https://drmeganrichardson.com/autistic-brains-in-school
Due to the need for a quick grab-bag of advice about autistic shut downs and melt-downs in the classroom, I have cobbled together this very brief presentation. I love dot points.
I thought it could be very helpful to share, and please feel free to pass the link on to your schools or teachers or take in some of the advice for yourselves.
As I have said (and the young people contributing insisted on saying), WE ARE ALL DIFFERENT. This is just a framework and some suggestions, from a combination of my experience as a psychiatrist with a special interest and a lot of time thinking and listening, and the experiences of autistic people. It is entirely led by lived experience.
We are all just doing our best, often with very little in the way of resourcing, time or extra energy. This cheat sheet should save energy in the long run and won't take long to go through.
This is written from a lived-experience perspective and is intended to help teachers understand how to help keep an autistic young person learning, settled and happy, and what to do if they become upset.
Please note that there are many many presentations of autism and autistic traits. This presentation applies more to the young people who attend integrated and regular schools and may be masking with all their might.
I dream of the day that I no longer hear the phrase "But he/she can make eye contact".
I will be writing a presentation from the perspective of what this is like after finishing school. I hope it helps.
Autistic Brains in School
A guide for understanding and supporting different kinds of thinking.
1. Every Brain Works a Little Differently
All human brains are wired through networks of billions of connections that develop and reorganise throughout life. In autistic people, these networks are often connected slightly differently, which means some regions communicate more intensely, while others may link less.
This isn’t a disorder of structure — it’s a difference in how information (including social) and sensory experiences are processed. Because of this, the autistic brain may:
take in more sensory and emotional information at once,
find it harder to filter or prioritise what’s most relevant, and
sometimes feel overloaded in busy or unpredictable environments.
These same traits often bring great strengths: noticing patterns and detail, deep curiosity, honesty, and original problem-solving.
2. What It Can Feel Like from the Inside
When things are calm, the autistic mind can feel bright, alert, and focused — noticing small details, making creative links, and thinking deeply.
When there’s too much input (noise, light, change, or pressure), the brain can reach sensory or cognitive overload.
That can lead to a shutdown:
Words disappear, and thinking slows or stops.
The body may go still, quiet, or withdrawn.
The world feels distant or muffled.
It isn’t rudeness or defiance — it’s the nervous system protecting itself. It is not a choice. The brain is saying:
“I need safety and quiet before I can think again.”
Recovery takes time. Speech, focus, and energy usually return once the environment feels calm again.
3. What Helps in the Classroom
Predictability and clarity
Give instructions step-by-step and in writing if possible.
Use visual reminders and consistent routines.
Let students know when things will change.
Reducing sensory and mental load
Simplify visual displays and reduce background noise.
Offer quiet work areas or headphones.
Build in pauses between activities or transitions.
Flexible learning and assessment
Allow students to demonstrate understanding in different ways — spoken, written, visual, or practical.
Offer thinking time before expecting responses.
Focus on comprehension, not speed.
Supporting regulation
Encourage short breaks or movement between tasks.
During shutdowns, speak softly and avoid rapid questioning.
Sitting nearby quietly can be grounding; don’t force interaction.
4. Shifting the Perspective
Autism is not something to fix — it’s one of many natural ways a human brain can develop and process the world.
When schools adapt environments to support different kinds of thinking, all students benefit.
Instead of asking:
“How can we make autistic students fit school?”we can ask:“How can we make school fit more brains?”
5. Key Principles for Teachers and Schools
Focus | Practice |
Clarity | Clear, predictable communication and routines |
Safety | Early recognition of overload; access to quiet, low-stimulus spaces |
Flexibility | Different paths to learning and demonstrating understanding |
Respect | Listen to what students say about their experiences |
Connection | Build trust before expecting performance or change |
6. A Final Thought
Every brain has its own rhythm and way of making sense of the world.When we understand how autistic people experience their environment, we can teach and connect with more patience, compassion, and creativity.
Support begins with understanding — and understanding begins with listening.
