AMY SAYER FCCT, AUTHOR; MENTAL HEALTH AND NEURODIVERSITY CONSULTANT; KEYNOTE SPEAKER
The rates of school-related anxiety are increasing, with approximately 31 per cent of autistic children being persistently absent from school, which is classified as anything more than 10 per cent of time away from school (Bloomer, 2025). According to research from Ambitious about Autism (2026), 13,000 children are missing 50 per cent or more of the school year. Many autistic young people have had such traumatic situations during their mainstream primary education that by the time they transition to bigger secondary schools, it can feel overwhelming and a cycle of school-based anxiety can begin. The longer young people are away from school, the greater their anxiety about returning becomes, and without bespoke support and interventions, it can be impossible to return at all. This leaves many autistic young people being pressurised to resort to home education. This is not right, and many families are sadly left feeling unsupported by schools, who frustratingly do not have the resources with which to support autistic young people in the best way.
I have lived experience of struggling with school-based anxiety and understand the absolute overwhelm that the thought of school can create. I was lucky enough to have teachers who came up with creative solutions to allow me to access learning and attend school more regularly. This was during a time in education where it was deemed ‘school refusal’, so I was lucky to have been met with kindness and an alternative provision in a mainstream setting at a time when many more were not so lucky.
What are the causes of school-based anxiety for autistic young people?
Throughout my 19 years of working in education, I have heard first-hand the range of awful experiences that many of my autistic students have had during their early school years. These include regular bullying from peers due to their learning differences, enforced eye contact, fidget and comfort toys being confiscated and, sadly, teachers not being able to meet any co-existing learning needs, such as dyslexia or processing issues.
Many have also struggled with sensory issues, such as having to wear uncomfortable uniforms, brightly lit classrooms and noise levels in busy areas of the school, such as playgrounds and dining areas.
Finally, they might have struggled with emotional regulation and not have the right support when entering a ‘shutdown’ or ‘meltdown’ state. This would feel very lonely and scary and could also have led to bullying from peers for having different reactions to the ‘norm’ when particular things happen during the school day. Going back to school after being in these states can feel too embarrassing and create huge anxiety.
These factors understandably create a lot of anxiety about having to go to school and be in classes with new students and about meeting lots of new teachers. The impact of these past experiences can lead to autistic students having a traumatised brain. This leads to a negativity bias in their autobiographical memory (UK Trauma Council, 2020), so there is a large chance that they then predict that they will be bullied again, or that their teachers won’t understand and meet their needs. This level of anxiety can then lead to school absence.
What can schools do to support autistic students with school-based anxiety?
Many of the students with whom I work have had long periods of absence from mainstream schools before being formally diagnosed. This can mean that their reintegration into the busyness of a school community needs to be phased in order to avoid overwhelm and emotional dysregulation. There are some practical ideas that schools can use to support them to attend school more regularly, access learning and develop positive relationships with peers and staff. There are many useful resources to support these steps on the West Sussex County Council website (nd).
| Case study Phoebe is a 12-year-old student who had initially started at a mainstream secondary school. She had quickly become overwhelmed by the size of her classes, sensory overwhelm, being bullied for her autistic traits and not having her learning needs met in the majority of lessons. She started taking days off school due to her shutdowns and eventually left her mainstream setting. Due to the fact that she had an autism diagnosis when she was eight years old and having an EHCP (education, health and care plan), she has recently moved into an independent special school for autistic young people. The following shows the phases of support that Phoebe received to aid her reintegration back into full-time education:
This phased support took place over two terms in Year 7, and by the end of her first term in Year 8, Phoebe was in school five days a week, she was attending lunchtime clubs and she had 100 per cent attendance. She was able to eat lunch in the school cafeteria with friends from her tutor group and was able to attend school trips with her ELSA supporting her. |
There also needs to be some consideration around supporting students’ transition to secondary school from their primary school. Things to consider include:
- How can schools share information to support the young person in the best way?
- Can there be a number of transition visits organised before they officially start in September?
- Is there support for parents/carers if needed?
- Which information needs to be shared as soon as possible and who can they contact over the summer with any last-minute worries if needed?
Conclusion
In conclusion, there are a range of social factors that sadly mean that autistic young people are more likely to struggle with school-based anxiety. In order for them to be able to thrive and build healthy relationships with peers and adults, there needs to be a gentle, compassionate and flexible start in their transitions from primary to secondary, but also from mainstream secondaries to specialist provisions. Due to the unique nature of each child’s autism profile, adjustments and flexibility are vital components in helping them to feel safe enough to access learning and that they belong to a community who cares about them. This support and care will go a great way towards reducing the likelihood of absence due to school-based avoidance.
