How can a culture of wellbeing support autistic pupils?
The role of a mental health lead in a school or college is a vital one, particularly when it comes to providing early prevention and support for at-risk children and young people. Mental health issues can present barriers to learning, development, and wellbeing, especially for those who face additional challenges.
Autism, a developmental condition that impacts how individuals perceive and interact with the world, is not a mental illness. Autistic individuals can have good mental health.
Autism, a developmental condition that impacts how individuals perceive and interact with the world, is not a mental illness. Autistic individuals can have good mental health. However, they are statistically more vulnerable to mental health difficulties due to the unique ways they experience and respond to their environment. In educational settings, the structural and social challenges that autistic children and young people face, often makes accessing education more difficult compared to their neurotypical peers.
In June 2022, I had the opportunity to catch up with Karen Nobel from Worth-it Positive Education to explore how schools and colleges can cultivate a more inclusive ethos and culture of wellbeing for autistic pupils. Karen, an expert in positive education and wellbeing practices, shared valuable insights into how schools can adapt their environments to not only support autistic students but also foster a sense of belonging and resilience. Our conversation focused on practical strategies that mental health leads can implement to bridge the gap between neurotypical and neurodivergent learners, ensuring that mental health and wellbeing initiatives are inclusive and accessible to all.
In this blog, I share key takeaways and actionable steps from our conversation that schools and colleges can adopt to promote mental health and inclusivity for autistic students.
“What sort of practical early interventions can you recommend, to help schools to support autistic students and reduce their risk of developing mental ill health?”
There are several key strategies to consider when thinking about practical early interventions that can support autistic students.
Autistic students are often more sensitive to their surroundings, and unexpected changes or uncertainty can increase stress and anxiety. One of the first steps is to assess how welcoming and accessible the school environment is for autistic pupils. Creating clear, predictable spaces within the school is crucial. For instance, using visual aids to label classrooms and spaces—such as pictures and associated objects rather than just words—can be highly effective. For example, placing a pot on the door of a cooking room provides a visual cue that is easier to interpret. Colour-coding different areas of the school is another way to help students navigate the environment with greater ease.
Sound and visual stimuli can be overwhelming for autistic students. The overall sensory environment has a profound impact on everyone, but it is especially critical for autistic individuals, as it directly affects their comfort and wellbeing. For schools that are planning refurbishments, it is important to consider design features that create a more calming and predictable environment. Rounded walls, for example, can help reduce visual clutter, while doors with glass panels allow students to see what is happening on the other side, reducing anxiety about what is coming next. Additionally, using sound-absorbing materials, like wooden panelling, can minimize echoing noises that might otherwise cause sensory overload.
These practical interventions, though relatively simple, can significantly reduce stress for autistic students and help create a more inclusive and supportive school environment.
Transitions are an important opportunity for early intervention
Transitions represent a critical opportunity for early intervention in supporting autistic students, as they often involve new environments, routines, and people—factors that can increase stress and anxiety for those sensitive to change. Ensuring that wellbeing is at the heart of every transition is essential. Whether it is moving into a new school, shifting between year groups, or preparing for life after school, dedicating time to support the child or young person during these stages can make all the difference.
One of the most effective ways to ease transitions is through preparation and familiarisation. Allowing students to see and experience their new environment in advance can significantly reduce anxiety. For some, this might mean visiting the school or classroom in person before the transition happens. If this is not possible, offering alternative ways to familiarise the student with the new setting—such as virtual tours, online introductions to key staff, or even sending a transition booklet with photographs of important spaces—can help alleviate the fear of the unknown. When students know what to expect, it demystifies the process and makes the transition much less daunting.
Involving parents and caregivers in the transition process is another crucial element of early intervention. Parents know their children better than anyone, and their insights are invaluable when planning for a smooth transition. Inviting parents to visit the school allows them to assess the environment through the lens of their child’s specific needs. They may notice potential triggers for stress and anxiety, such as certain sounds, textures, or crowded spaces—that might not be obvious to school staff. Working in partnership with parents means schools can make small adjustments that have a big impact, whether that is creating a quieter route to the classroom or offering sensory breaks throughout the day.
