7 Ways to Help Autistic Students Stay in School

The traditional school setting can be challenging for autistic students. When their needs go unmet, families often look for alternatives like homeschooling and private school. While both can be viable options, many families cannot afford private schools or lack the time and expertise to homeschool effectively. Public school is often the only accessible option, and with students with disabilities being entitled to a free and appropriate public education (FAPE), it’s important for public schools to ensure they are meeting their needs. Unfortunately, that is not always the case.

By understanding the challenges that push autistic students out of public schools and how non-traditional options meet their needs, public schools can create a more supportive, inclusive learning environment.

Why Families Withdraw Autistic Students from Public School

Many educators work hard to provide accommodations and create inclusive classrooms, but systemic barriers, limited resources, and standardized expectations can make it difficult to fully support students in the ways they need. Amy Bodkin, an autistic homeschool consultant and former school psychologist, shared some of the most common reasons families withdraw their autistic children from public school:

All Kinds of Minds podcast guest, Amy Bodkin, works with families who either withdrew their children from public school to homeschool or chose to homeschool them from the beginning. Her experience working in public and private schools, combined with being autistic and a parent to autistic children, gives her valuable insight into why families pull their children from school and how schools can improve their support for autistic students. Here are five of the most common reasons families switch to homeschooling:

1) Limited Flexibility and Individualized Support

Strict schedules, curriculum expectations, and limited resources often prevent schools from providing the level of personalized learning and accommodations that some autistic students need. Large class sizes and inadequate teacher training further exacerbate this challenge, unfortunately leaving students without the necessary support to succeed. Families see their children become frustrated or disengaged and decide that the best way to ensure their child has the opportunity to learn and grow is to leave the public school system.

2) Sensory Overload

The traditional school setting can be overwhelming for anyone, but for autistic students with sensory sensitivities, the bright lights, crowded hallways, loud noises, and other stimuli can be unbearable. The overwhelm they feel goes beyond discomfort or distraction. It can be distressing and lead to daily meltdowns, anxiety, and school avoidance. When the school environment itself is the source of distress, families may feel they have no choice but to seek alternative environments with adequate sensory supports.

3) Social Struggles and Bullying

Autistic students often face social isolation when their differences are misunderstood or not accepted by peers. They may struggle to form friendships, be excluded from group activities, and be treated as outsiders rather than valued classmates. When bullying happens within a self-contained special education classroom, it can be even more difficult for schools to intervene due to limitations in how they can address students whose behavior is linked to their disabilities. These situations can leave families feeling helpless and that the only way to protect their children is to find somewhere where they’ll feel safe and accepted.

4) Deficit-Based View of Autism

Since the 1800s, the U.S. education system’s approach to special education has been shaped by the medical model of disability. The medical model of disability views autism as the source of “deficits” that needs to be “fixed.” This perspective can influence how autistic students are taught, supported, and treated at school. For example, if an autistic student struggles with group discussion due to processing delays, an educator with a deficit-based view would label them as uncooperative or push them to participate more. When a child is constantly told what they need to “fix” about themselves (or if it's implied through the school’s actions), it can negatively impact their self-esteem and desire to learn. Families who feel that the school does not recognize their child’s potential may seek an environment that nurtures their strengths. 

5) Overreliance on Behavior Management

Instead of addressing the root causes of behaviors, many schools implement behavior management strategies that focus on compliance rather than understanding. This approach can overlook the needs of autistic students and lead to ineffective, and sometimes harmful, behavior interventions. Families do not want to see their children repeatedly punished or misunderstood for behaviors that are natural to them, so they look for alternative settings that take a more supportive and individualized approach.

How can public schools better support autistic students?

There are no easy fixes to the issues listed above, especially because some of them are systemic and require unlearning harmful beliefs and practices. However, with a positive mindset, resourcefulness, and intentionality, school systems can make changes to greatly improve the school experience.

1) Implement Strengths-Based Supports

Instead of focusing on deficits, schools should identify and nurture students’ strengths. Whether it’s a deep interest in a specific subject, artistic abilities, or another strength, integrating strengths into learning builds confidence and engagement. For example, if a student has a special interest in vehicles, try incorporating trains, trucks, and other vehicles into reading assignments, math problems, and writing prompts.

2) Provide Sensory-Inclusive Environments

Many autistic students struggle with sensory processing challenges, which can impact their ability to focus and participate. Creating a sensory-friendly space does not have to be expensive. Schools can:

• Provide noise-canceling headphones or concert earplugs
• Offer alternative seating
• Schedule movement breaks
• Adjust lighting
• Design a sensory-friendly room where students can go when they feel overwhelmed or overstimulated

3) Train Educators on Neurodiversity-Affirming Practices

Teachers and staff need professional development on how to support autistic students effectively. Many teachers, especially those with years of experience, were taught about autism through a medical model lens. This shapes their view and can lead them to rely on behavior-based approaches that prioritize compliance and stereotypical “normal” behavior. There are many important topics for educators to learn about, but the following topics will set a solid foundation:

• How to address challenging behaviors using neurodiversity-affirming practices
• Creating a sensory-inclusive space, classroom, school, etc.
• Understanding and accommodating communication differences
• The importance of autonomy and self-advocacy for autistic students

Social Cipher offers professional development to support educators in better understanding and supporting their neurodivergent students. You can learn more here.

4) Offer Flexible Communication Options

Not all autistic students communicate in the same way. Schools can support students by allowing them to communicate in the way that works best for them without forcing verbal speech or eye contact. Schools can accommodate multiple communication methods by:

• Providing Augmentative and Alternative Communication (AAC) devices
• Using written communication or visuals for students who find speaking difficult
• Allowing students to type responses or use scripts when needed

5) Rethink Social Skills Training

Traditional social skills training often focuses on making autistic students conform to neurotypical expectations rather than fostering genuine connection. Autistic students often face bullying because their differences are not understood or accepted by their peers. Schools can address this by shifting the responsibility away from autistic students to change and instead foster an environment of acceptance. A better, more affirming approach involves:

• Teaching all students (not just autistic students) about different communication styles
• Providing inclusive social opportunities such as interest-based clubs
• Supporting autistic students in forming friendships in ways that feel natural to them
• Modeling what it looks like to respect, appreciate, and value differences by ensuring representation throughout the school and curriculum

6) Ensure IEPs and 504 Plans Reflect Student Needs

IEPs are often written in a way that protects the school rather than centering the needs of the student. This can lead to accommodations that look good on paper but fail to provide meaningful support in practice. Schools should ensure that IEPs and 504 Plans:

• Are truly individualized, rather than using generic accommodations
• Involve autistic students in setting their goals and accommodations
• Recognize the need for supports like sensory breaks or alternative assignment formats
• Avoid forcing goals that prioritize compliance over meaningful skill development

7) Encourage Family Involvement

Families often feel frustrated when they are left out of the loop or feel like their voices are not being heard or valued. Proactive communication and opportunities for parent involvement help families feel valued. Keep conversations focused on student success rather than legal compliance, as the opposite can make families feel like their children are burdens rather than valued members of the school community. Involve parents by:

• Holding regular meetings where parents can give input
• Using a communicating app or creating a system for easy communication
• Keeping families updated on their child’s progress and needs
• Offering workshops or informational sessions to help families understand available supports and services
• Encouraging parent-teacher collaboration when adjusting accommodations

‍

Sources

Bodkin, Amy. "What Schools Can Learn From Homeschooling." All Kinds of Minds Podcast, Episode 5. Link