Starting School

The term ‘neurodiversity’ is often used to describe the natural variation in the way an individual’s brain functions. It refers to the differences in the way people behave, and how they experience, understand and interact with the world around them. 

No single person can be neurodiverse – that’s a common misuse of the term. Everyone is different from others, so everyone is neurodiverse, including neurotypical people. The term ‘neurotypical’ simply refers to a person with a more common type of brain (otherwise known as a neurotype) in terms of how they sense the world and people around them, and how they think, feel and respond. When you are neurodivergent, you differ from the ‘typical’ or more common type of brain. Autistic people are neurodivergent, as are people with attention deficit hyperactivity disorder (ADHD) or obsessive-compulsive disorder (OCD), or with learning differences such as dyslexia or dyspraxia. About 1 in every 5 or 6 children has variations in their brain development (raisingchildren.net.au, 2022).

Autistic people are not broken or disordered, they are just different, and may have additional support needs. When we understand and make allowances for neurodiversity, children are less likely to experience difficulties at school and more likely reach their full potential.

Communicate to your school and teachers the language you and your child prefer to use – such as ‘neurodivergent’, ‘autistic’, ‘on the spectrum’, or ‘with autism’. Note that most autistic adults prefer the term ‘autistic’, as it is part of who they are, and seen as part of their identity. You cannot remove autism from a person – autism is part of who a person is.

Autism is a lifelong developmental disability and can present in different ways as a child matures. It is generally associated with differences in the way a person learns, thinks, communicates and behaves. An autistic child may have a wide range of strengths, interests, abilities, needs and challenges.

Every autistic child is different. Some may have communication difficulties that prevent them from expressing their needs and feelings in ways others do. They may also have challenging behaviour that places them at risk and impacts their safety and wellbeing at home and at school. Some children also have restricted interests or display repetitive or highly focused behaviours.

Autistic children may have average IQ, or be academically gifted. They may be able to communicate effectively but experience other social challenges, such as with learning to play with other children or understanding the perspectives of others.

Some autistic children may be constantly conscious of sensations that other children are not aware of (for example, sounds, smells, tastes, touch, visual stimuli). On the other hand, they might not notice sensations inside their bodies, such as hunger or pain, in the same way their peers do.

There is considerable variation in the way autistic children’s brains work. For this reason, it is important that a child is provided with individualised support to help them access and participate in learning at school, and feel a sense of belonging.

In summary, autistic children may act in a different way to other children including showing some indicators of autism [PDF].

However, autistic children may also have exceptional strengths, including:

• strong visual skills and ability to pay attention to detail

• problem-solving and logical thinking skills

• advanced memory skills

• hyperlexia (ability to read and understand written language at an early age)

• good understanding of and adherence to rules

• special interests in particular topics

• ability to focus and pay attention for long periods

• exceptional honesty, reliability and loyalty

• ability to focus and pay attention for long periods.

In some cases, an autistic child may also be diagnosed with another condition. When one or more conditions occur together, they are referred to as co-occurring or co-existing conditions. Co-occurring conditions may occur at different times in an autistic person’s life and have differing impacts on the way they behave and learn. Some common co-occurring conditions seen in autistic children may include language delay speech disorder, developmental language disorder, anxiety, ADHD and motor difficulties. Find out more about conditions that can occur with autism.

Although your child may not develop a co-existing condition, if you notice a change in their behaviour or feel that they are not responding to the supports in place at school, it is important to discuss this with your child’s school. This will help the school to make the appropriate adjustments to help your child to access learning at school. The school can provide support to your child even if they don’t have a formal diagnosis of a disability.

You can take the following steps if you have concerns about your child:

• Let their teacher know about any changes you have noticed at home and establish whether these are also happening at school.

• Meet with the school support team to discuss and decide on supports that might benefit your child. This might include gathering further information about your child before making any decisions. The school might suggest that they collect information through school-based tests or classroom observations.

• Arrange a follow-up meeting to talk about the school’s recommended next steps. If necessary, discuss your concerns with your GP or paediatrician.

For more information go to the Talking to your child's teacher topic below.

Signs and behaviours of autism are often present before a child is 3 years old but might not be detected until a child starts primary school. You may notice that your child is not adjusting to the school environment as expected. Your child’s school might also make similar observations or might not even be aware that your child is finding adjusting to school difficult because your child might behave differently at school and at home.

