The Internalised Autistic Experience

Small Things Matter16

Because autistic girls and autistic gender diverse students more commonly internalise and mask their differences, the needs of these students can often be overlooked.

“By providing small but intentional supports, such as sensory-friendly accommodations, quiet spaces, and trusted teacher-student relationships, educators can make a significant difference. These accommodations help to meet underlying needs and prevent burnout, encouraging authentic engagement and reducing the need for autistic students to mask. Without us addressing their hidden and unmet needs, in y experience, these students will either burn out, drop out or act out- or do all three”

Here are some of the small things that matter to autistic girls and gender-diverse young people in the school setting.

Sensory Environment

  • Lighting
  • Noise
  • Smells
  • Temperature

Social & Emotional Well-being

  • Voice/Tone
  • Anxiety Management
  • Break Times
  • Quiet Areas

Physical Activities

  • P.E. Lessons
  • Assemblies/Sports Days
  • Seating Arrangements (including during carpet time)

Personal Safety & Comfort

  • Uniforms
  • Interoception Awareness (bathroom use)
  • Food (temperature and texture preferences)
  • Seating

Structure & Access

  • Flexible Scheduling
  • School Navigation
  • Seating Arrangements (assigned seating, personal stationary)
  • Break Card

How Can Schools Become More Neuro-affirming?

One of the most powerful ways schools can support better mental health outcomes for autistic students is to develop a school culture that openly celebrates neurodiversity and all types of differences. This can be achieved by embracing autistic (and otherwise neurodivergent) culture; learning directly from autistic people; supporting autistic young people to connect with their peers within the autistic community; and by ‘normalising’ accommodations that help autistic students to feel safe, supported and understood.

  • Allow for needed accommodations to be accessed with dignity. When other students see that accommodations are being accessed easily, it normalises diversity.
  • Provide an open space with quiet activities during recess and lunch, so that the children who may not have someone to play with always have somewhere to go.
  • Build rapport with your neurodivergent students – Autistic children need more support in a variety of areas, and they need to feel like they are supported and listened to.
  • Source autistic-led training around neurodiversity and mental health so that staff can develop better knowledge in those areas, and are better equipped to understand these students.
  • Seek connection, not correction.
  • Develop a school culture where issues around mental health are openly spoken about, and maintain an open dialogue with students and families so that supports can be put in place as soon as an issue is identified.
  • When able, run special interest activities that anyone is free to join in during breaks. Even if autistic children choose not to participate, they are still around others, which can be important to ensuring that the mental health of children is being taken care of.
  • Implement diversity into the curriculum.
  • Provide safe/quiet spaces or breakout rooms to allow neurodivergent children the time they need to re-regulate.
  • Remove ‘motivators’ like reward charts. They may not work.

1. Sarah Gurrin, ‘Small Things Matter’, Yellow Ladybugs Conference 2024