Misunderstandings about autism are common in classrooms, often leading to unfair assumptions about a child’s behavior. Teachers may not realize that behaviors like fussy eating, sensory issues, or social withdrawal are typical of autism, not the result of poor parenting. So, how do you explain your child’s needs to teachers?
Because some autistic traits aren’t always visible, especially when a child can speak or interact during the school day, teachers may misinterpret sensitivities as attention-seeking or behavioral problems.
If you feel your child’s needs are misunderstood, consider scheduling a meeting to clarify their autistic traits. Here are some ways to effectively explain and advocate for your child.
Struggling to explain autism? Get our free guide with clear, simple ways to educate teachers, family, friends, and others about autism:
1. Explain their food and diet preferences
If talking about food with teachers, ask staff to understand that your child has a limited number of foods they will eat. Encourage supporting them in eating food during the day rather than questioning what is being eaten.
Explain to staff that you continue to make attempts to broaden the range of foods your child can eat.
If there are physical sensitivities, explain to them: one of my children can’t eat strawberries because of the seeds. If your child has a limited number of foods they can eat, you will need to continue to raise this issue when new staff work with your child.
2. Inform the staff about toilet-related issues
If toileting is a problem, keep staff updated on issues. Sometimes children with autism can refuse to visit toilets at school for sensory reasons and may have accidents as a result. They may be slower to toilet train or have issues with night nappies for longer than other children.
If your child needs changes to toilet facilities at school, or to attend the toilet during class times instead of recess, then incorporate these needs into your child’s plan.
3. Emphasize your child’s special interests
If your child has limited kinds of activities they enjoy being part of, you will need to continue to remind staff that your child is not limited but rather a specialist. Reframing the way people see your child is one of the joys of raising an autistic child.
Your child can certainly add in new activities, but moving on to new things is a delicate operation. Sometimes, as a parent, it is better to pick your battles. It is the same in a school setting, and you can pass this idea on to your child’s teachers.
4. Address sleep challenges openly
If staff questions you about sleep habits or routines, be clear that you are a parent who considers the welfare of your child at all times. However, no matter the routine, your child has problems sleeping.
Don’t be afraid to ask the staff if there are things during the school day that you are concerned about. Explain how social or learning difficulties at school follow them home and affect their ability to sleep at night.
It’s common that processing information at night and worrying about things causes significant problems for students with autism.
5. Advocate for alone time
There may be a lot of times that your child needs time alone. It may be that at break times, they need alone time instead of participating in playtime. Explain to staff that being alone at times during the day helps your child stay at school.
Tell them you are not worried about your autistic child making friends. At this point, being at school is more important than socializing during breaks.
6. Explain communication differences
At times your child may use phrases that are well-known to them instead of using newer words to describe things. It is typical for students with autism to use well-word phrases or scripts to avoid real communication exchanges.
This may be because of the inability to think quickly to respond, or because they don’t know the right thing to say, so they say something familiar. Some parents train their children to remember familiar responses, so explain this to staff.
Can a teacher tell a parent that their child has autism?
Teachers are often the first to notice developmental or behavioral differences in children, but it is not within their role to diagnose or label a child with autism.
While teachers may observe certain traits, such as difficulties with social skills, communication challenges, or repetitive behaviors, they should avoid directly telling a parent that their child has autism.
Instead, teachers can express their observations in a neutral, supportive way and recommend that parents seek further evaluation from professionals, such as pediatricians or developmental specialists.
It’s important that teachers maintain a sensitive approach and offer resources or guidance to help parents access the necessary support.
Your involvement makes a difference
If you have concerns about the validity of classroom routines, it does not hurt to ask about them. Sometimes, questioning staff about what they are doing sends the message that you also have ideas and strategies about how to best deal with your child.
Staff who see you as an active person in your child’s life are more likely to remember that your child has a team of people around who understand their needs.
Parents are the people most likely to understand their child’s needs and worries, so it is important to remember that your visible presence is vital. Good teachers listen and interact with parents and understand they are a key part of every child’s success.
FAQs
Q: How to explain autism to a teacher?
A: Explain that autism affects how your child experiences the world, including communication, social interactions, and sensory sensitivities. Share specific ways it manifests in your child and offer strategies that help them succeed in the classroom.
Q: How do I explain to my child what autism is?
A: Tell your child that autism is simply a different way their brain works, making them unique in how they think, feel, and interact with others. Emphasize their strengths and reassure them that being different is okay.
Q: How do you explain autism in a positive way?
A: Frame autism as a different way of experiencing the world, with unique strengths like creativity, focus, or attention to detail. Highlight that while some things might be more challenging, being autistic also brings special abilities.
References
Oliver-Kerrigan, K. A., Christy, D., & Stahmer, A. C. (2021). Practices and experiences of general education teachers educating students with autism. Education and Training in Autism and Developmental Disabilities, 56(2), 158-172. https://www.jstor.org/stable/27077957
McDougal, E., Riby, D. M., & Hanley, M. (2020). Teacher insights into the barriers and facilitators of learning in autism. Research in autism spectrum disorders, 79, 101674. https://www.sciencedirect.com/science/article/pii/S1750946720301641
Bolourian, Y., Losh, A., Hamsho, N. et al. General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies. J Autism Dev Disord 52, 3977–3990 (2022). https://doi.org/10.1007/s10803-021-05266-4
Gómez-Marí I, Sanz-Cervera P, Tárraga-Mínguez R. Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review. Sustainability. 2021; 13(9):5097. https://doi.org/10.3390/su13095097
Jury, M., Perrin, A. L., Desombre, C., & Rohmer, O. (2021). Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties. Research in Autism Spectrum Disorders, 83, 101746. https://www.sciencedirect.com/science/article/abs/pii/S1750946721000210
