Caregivers
School can be a significant challenge for neurodivergent students. The pressures of school may lead to frequent absences or school avoidance. Gaining deeper insight into the stressors of school can help, from sensory differences to social demands. Many of the staff at AutismBC have neurodivergent children struggling with school. From personal experience, here are some reasons your child may be struggling:
Sensory Sensitivities: Many neurodivergent children have sensory differences. The sensory environment of a school, such as noisy classrooms, fluorescent lighting, scents, clothing needed to suit the environment, and crowded hallways can be overwhelming. However, some students may be sensory seeking at times, meaning they may want to touch things or move more than a typical school setting allows for. The sensory input of other students’ emotions can also be dysregulating.
Social Interactions: Social dynamics can be challenging for autistic children and youth. Differences in social communication and understanding social cues might lead to anxiety about social situations. Rejection sensitivity can also greatly impact friendships. Learn more here: Rejection Sensitive Dysphoria.
Demand Avoidance: If your child is PDA profile, they may feel overwhelmed by the constant demand of rules, authority figures and demand of social exchanges. Visit our blog on PDA to learn more.
Communication Barriers: If your child is anxious to speak or has differences in communication, they may struggle to have their needs met without options for other communication output.
Routine and Change: Some neurodivergent children prefer routine and predictability. Unexpected changes in the school environment or daily schedule can be dysregulating.
Academic Pressure: If academic demands are high or if there is a mismatch between the child’s learning style and the school’s teaching methods, this can contribute to school avoidance.
Bullying or Social Exclusion: If an autistic child has experienced bullying or feels excluded from peer groups, this can significantly impact their experience of safety and willingness to attend school.
Transitions Demands: Transitions between activities, classes, or school years can be particularly challenging. A lack of preparation or support for these transitions can lead to school avoidance. In addition, failure to understand delayed executive functioning impacts social development. The system may move the student forward despite a lack of readiness, resulting in school avoidance and increased anxiety.
Supporting a student struggling with school avoidance involves understanding the specific challenges faced by the student. Here are some strategies that might help:
- Individualized Support: Collaborate with educators to develop an Individualized Education Program (IEP) that addresses the student’s unique needs. Ensure you are referring to your supporting diagnosis from your medical team. Learn more about IEPs here.
- Sensory Accommodations: Create a sensory-friendly environment in the classroom if possible and provide sensory breaks as needed.
- Consistent Routine: Establish and maintain a consistent daily routine to help the student feel more secure.
- Gradual Exposure: If the student is avoiding school due to overwhelming aspects, consider a gradual reintegration plan that eases them back into the school environment.
- Open Communication: Maintain open lines of communication between home and school to address issues as they arise and to ensure that both environments are supportive.
- Relationship Building: Building trust with teachers and Education Assistants is key. Consider scheduling a time when your child can meet 1:1 with the teacher to establish a strengthened relationship.
If your child feels overwhelmed by the school environment, here are some examples of questions to ask the school:
- If your child has been off school for a long time, could your child return to school gradually? For example, your child might be able to start with a shorter school day or just go in for their favourite subjects and build up from there.
- Is there a quiet space where your child could go if they feel anxious or upset?
- Could your child use help cards? These are visual reminders to your child to ask an adult for help when they need it. For example, your child could show it to the teacher when they need to go to a quiet space.
- Could your child arrive or leave before or after other children?
- Could your child take a favourite comfort object into school – for example, a soft toy or favourite book?
- Can your child be partnered with a “buddy/mentor” to support confidence?
- Could your child do a special lunch time activity that builds on their interests? (raisingchildren.net.au, 2024)
Understanding and decoding the root causes of school refusal can help create a more supportive and effective educational experience for neurodivergent students. Proactively addressing possible barriers at the beginning of the school year with help create a supportive learning environment. Reach out to a school counsellor or support worker to help implement changes.
