Exclusions can have a devastating affect on not just the child, but the family and staff too. During my teaching and SENCO years, I was lucky to work for a headteacher who avoided exclusions at all costs and we always focused on what else we could do, what help we get, what changes to provision we could make, working with the family and other members of staff to do so. It was not easy. Exclusions are still an ongoing problem for autistic children, their families and schools.
According to the National Autistic Society, autistic pupils are 3 times more likely to be excluded, with the main reason being aggressive behaviour or a physical assault on an adult. This is often attributed to disruptive behaviour, not following adult instruction.
I always find it very sad to hear when a child in Reception has been excluded – what leads to an autistic 4 year old being excluded, not necessarily permanently but a day or 2 days? What help is needed to ensure school can cope? It must be taken into consideration that at this age, the children do not have the skills to express themselves in the same way and behaviour as a method of communication must be understood. What is the child trying to tell you? I am scared, I don’t understand, I am overwhelmed …. It may be an indication of unmet needs and it must be reminded that ‘reasonable adjustments’ are expected as part of the Equality Act 2010.
The National Autistic Society believes that any discussion of behaviour in school must recognise that autistic children’s behaviour is affected by the support they receive – or don’t receive. It is essential that autism is well understood in schools, and that children receive the help they need. The Timpson Review of School Exclusions (2019) makes is clear that support for children with SEND should be provided at an early stage, as set out in the SEND Code of Practice. It also makes 30 recommendations to the DfE to improve exclusion rates, including the importance of supporting the workforce through expert training to understand behavioural responses. Last year the Upper Tribunal delivered a landmark judgement that schools must make sure they have made any necessary adjustments for autistic children, or children with other disabilities, before they resort to exclusion. Schools can be overwhelming places for autistic children – things like bright lights, sudden noises, unclear instructions or other children’s unpredictable behaviour can trigger extreme levels of anxiety. This can lead to behaviour that seems naughty or disruptive but is actually an indication that they are overwhelmed, anxious or distressed.
I think this all leads back to some key points to help support, ones which I promoted in my previous role as a specialist teacher and now as autism act.
- Knowing the child and their own individual profile with in the 4 key areas of autistic difference – social understanding, communication, information processing and sensory processing. How do they cope with situations and tasks relating to those key areas?
- Using individual interests to build relationships so the child does have joint attention with an adult – ‘the cultural interpreter’ for that child.
- Analysis of behavioural responses. I like the ‘iceberg model’ to understand behavioural responses. We see the response (the tip of the iceberg) but don’t always consider the reason behind it (what’s beneath the surface). What did the child not understand, what difference in perception did they have? What does their response tell you?
- Does the provision in place meet the child’s needs? Is it based on their individual profile or it is based on what they ‘should be able to do’? Are they expected to sit for phonics when joint attention is still developing? What understanding does the child have of what is expected? Is sensory provision in place based around individual need and does the child have regular breaks to meet that need?
- What steps are taken to support the child’s understanding through visual supports and methods of communication? Are social stories used to promote understanding of social situations? (Social Stories by Carol Gray). Are emotional needs met through Zones of Regulation or the Incredible 5 Point Scale?
- Are tasks given purposeful and meaningful to the child? Within their zone of proximal development or too overwhelming for them personally? Does the task have interest for the child?
- What support is put in place for staff to ensure they can cope and follow routines etc consistently? Have they had autism training? Is there a plan for staff to follow to give them confidence in difficult situations?
While this won’t prevent every exclusion and it would be naive to think it could, it is a starting point. especially for our youngest pupils. I also believe that as professionals can we get caught in a cycle of ‘sending a child home just in case’ to prevent exclusion and this is a dangerous pattern to become part of. Taking the child out of the environment does not help to build consistency in approach and it is more beneficial to have that water-tight provision in place day in, day out, knowing the child and their individual profile and ensuring provision meets individual need is crucial and being flexible when needed.
The National Autistic Society has comprehensive advice around exclusions, which can be found on their website.
The Autism Education Trust also has a range of publications on their website to support schools.