Autism myth busting

Here are some common myths around children and young people with autism and school which have been busted.

If a child or young person is fine in school, then they must be okay at home too

It’s widely recognised that some children will mask or camouflage their difficulties in school, or that their difficulties may not be as apparent in the school setting. This can be for a variety of reasons, including perfectionism, the need to follow rules, or anxiety related to autism. It may be that the school day with its rules and routines suits them better than the unpredictability of life in a busy household.

Children may work so hard during the school day to fit in and not appear different, that when they get home, they “let out” the whole days' worth of built-up distress and mental effort. This can come out in many ways. Some children may become very withdrawn, not want to talk to parents and want a quiet space to wind down. Other children will come out of school with huge amounts of pent-up energy and run, climb, and bounce all evening. Other children may come out seemingly fine, but the slightest upset may trigger a huge emotional “meltdown”, which may be tears, tantrums, anger, physical acts, or other expressions of distress.

If you observe these signs of distress in your child or young person, it’s important that you raise this with the school.

If a child is experiencing difficulties at school, then there will be problems at home

This is not true. Autism presents many children with challenges at school, arising from the need to fit in or conform to their environment, or because they are being bullied, experiencing sensory difficulties (for example, noise or the feel of clothing).

It’s important to discuss with school the possible causes of difficulties so that the school can work with parents to address them.

Autism is a recognised disability under the Equalities Act 2010, and school is under a duty to make reasonable adjustments to enable children diagnosed with autism to be in school and able to participate in learning.

If a child is doing well academically, then they don’t need extra support

Academic achievement is only one aspect of a child or young person’s life.

If there are other difficulties for the child or young person, then they need to be addressed. If a child or young person is having to put so much emotional, mental or physical energy into doing well in school that they cannot enjoy family life or engage in anything outside of school, then they are not fine.

Some autistic children will be so focussed on doing the right thing in school, following the rules and getting everything perfect, that they can’t function at all out of school or have huge meltdowns every evening. If you observe these signs of distress in your child or young person, it’s important that you raise this with the school.

Schools don't have to make reasonable adjustments until a child has a diagnosis

The aim of support any stage is to meet the needs of the child or young person. Meeting need is not dependent on a diagnosis.

Autism is classed as a disability. The term 'reasonable adjustment' has a specific meaning in the Equality Act 2010, placing a duty on schools, employers, public bodies to make any adjustments reasonably necessary to enable people with a disability to access those services. Therefore, the duty on schools to make reasonable adjustments arises once a diagnosis is received.

However, schools also have duties to ensure children with Special Educational Needs and Disabilities (SEND) can access education and must do all they can to make the special educational provision that a child needs.

Children or young people have to have a diagnosis in order to get support in school

Children or young people do not need a diagnosis to get support in school. Schools must do all they can to offer the special educational provision that a child needs. The only time when a child or young person would need a diagnosis in education would be to attend an autism-specific special school or a dedicated resource.