autism in teens and what parents and educators can do to offer the best support and guidance.

What is autism?

Jane explained that autism is a developmental disorder that, broadly speaking, can be characterised by two areas: social communication and repetitive behaviours with restricted interests. Social communication challenges may include issues with nonverbal communication, such as making eye contact, as well as difficulties with language use. Repetitive behaviors and restricted interests can manifest as repetitive speech patterns, insistence on sameness, and over- or under-sensitivity to sensory input.

Advice for supporting autistic teens

During adolescence, ASD symptoms can become more apparent due to the significant changes this stage of life brings. Embracing autism in teens involves recognising their distinctive strengths and helping them through the specific challenges they face in making their way in the world.

Jane shared some tips for how parents, carers and educators can support teenagers with autism:

Foster open communication: Encourage teens to express their feelings and experiences. Use tools like visual analogs or emojis to help them convey the intensity and quality of their emotions.

Create a supportive environment: Adapt your home or school environment to reduce sensory overload and provide a safe space for teens to retreat when feeling overwhelmed.

Educate yourself and your teen: Learn about autism together. Understanding the condition can lead to self-acceptance and empower your teen to advocate for themselves.

Collaboration is key: Parents and educators can work together to implement reasonable adjustments that cater to needs. Schools can be flexible and creative in supporting neurodiverse students.

Encourage routine and structure: Many autistic teens thrive on predictability. Establish consistent routines that provide stability and reduce anxiety.

Respect their need for privacy: While openness is important, respect your teen's desire for privacy regarding their diagnosis. Discuss together how and when they might want to share this information with others.

Promote independence: Encourage teens to develop their interests and skills. This fosters independence and builds confidence.

Be patient and understanding: Recognise that every  journey is unique. Be patient with their progress and understanding of their challenges.

Seek professional guidance: Professional advice can be invaluable, so don't delay seeking help.If you're on a waiting list for an assessment, use the time to research and connect with support groups. 

The importance of a formal diagnosis

Jane talked about how a formal diagnosis of autism can unlock understanding and resources. It provides a framework for self-identity and self-acceptance, which is particularly important during adolescence. Additionally, a diagnosis can lead to support in educational settings, such as an educational health care plan or reasonable adjustments at university. However, receiving a diagnosis can be emotionally impactful. It's essential to approach the topic with sensitivity and support, allowing the individual, and other family members, to process the information at their own pace.

Dr Jane Gilmour rounded off the session with a powerful message; that both self-acceptance and societal acceptance is key to ensuring everyone has the opportunity to flourish.

“We need to educate the world, and I hope that we will be working towards a situation in which neurodiversity and biodiversity are considered in a similar way. So in other words, we need biodiversity to make the planet thrive in exactly the same way as we needed neurodiversity to make society thrive.”

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