BGE Secondary

Estimates tell us that around 1 in 100 young perople are autistic. This suggests that we have many autistic children in our secondary BGE setting.

Early recognition and intervention ensures that young people can receive the most appropriate support and in turn benefit from the best outcomes; autistic learners in secondary schools may already have an identification of autism. However, for a variety of reasons some young people may not have an identification and one may not be sought. Irrespective of this, the practitioner will be working with the family to support a young person who appears to have social communication difficulties which may or may not lead to investigation for autism.  

Autistic learners present with a variety of strengths and challenges. With suitable understanding, support and adaptation, they can thrive in secondary school and will feel safer, less anxious and have an increased understanding of what is expected of them. This in turn will mean that the young person is more likely to have increased attainment, improved engagement and is less likely to become anxious and stressed.

Secondary school BGE and autism   

It is extremely important that autism is not perceived to be negative, autistic learners have many positive attributes and presenting autism as a ‘deficit model’ is not helpful. For example, autistic learners may be skilled at paying attention to detail, follow clear rules and are honest. These abilities can be used to encourage engagement, and enable them to make their own, unique contribution within the secondary setting. 

The Toolbox section on Understanding Autism provides a range of information. When planning to support a young person in secondary school, it is important that there is an understanding of the way in which these factors affect the individual. The unique make-up of the school community will be an important consideration. For example: 

• Autistic young people may also have a good or above average range of vocabulary. However, having a complex vocabulary does not mean that the child will understand the same level of vocabulary, nor that the child will understand the vocabulary that he or she is using. They may present with difficulties extracting inference from text. 
• The environment of the classroom and ethos of the school can have a negative impact if they are not inclusive.  The Professional Development section has information on a professional learning resource to support the inclusive classroom the ‘Framework for inclusion: CIRCLE Secondary’.
• The size of the secondary school and range of social and learning opportunities  

Autistic learners (especially when diagnosed in later childhood) may have had negative experiences in relation to school. These experiences will have decreased confidence, and self-esteem. Rebuilding self-esteem is an important step. Often autistic learners have a fear of failure, and so negative responses from staff within the school setting can increase the anxiety and subsequent negative behaviour.

The Welsh Local Government Association has developed a helpful guide for secondary schools.  

‘Autism: A Guide for Mainstream Secondary Schools’

Select ‘here‘ to access the guide.