Beyond the classroom lens: Understanding contextual variability in students with autism and ADHD

ADAM PATTERSON, BURNHAM-ON-CROUCH PRIMARY SCHOOL, UK Introduction Teachers often encounter a familiar challenge: a student with co-occurring autism and attention deficit hyperactivity disorder (ADHD) appears relatively settled at home but struggles in school, or manages expectations during the school day but experiences significant emotional or behavioural difficulties afterwards. These differences can be interpreted in different ways. Behaviour may be viewed as inconsistency, lack of motivation or a response to parenting approaches. However, research suggests that behavioural differences across contexts may be better understood through the interaction between a student’s neurodevelopmental profile and the demands of their environment. This distinction matters, because how behaviour is interpreted influences how adults respond. If behaviour is viewed primarily as deliberate non-compliance, then responses may focus on correction and consequence. A contextual understanding ins