If you or your child’s school suspect that your child might be showing signs of autism, the next step is to consider a formal assessment. The school may suggest that you make an appointment with your GP who can begin the process of referring you to the appropriate health professional.

Sometimes a team of professionals is required to make a diagnosis together. This involves a comprehensive assessment of your child’s family and medical history, and developmental and functional abilities. An autism assessment will also generally consider your child’s behaviour, their strengths, differences from other children, and challenges they are experiencing at home and at school.

More information and guidelines about the assessment and diagnosis process can be found on the Autism CRC website.

Embracing your child’s neurodivergence involves acceptance, awareness, inclusion and appreciation.

Select each title to view the information in the table below.

The Standards explain what education providers, including schools, must do to support students with disability.

There are five standards.

Select each of the titles in the table below to find out about the areas they cover.

Under the Standards, schools must do three things:

• They must consult with students with disability and their families.

• They must make reasonable adjustments to help students with disability.

• They must ensure students with disability are not treated less favourably than students without a disability.

The Standards support you and your child to have fair and accessible consultation and discussion about your child’s education.

A helpful resource to learn more about the Standards is the Practical guide for individuals, families and communities.

Reasonable adjustments are how schools support students with disability. Reasonable adjustments are changes or accommodations which are made to help students access education on the same basis as their peers. Schools are obliged to make reasonable adjustments to support students with disability. Adjustments might include:

• changes to the classroom environment (for example, modifying a corner in the classroom into a quiet space if a child needs a calm corner)

• additional teaching support

• changes to the way things are taught.

More information on reasonable adjustments can be found in the booklet Explaining the Disability Standards for Education.

Your child is entitled to access to, opportunity for and enjoyment of their education at all times. The Standards ensure that:

• you can be heard and consulted, along with your child, about their education

• you are the best advocate for your child and your child is protected by the Standards

• communication is key between families and schools to support your child in their education.

As your child’s caregivers, your love, experience and knowledge of their needs should influence decisions that are made about their participation in the early years of school. Being positive about your child and sharing information with your child’s teacher about how best to support and include your child in the classroom environment will guide planning and support your child's wellbeing. Families have a legitimate role in partnering with their child’s school to advocate for their child and to ensure their own views and the voice of their child are heard.

It is important, particularly in the first terms of primary school, to establish open dialogue with the team around your child. This will allow you to provide information about your child’s strengths and interests, and suggest how the school can support your child to be calm and happy, develop independence and interact with friends. This initial contact provides the groundwork for ongoing communication.

Families of a child with disability receive a lot of advice about what is good for their child and their education. Students on the autism spectrum need support and understanding in their early years to ensure they have the best chance of success at school. A focus on strengths and interests, rather than the challenges, will help you to think about what a fulfilling life can be like for your child. Involve your whole family and your child in the process.

A vision statement is a short, written description of what your family and your child want for their future and the goals for their education. It clarifies your goals for a positive schooling experience and fulfilling life for your child, and communicates these to others.

Your vision statement can help guide decision-making about your child’s future at school and beyond. Sharing this vision about how you expect your child to participate and engage in learning with their peers will support the development of a positive family–school partnership.

An example of a vision statement for a child beginning primary school:

Our child is included in all classroom activities and receives support to be successful in their learning. They are safe and happy and feel like they belong at school with their friends. Our child’s teachers understand their strengths and adjust the curriculum, teaching approach and learning environment appropriately. Our family is committed to working in partnership with educators at the school.

A vision statement can be reviewed and rewritten as needed as your child matures and their capacity to add their voice to the vision grows.

Create a vision for an everyday life of a child rather than a special life for someone who has a disability. Try to have high expectations rather than placing limitations on what your child can achieve. Your vision should inform building a supportive and natural community around your child.

In creating your vision statement it is important to:

• believe in your child and have a positive attitude and encourage others to as well

• not see disability as a problem that needs to be fixed or cured

• write a vision that will aid family discussions about what is important to have a good life

• share your vision so that others understand the focus is on your child feeling valued, having a sense of belonging and a genuine sense of inclusion

• remember that a vision is not static – it changes as your child matures and faces further transition periods.

A vision statement can be presented in any format that suits your family. You could use this vision statement template [PDF] to assist you.

Select each title to view the information in the table below.

The idea of social stories was created in the USA by Carol Gray. Social stories help children understand new situations they will enter. They help them to understand what other people think and feel when their behaviour is what is expected.