By prioritising wellbeing during transitions and actively engaging both students and their families, schools can create a supportive, inclusive environment where autistic students feel safe, understood, and ready to thrive. Early intervention at this stage not only reduces the immediate risk of anxiety but also sets the foundation for a positive, well-supported school experience going forward.
“Have you any practical tips for staff in terms of their interactions with autistic children and young people?”
When working with autistic children and young people, staff can make a significant difference by adopting practical strategies that help reduce anxiety and create a supportive learning environment. Here are a few key tips:
Clarity and Consistency
One of the most important things staff can do is to be clear about what is happening next and when. Transitions, whether they are as simple as moving from one classroom to another or as complex as moving from primary to secondary school, can be particularly challenging for autistic individuals. The unpredictability of these transitions can heighten anxiety, which is already elevated in many autistic children compared to their neurotypical peers. Providing clear, consistent instructions, visual schedules, and reminders of upcoming activities can go a long way in reducing this anxiety. Structured routines and visual timetables can offer a sense of predictability and security, helping to ease the transition from one task or environment to another.
Supporting Social Interactions
Breaktimes and unstructured periods can be a source of anxiety for many students, particularly for autistic young people who may find social interactions more challenging. Navigating peer relationships, starting conversations, and understanding social cues can all be difficult. It’s not uncommon for autistic students to feel isolated or lonely during these times. Schools can help by offering structured social skills programs or lunchtime clubs that focus on relationship-building and providing a safe space for those who might struggle with the unpredictability of the playground.
Staff play an important role in observing how students are interacting during breaktimes and assessing whether any students seem withdrawn or uncomfortable. Gentle guidance or introducing structured group activities during these periods can provide autistic students with opportunities to engage socially in a more manageable way. Additionally, pairing them with peers who are empathetic and inclusive can help foster positive social experiences.
Building Strong Relationships with Families
Close relationships with families are absolutely essential when supporting autistic children. Families have often navigated a long journey to get the right support for their child, and schools can play a critical role in ensuring that these children feel safe, understood, and included. Taking the time to regularly communicate with parents and caregivers gives them the space to share their child’s specific needs, preferences, and potential triggers for anxiety. They know their child better than anyone and can offer insights that may not be immediately visible to staff.
Regularly checking in with families also allows staff to adapt and refine support strategies as needed. This open communication helps build trust between the school and the family, ensuring that both parties are working together to create the best possible learning environment. Whether it is providing updates on progress, offering opportunities for parents to observe their child’s classroom environment, or simply providing a listening ear, fostering a strong school-family partnership is crucial to supporting the child’s overall wellbeing.
By incorporating these practical tips into their daily interactions with autistic students, staff can help create a school culture that is not only inclusive but also actively supports the mental health and wellbeing of autistic children and young people.
“Have you any tips for school/college leadership teams in terms of embedding support for pupils/students on the autistic spectrum?”
Embedding support for autistic pupils and students in a school or college requires a proactive, holistic approach from leadership teams. Here are several key strategies that can help:
Prioritising Stress Reduction for Staff and Students
Stress reduction should be a central focus, not just for students but for staff as well. It is crucial for leadership teams to incorporate stress management into staff training. Educators need to recognise their own stress triggers and develop effective coping strategies, as their emotional state directly impacts how they support students. When staff are aware of their own stress levels, they are better equipped to manage classroom environments in a way that minimises stress for autistic pupils. This awareness extends to understanding how stress in adults—both teachers and parents—can affect autistic students. Offering training on stress reduction techniques, self-care strategies, and emotional resilience will ensure that staff can model positive behaviors and create calm, supportive learning environments.
