The Internalised Autistic Experience

Small Things Matter1

Because autistic girls and gender-diverse students may be more likely to internalise distress and mask their differences, their experiences and support needs can be overlooked or misunderstood.

“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 my experience, these students will either burn out, drop out or act out- or do all three”. - Sarah Gurrin, Autistic Psychologist

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.
  • Ask the student what helps. Create regular opportunities for autistic students to share their preferences, access needs and the supports that work best for them.
  • 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 trusting relationships with neurodivergent students. Many autistic students benefit from support that is proactive, predictable and responsive to their individual needs, and need to feel listened to and understood.
  • 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 a range of spaces and sensory options that students can access proactively or when needed, including quiet or low-sensory areas as well as opportunities for movement, sensory input and active regulation.
  • Remove ‘motivators’ like reward charts. They may not work.

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