Social stories are a useful tool found to be effective for helping young learners adapt to changes in their routine and adapt their behaviours to new experiences. Social stories present information in a respectful and meaningful way for the child to help them understand aspects of the new physical and social educational settings.

Social stories are usually quite short and are made individually for each child, using words and pictures and text that are about them and their experiences. They are never used as a consequence for misbehaviour.

To write a social story you will need detailed information from about the situation you are preparing for. Writing it may take some practice.

Social stories are valuable because they:

• make a new situation more predictable

• make familiar a routine that your child has not encountered before

• provide information in clear steps, so that your child knows what to expect and how they can act, which supports them to try new things

• can help develop skills by explicitly showing and explaining the tasks or actions your child can do

• reduce your child’s anxiety by outlining a clear, set routine.

Creating a personalised social story is a great way to talk about starting school with your child. The stories are proactive tools designed to reduce transition anxiety and help your child build essential knowledge for the new school. They can help children use this knowledge to exercise more control about what is happening when they are at school.

The stories can describe the key places, people and activities your child will encounter in their typical school day, and why they are important. A social story can also explain some of the important social expectations and the unwritten rules and patterns of behaviour expected of them while at school.

Make a social story [PDF]provides some hints for creating your own stories.

You can make an individualised social story on any topic by creating a booklet, a slide presentation or by downloading and using this blank social story template [PDF]. 

This social story is called Getting ready for school in the morning [PDF]. The aim of this story is to help your child understand what their morning routine will look like on a typical school day, and prepare them for this routine. This can reduce your child’s anxiety and help make school mornings run smoothly. It is supported with discussion notes [PDF] to help you get the most out of the story.

The story starts with waking up for the day and includes the steps involved in getting ready, such as having breakfast, getting dressed, getting to school and saying goodbye to family.

Want to personalise this story with your own pictures? Download the text only version [PDF] and add photographs or drawings of your own to illustrate it.

When your child starts school, it can be helpful for teachers and other school staff to understand as much as possible about their individual skills, strengths and interests.

You have the greatest understanding of your child, and sharing this knowledge will help:

• your child settle into a new learning environment

• your school to understand how they can build a positive relationship with you and your child

• your school to work with you to plan and implement support for your child’s learning

• provide an opportunity to discuss any potential barriers to learning that your child might experience.

Establishing an open dialogue with your child’s teachers early in your child’s schooling will help everyone deliver the best outcomes.

A student profile is a short document that summarises your child’s strengths, interests and preferences. It can be a valuable tool for the adults who will have contact with your child at school. The profile provides an opportunity for your family and your child to introduce yourselves, and explain your child’s aspirations and passions. It also provides opportunities for you to address any assumptions people might make about your child and to have a say about how they could be supported at school.

Student profiles [PDF] can be presented in many different formats. Your child’s preschool or kindergarten will have probably developed a transition statement as part of their required processes. Sometimes it is formal document referred to by a different name such as student needs profile, learner profile or one page summary.

You can decide who has access to the student profile. You may only want to share the information with your child’s classroom teacher. However, it might also be beneficial for your child if other adults in the school know who they are and the kind of help they might like at school. This might include other teachers, members of the school leadership team, education assistants, support staff (for example, library staff, sick bay attendants), relief teachers and adults working in administration roles.

It is a good idea to review the information each year as your child’s interests change and they begin to grow in independence. What works for them one year in one classroom might not be the same the following year. You might prefer to update the student profile at home with your child or in partnership with the school support team. Importantly, it is helpful to include your child’s perspective. Where possible, involving them in the process of developing the student profile is beneficial for both your child and the adults working with them at school.

You may want to create a personalised profile to introduce your child to their new school that reflects your child’s point of view. It can include photographs or be illustrated with your child’s artwork and be as colourful and as individual as your child.

You could use this Student profile template [PDF]. After you complete it, you can print it and share it with your child’s teacher or school support team. It is very helpful to provide this information as early as possible so that the school can individualise support for your child to enable them to access and participate in school life.

Sharing and discussing your student profile is a useful way to open a dialogue with your child’s teachers.

The student profile document generally includes some key information about the child such as:

• skills and strengths

• interests and likes

• hopes and wishes

• how they like to play (for example, playing with others, being alone, ‘chilling out’ in a quiet area, being active outdoors)

• things that they don’t like or that might trigger them

• what makes them feel excited, happy and cheerful, and how they might express these feelings

• what makes them feel grumpy, frustrated, anxious or angry, and how they might express these feelings

• how they like to learn and what helps them to learn best

• things that make it hard for them to learn (for example, communication difficulties, hypersensitivities)

• how they would like to be supported at school (including in the classroom and the wider school environment).

