Building the teacher–student relationship
Take time to build a relationship with the student. Neurotypical children often understand the teacher’s role and respond well to constructive feedback. Difficulty grasping social cues is part of the profile of autism spectrum conditions. For this reason, children with ASD may not follow the teacher’s instructions because they understand their status, but rather when they understand what is being asked of them.
It matters that the teacher builds a relationship with the child so that praise and positive attention from the teacher feel meaningful.
In the first days, the teacher’s role is to get to know the pupil and establish a relationship. Games or conversations based on the child’s interests can help.
Making school enjoyable
Sometimes integration becomes hard. Between rules, lessons, changing structure, and social demands, it is no surprise that many children would rather stay home. Adapting to school rules is still an important way to prepare children for the real world. However, when a teacher is working with a child who has a history of school refusal, an effective approach is to make being at school as positive an experience as possible.
In the first days or weeks, it helps if the teacher links the academic setting with activities that are fun and rewarding for the pupil.
Behaviour management
Teachers aim to teach new skills. That becomes very difficult when a child shows significant behaviour challenges. Addressing behaviour is not optional—it is necessary. Only after those needs are met can the child learn effectively. There are many books and articles on behaviour-management strategies and positive support; the right approach depends on the child’s behaviour profile.
Explaining rules and giving perspective
Do not assume the pupil already knows and follows rules. Phrases like “they should know better” are not helpful for staff working with autistic pupils. It is better for the teacher to set aside assumptions about what the child “should” already know.
Explaining rules very clearly and repeating them whenever needed supports long-term compliance. Writing rules down and illustrating them with pictures can help autistic pupils understand and follow them more easily. When a pupil with ASD understands the reason behind a rule and sees it as more than “because an adult said so”, they are often more willing to cooperate and follow classroom rules alongside peers.
A calm-down space
Ideally, every classroom should include a calm area the autistic pupil can use whenever class demands exceed their capacity to cope, or when they need access to sensory regulation. This space can include favourite items—books, toys, and so on.
Breaks
Most people need regular breaks to get through busy days, and children are no different. Behind school refusal is often a need to escape academic, social, or sensory demands. It helps if the teacher offers constructive “ways out” so the pupil does not need to use negative behaviour to obtain a break.
While many autistic pupils settle well into school, others are at risk of low attendance or school refusal. That is why it is important to develop strategies that support better integration.
Andra Tabără, Psychotherapist, Board Certified Behaviour Analyst