Julie Gibson describes how schools can benefit from viewing anxiety through an autism lens
It is widely reported that anxiety in children and young people is increasing, and there’s an alarming increase in anxiety in schools. Between the ages of 5 and 16, one in six young people report feelings of anxiety, an increase from one in nine just three years ago. The figures are even more concerning in the 17 to 19 age group, where one in four report feeling anxious. Schools would support more positive learning experiences for students if staff were empowered and better equipped to support neurodivergent learners.
The impact of anxiety
There is justified concern about these rising numbers. Anxiety has significant immediate and lasting impacts physically, mentally and emotionally. We also know that anxiety can affect behaviour, attendance, learning outcomes and the life chances of young people. With good reason, parents are worried, and schools are worried too. The plethora of government policies, strategies and green papers focused on trying to fully understand and address the issue of rising anxiety in children and young people further highlights the issue.
For education, the problem of rising anxiety in their schools is compounded by the fact that there are hugely long waiting lists for Children and Young People’s Mental Health Services (CYPMHS). This effectively means that education is Ground Zero, and school is often the place where a child’s anxiety is first identified.
The Autism Lens
There is no doubt then that anxiety in young people must be addressed, and urgently. But what has this to do with autism? We know that autistic learners are far more likely to have anxiety than their neurotypical peers, and the numbers of children and young people being diagnosed with autism is increasing. 52% of autistic children and young people are diagnosed with anxiety (compared with 8% of non-autistic children and young people), and in a survey of autistic children and young people, 70% said school would be better if more teachers understood autism.
Practitioners embracing evidence-based Good Autism Practice see reduced anxiety levels among autistic students. But what about the non-autistic learners? The good news is that person-centred strategies at the heart of Good Autism Practice benefit all learners, and bring wider benefits for the workforce
Author: Julie Gibson
Julie Gibson
Julie Gibson is Head of Content and Product Development at the Autism Education Trust.
Website: autismeducationtrust.org.uk