You may choose to include information, including diagnostic or clinical information, that you would like to be kept confidential. If so, please be clear on how you want this information handled or shared before you share it.

Research shows that sharing information can be empowering for a child and can help them get the right support at school. While some parents may worry about stigma or labelling, or fear that their child might be treated differently, those within the autistic community report that labelling happens regardless of whether parents discuss diagnosis or not. It can instead take the form of harmful labels like ‘weird’ or ‘strange’. In fact, others are more likely to form negative first impressions when they do not know someone is autistic.

When a family is open about their child being autistic, they can shape their own strengths-based narrative around their child and embrace terms such as ‘independent’, ‘passionate’ and ‘determined’, rather than misguided ones like ‘naughty’ and ‘defiant’.

When your child’s teacher and school know about your child’s autism signs or diagnosis, it will help you and the school put the right supports and accommodations in place for them.

All children starting school need to be able to do some tasks independently. Observing and taking note of your child’s ‘starting school’ skills will help you to identify their strengths and abilities, and identify possible areas of support when starting school. The Starting school skills [PDF] list can help you to then communicate these observations to your child’s school and teacher.

As a starting point, consider the Indicators of autism [PDF] your child might display. The Family observation guide [PDF] can help you to observe and record your child’s communication style, interests, repetition and routines, and whether they have any sensory processing or motor differences that need to be taken into consideration at school.

Your child may already be receiving professional support. Discuss what information is appropriate to share with the school.

When speaking with your child’s teacher, it can be helpful to keep in mind the environmental and social differences between school and home. For example, an autistic child might come up against more challenges when eating in a school environment than they do at home. Due to sensory sensitivities, a child might find the smell of another child’s food overwhelming. They might be taking medication which affects their appetite, or struggle to open packets or containers.

Eating requires attention, and sometimes differences in executive functioning in autism can mean a child is easily distracted from the task of eating and drinking. Or they might eat and drink more slowly than peers. Some children might find eating and drinking in a large group overwhelming due to sensitivities or find that they do not have the communication tools required to ask for help.

Sometimes children can find it intimidating to approach their teacher when they need to do something, such as going to the toilet and managing their clothing. This can make them anxious and avoid what they need to do. It is worth considering that your child establishes an alternative way to let their teacher know they need something (for example, a gesture, hand signal, or putting a token in a designated bucket).

While some matters can feel quite private as a family, teachers want to support and accommodate the needs of your child to help them flourish.

Consistency and predictability build a strong foundation for autistic kids to feel safe at school. So, if there are any strategies, key phrases, signs or visual supports that help your child feel comfortable, it’s great to let the school know.

Sometimes, though, it can be hard to communicate about such a broad range of things to your child’s teacher. These Conversation starters [PDF] can be a good starting point, in conjunction with the Family observation guide [PDF] which allows you to document your observations of your child.

Think about how your child might respond to these different occasions and what could help to set them up for success. You don’t need to plan for all of these at once. Just be sure to ask the school to let you know in advance when different occasions are planned so that you can work together to prepare your child.

Each child reacts differently to changes in routine and this can also depend on how they are feeling that day. They may be feeling tired or overwhelmed by social or sensory demands. Some children find even small changes in routine can be unsettling, while for others it is larger changes that are challenging. Moving from one activity to another or leaving a task unfinished can also make some children feel unsettled. It is helpful for everyone to know what signs may indicate that your child is feeling stressed. Here are some common examples of signs of stress to look out for:

• Difficulties communicating what they are feeling

• Asking lots of questions

• Avoiding new activities

• Increased stimming

• Talking about their favourite interest more than usual

• Increased anxious behaviours, excessive worrying

• Complaining of being tired more often than usual

• Unexplained illness (for example, complaining that they are too sick to do something)

• Teachers speaking with you about observing behaviours that are out of character for the child while at school (such as covering ears, hiding, running away, shutting down, shouting, refusing to follow instructions or school rules)

• School refusal

• Unusual changes in behaviour

• Change in sleep patterns

• Refusal to move to classes or different spaces

In the following example, we take a closer look at the school assembly and how this different occasion might affect a child.

What happens at a school assembly?

A school assembly is usually a large meeting of students, teachers, other school staff, and often families and other members of the school community. It is a time for the school community to gather to share news and information, celebrate achievements, and discuss other matters relating to the school.

