How to Foster Belonging for Autistic Students

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Studies show that between 63% and 77% of autistic children have experienced bullying at some point in their lives. Autistic students are also more likely to experience social isolation than their neurotypical peers. With so much of a child’s life being spent at school, it’s important for them to feel a sense of belonging and safety while there. Schools, like many environments, are often not set up to meet autistic students’ unique needs, which makes it harder for them to feel a true sense of belonging.

Creating an environment where autistic students feel a sense of belonging goes beyond making sure they’re included in school activities. It’s about valuing autistic students for who they are, celebrating their strengths, and addressing their unique needs. Building a school and classroom culture that embraces neurodiversity requires intentionality from the entire school community. 

Use Neurodiversity-Affirming Language

The way administrators and educators talk about autism can either reinforce negative stereotypes or promote acceptance. Neurodiversity-affirming language is language that speaks about neurodivergence as natural neurological differences rather than deficits that must be cured or suppressed. 

For example, saying that a student “has autism” frames it as a condition that needs to be fixed and that it should be separated from the individual. People who use neurodiversity-affirming language instead say “autistic student” because they recognize that autism is an inseparable part of that person’s identity and nothing to be ashamed of.

By using neurodiversity-affirming language, educators can show that they respect and accept their students for who they are, which can positively impact their self-esteem and overall school experience.

Give Students School-Wide Roles

School-wide roles, such as student council positions, can foster a sense of belonging by empowering autistic students to contribute to the school community. School-wide roles provide opportunities for students to showcase their strengths, learn new skills, and build relationships with students and staff.

When offering roles it’s important to consider individual preferences and strengths. A student who enjoys organization could thrive as an event coordinator, whereas a student who enjoys graphic design might prefer to design flyers for school events.  Tailoring roles to students’ interests and abilities ensures that they feel empowered and valued as individuals.

Support Staff Members

Support, in this case, is two-fold. It means ensuring that all staff members have the tools and resources they need to successfully educate and support their students, and it also means supporting neurodivergent staff members to ensure their needs are met as well.

During our webinar, Addressing Challenging Behaviors: Neurodiversity-Affirming Strategies for Schools, teachers throughout the country expressed their need for more professional development opportunities to learn about neurodiversity. It’s impossible to create a school where all students feel like they belong if the educators are not knowledgeable about the challenges their students face and how to support them. Our Guide to Addressing Challenging Behaviors in Special Education is a solid starting point for understanding the reasoning behind certain behaviors and how to address them in a way that empowers students rather than punishes them. 

For autistic staff members, support includes making accommodations that cater to their unique needs as well. For example, creating a sensory-friendly break room and giving them the autonomy to use dimmable lighting can improve their work experience. Adopting tools that help them better organize their tasks or manage communication can improve their productivity while reducing stress and overwhelm.  When students see that staff members’ needs are met, they may feel more comfortable advocating for their own needs.

Choose Inclusive Curriculum

Students spend the majority of their school life learning content. When the curriculum fails to reflect the diversity of the real world, including neurodiversity, it can lead to feelings of isolation and reinforce the misconception about the capabilities of neurodivergent individuals. An inclusive curriculum that embraces neurodiversity can validate students’ experiences and help their neurotypical peers develop greater empathy and understanding.

Unfortunately, inclusive curriculum is still not the norm in K-12 education. Schools must actively seek and select curriculum that reflects diversity. Books, videos, and other learning materials that feature autistic characters teach all students to value and respect diversity, which promotes a supportive, welcoming school environment. 

While every autistic individual is unique, choosing materials that were developed by autistic creators can better ensure positive, accurate representation rather than neurotypical portrayals of autism that may be based on stereotypes. Social Cipher was founded by an autistic woman and is led by a team of more than 40% neurodivergent professionals. Our social and emotional learning curriculum and online game Ava was developed specifically for neurodivergent students, although students of all neurotypes can relate to the characters and learn valuable lessons.

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Ava and its supplemental curriculum have already impacted students in 200+ schools and therapy centers throughout the world. Learn more about Ava and our professional development opportunities to see how we can support you in fostering a greater sense of belonging for all students.

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Sources

CBS News. “Survey Finds 63% of Children with Autism Bullied.” Link

The Conversation. "Kids on the Autism Spectrum Experience More Bullying – Schools Can Do Something About It." Link

Social Cipher. "Creating Inclusive Schools: The Role of Neurodiversity-Affirming Language." Link

Social Cipher. "Addressing Challenging Behaviors in Special Education." Link

Social Cipher. “Addressing Challenging Behaviors: Neurodiversity-Affirming Strategies for Schools.” Link