For students, leadership teams should allocate resources to support their access to learning in ways that reduce stress and anxiety. Identifying what motivates and engages autistic learners is key to reducing their stress. Providing sensory-friendly environments, allowing for sensory breaks, and offering individualised learning plans can make a significant difference in how well autistic students cope with the demands of school life.
Strength-Based Approaches
Focusing on strengths is fundamental to creating a wellbeing culture within schools. Leadership teams should embed a strength-based approach in their school ethos, encouraging staff to identify, nurture, and celebrate the unique abilities of each student. For autistic pupils, this can be transformative. Helping students see their own strengths, alongside their interests and passions, allows them to experience success, which is crucial for their confidence and long-term development.
A wellbeing culture places strengths at the core, shifting the focus from what a student finds challenging to what they excel in. Leadership teams should ensure that strengths are regularly discussed with autistic students and that staff are trained to use these strengths as a foundation for learning. For instance, if a student has a passion for a particular object or topic, this can be used as a tool to engage them in learning. A personal example I’ve encountered involved a student who was fixated on his trainers. Rather than viewing this as a distraction, I took photographs of his trainers and integrated them into learning resources, which helped the student engage in lessons. Leadership teams should encourage staff to find creative ways to connect with autistic students through their interests, using these as entry points for learning.
Creating Parent Ambassador Schemes
Parents and caregivers of autistic children can often feel isolated, especially when navigating the unique challenges their children face in the education system. Leadership teams can play a pivotal role in reducing this isolation by establishing parent ambassador schemes. These initiatives allow parents of autistic pupils to support one another, share experiences, and provide mutual encouragement. Schools can serve as the catalyst for these groups, offering a space for parents to connect and access resources.
By facilitating these parent networks, schools can foster a sense of community for families, reducing the risk of loneliness and providing a support system that extends beyond the classroom. Additionally, this partnership between the school and parents ensures that both parties are working together in the best interest of the child, sharing insights, strategies, and approaches that promote the child’s wellbeing.
Embedding a Culture of Support
For leadership teams, embedding support for autistic students is not a one-off action but an ongoing commitment to building a culture of inclusion and wellbeing. By focusing on stress reduction for both staff and students, adopting a strength-based approach, and fostering strong parent support networks, schools can create an environment where autistic pupils are not only supported but can thrive. Leadership plays a critical role in ensuring that resources, training, and practices are in place to make this culture of support a reality.
“Would you like to add anything?”
I believe that schools and colleges can greatly benefit from regularly assessing the strategies they have in place to support autistic students and other neurodiverse learners. This is not about implementing a one size fits all approach but about fostering a culture of reflection and continuous improvement. Leadership teams and staff should frequently ask themselves, “Are we enabling all children and young people to be themselves?” This simple yet powerful question challenges schools to ensure that their systems and processes genuinely create an inclusive and supportive environment for every student.
It’s important to recognise that strategies that work well at one point may need to be adapted as students grow, as new challenges arise, or as the school environment changes. Regularly revisiting policies and practices, gathering feedback from students, staff, and parents, and being open to change is key. Schools should constantly ask, “Is this working?”—and if the answer is no, they must be willing to explore new approaches and tailor support to better meet the needs of their students. This kind of flexibility and responsiveness is essential to ensure that autistic pupils, and indeed all students, can thrive.
In essence, creating an inclusive, supportive school culture requires more than just initial strategies or interventions. It demands ongoing dialogue, reflection, and a commitment to evolving practices to truly empower every student to reach their full potential. Leadership, staff, parents, and students must work collaboratively to create an environment where every individual is valued, supported, and able to be their authentic selves.
By building in this cycle of reflection and adaptation, schools and colleges can not only better support autistic students but also create a dynamic, inclusive learning environment that benefits all members of the school community.
Any more questions?
If you’d like to hear more insights , sign up to access the discovery workshop. This discovery workshop helps you understand how to improve access to learning for autistic pupils and support their mental health.