While some children might find this special event exciting and interesting, for others it can be quite overwhelming. The space can be loud, busy, smelly, bright, hot and crowded, or just seem a bit disorganised, as everyone comes in and finds a place to sit. The floor may feel gritty or cold and sitting on the floor may be uncomfortable. Someone might make an announcement over the microphone. The microphone might be too loud. Overhead lights might be buzzing. There might be noise outside. Traffic. Birds. Wind. Rain. Temperature.

Then there are the formalities that follow. There might be an Acknowledgement of Country. Then there might be a national anthem, school pledge or prayer or even a school band playing. Everyone might have to stand up then sit down again and there might be lots of shuffling and scraping sounds while everyone moves. Then there is more talking. Maybe some clapping or cheering. Announcements. Information. Awards. Guest speakers. More clapping. Sometimes everyone will be silent. And then more talking again.

The floor or chair might feel uncomfortable, and it might feel like a long time to have to sit still and be quiet. It could be difficult to focus on the assembly with so many other distractions. There might be a designated space to sit that is not close to the toilet. Other children and adults will seem like they know what to do. It might feel quite confusing and a bit too much to take in!

Families and schools can work together to make different occasions – such as a school assembly – inclusive and accommodating. Awareness and understanding of children’s individual needs will ensure they feel a sense of belonging at school during the many different activities that occur throughout the school year.

Which of these strategies might help prepare your child for different occasions at school? The Different occasions at school checklist [PDF] provides a list of useful suggestions. If there are other strategies that are helpful for your child, add them at the bottom of the list.

It can be helpful to organise and document your advice when talking with the teacher, and send the plan to the teacher in advance of the event. See, for example, this caregiver’s completed Planning for change: Families (sample) [PDF] form for a school assembly.

Remember that different events may require different planning.

Use the Planning for change: Families [PDF] form to record your advice.

Emotions tend to be related to experiences, social needs and personal wants. Emotions are complex brain and body states that involve three separate responses:

• An experience results in body and brain responses usually followed by an expressive response (behaviour).

• The body and brain response is what we normally call an emotion. For example, if something happens that makes someone happy, that feeling of happiness is signalled to the person through the way their body and brain responds.

• For most people, the chemical reaction in the body is usually the same, but everyone’s body responds to that reaction differently. One person may feel happiness in their face and stomach, while another may feel it in their hands and face.

Interoception, or the ability to sense signals from within the body, is very important in emotional awareness. By paying attention to changes in the body, such as the heartbeat speeding up or tightness in the chest, children can learn to associate these sensations with different emotions. Families and caregivers can help with emotional development by naming emotions, modelling healthy ways to respond to emotions, and giving children opportunities to practise regulating or managing their emotions. Modelling emotions for children can include reading stories, and talking about your own and others’ emotions and how you recognised the emotion.

The use of emoticons and emotional expression toys can help children learn words connected to emotions, but in themselves these do not help children learn to recognise and understand their own emotions.

Here are some simple ways you can help your child to recognise their emotions:

• Name and label emotions, both their own and others', and discuss how emotions can affect behaviour. For example: ‘I wonder if your sister is angry at the moment, she is banging and yelling. She often does that when she is angry.’

• Talk about ways to regulate and express emotions in a constructive way. For example: ‘I am very stressed today, so I’m going to do some belly breathing to calm down before I go off to work.’ It is important to show children how to express anger and frustration in helpful ways rather than trying to prevent these emotions from happening.

• Model healthy emotional regulation and strategies to return to calm. For example: ‘I can see that it’s really frustrating trying to zip up your backpack. I like how you came and asked me for help. Let’s do it together so hopefully it will be less frustrating next time.’

• Explore social and emotional skills through activities like role-playing, reading books, viewing videos or television and playing games together. Talk about the social rules in these activities that children on the autism spectrum can miss, such as taking turns. Or talk about a character’s actions and the impact they have on others.

• Use photographs or drawings of different emotions to play games that link responses to emotions.

• Talk about body responses to an emotion, for example, ‘You look worried. Are you feeling sick in the tummy?’

Children, like most people, can become more stressed, distressed or overwhelmed when they are unwell, tired or hungry. These experiences for young children can include:

• changes in routine or environment

• sensory overload

• difficulty with social interactions and communication

• overstimulation from technology or screens

• unfamiliar or challenging activities or tasks

• unfamiliar people or places

• unmet support needs in any area.