Strategies
- Ask how they would like to be supported in social situations.
- Build a relationship with the students – they need to feel accepted.
- Build in a quiet time into the day for them to reduce the need to mask.
- Introduce regular social skills opportunities to tackle challenges such as people pleasing, overly trusting, low self-esteem.
- Provide tailored sex education. For more information see: keeping-it-all-inside.pdf (autisticgirlsnetwork.org), p.25
- Anxiety in class may be reduced if they can sit with a friend.
- Be aware that group work can be a challenge. Autistic girls may prefer paired work with a friend.
- May benefit from structured opportunities for socialising at the less structured times of the day, such as through attending lunch clubs.
- Anxiety may be reduced if they are seated with a friend, or seating does not change.
- Working with a friend can reduce anxiety for group / paired work.
- Gather the pupil’s views to understand their views of themselves, school and their likes/ dislikes or strengths / needs.
- Identify triggers and patterns for anxiety.
- Build a positive relationship with the young person.
- Introduce a safe space or safe time for the autistic girl to process their thoughts and feelings.
- Transition plan in place ahead of a new year group / school move. This plan needs to continue into the new year too.
- Information sharing across classes / schools through one-page profiles and other key individualised documentation.
- Visual transition packs for the student to become as familiar as possible with new class / environment / teachers. Involve the young person in the transition plan.
- School staff to consider the sensory environment and adjustments to support a new student transitioning into their class / school. Remember a low sensory arousal environment is important for most autistic pupils.
- School staff to be trained and aware of challenges autistic pupils may face, including being mindful of autistic masking.
A transition plan can include:
- Colour coded map of the school
- Visual timetable
- Peer mentor system of support
- Keyworker (named point of contact)
- Support group
- Access to breakout space (i.e. SEND hub)
- Interest-led clubs
