Autism 101 (including AuDHD)

 

All students at the Holmewood School London (THSL) are autistic and many have ADHD. 

 

Most students at the school have had a trail of failures in previous educational settings and they attend our alternative provision due to their complex needs and presentations. 

 

Our students are following a mainstream curriculum that is tailored to their needs. We do not follow a mainstream approach to behaviour and pedagogy as this has not worked in the past for our students. They need a different approach, which is outlined in the principles below. This is colloquially known as Autism 101 at Holmewood. 

 

Autism 101 - 

 

• Neurodivergence is not a flaw or illness that needs fixing. 

• Masking is the process in which a neurodivergent individual camouflages their natural personality or behaviour to conform to social pressures, as if behind a metaphorical, physical mask. In other words they pretend to be neurotypical. 

• We are working with students to help them be themselves (to unmask) while at the same time preparing them to live in a world with social norms, societal expectations and laws.

• We are supporting our students to become self-advocates, who are self-aware and who practise self-acceptance. 

• Prevention: we plan for good behaviour by teaching routines and rules.

• The organisation of the Environment at THSL is managed in a way that promotes independence and decreases sensory overload. Staff should always be considering lighting, noise, clutter, displays and seating plans for example.

• Staff at Holmewood are experts on what works for each individual student. They become experts by building relationships and understanding profiles. 

• There are different behaviour approaches for different students. For example, some students respond negatively to direct demands and therefore further demands cause escalation. Some require a direct approach so that they can understand what is being asked. An understanding of individual needs is paramount.

• When conflict arises, the only priority of staff is de-escalation. Incidents must only be revisited when the student is regulated and able to reflect. All students at THSL have the capacity to reflect, especially with support.

• We use Bill Rogers' strategies for classroom behaviour management which include "Tactical Ignoring," where minor disruptions are overlooked to keep lessons flowing while focusing on more significant issues. Corrective actions involve using positive language to direct desired behaviours, offering choices within established rules to manage behaviour, and providing clear, action-oriented instructions to guide students.

• All staff use clear language and teach in an explicit manner.  

• Changes and transitions are carefully considered and communicated (each class has a ‘changes’ board.) Students are taught over time to manage these. 

• We aim to use positive reinforcement and give specific praise.

• Our students require consequences that are restorative and that kindly teach students where they went wrong and what is expected in society. We do not ‘punish’ our students as it goes against our ethos of restorative justice. We also know that punishment reinforces negative self-worth and doesn’t work in changing behaviours. 

• Our students need to take regular breaks throughout the day. The purpose of a break is for students to take a little pause and respond to / check-in with how they are feeling. This helps them feel ready, confident and motivated to re-engage in meaningful interactions - academic and social. 

• There are different types of breaks for different types of learners (with different bodies, senses and experiences). Breaks can be taken in the classroom or outside. For some children, going outside means they come back to the lesson more dysregulated. 

• The OT Team assesses and works with our students to determine what breaks will work for them. Teaching Assistants should be up-to-date with this information and can share with class teachers so that the lessons run smoothly - they are the advocates for our students until their interoception skills develop enough to self advocate.

• However we as a school, need to be actively supporting students in building up longer periods of time in class and reducing breaks to help adapt for the future outside of the school. These need to be in a mindful way for each student and taking their needs into account.

​

 

ADHD 

 

Behaviours exhibited by ADHDers (that often cannot be helped and are a part of the diagnosis) are frequently those that are looked down upon in society and therefore, the individual is blamed and expected to change without adequate support in doing so.

 

ADHDers deserve our support and not judgement.  

 

Unfortunately, people with ADHD and Autism (AuDHD) are susceptible to developing negative core beliefs due to the following reasons - 

• The average ADHDer receives 20 000 times more negative feedback than those without ADHD by the age of 10.

• ADHDers are more likely to have received harsh discipline and rejection.

• ADHDers are more likely to have struggled and be singled out at school. 

• ADHDers can struggle to make lasting friendships. 

• ADHDers are more likely to struggle with tasks considered ‘basic’ such as cleaning, time-management and organisation. 

• Impulsivity is often misunderstood and it is sometimes assumed that impulsive behaviours can be avoided / controlled.

• ADHDers are socially vulnerable because of the nature of the diagnosis, for example, impulsivity and lead to risky behaviours,  poor self image can lead to over people pleasing and mental health issues such as depression. 

• Stereotypes relating to ADHD are very damaging and can deeply impact how a child views themselves.

• It is likely ADHDers will have witnessed their parents being judged on how they (the child) have reacted / behaved in certain situations, further reinforcing feelings of guilt and self hatred

• ADHDers will have weaker executive functioning skills, this can lead them to believe they are lazy (task initiation) forgetful (working memory / organisation) selfish (emotional control, self control) unthoughtful (time management) unwilling (flexibility). This can lead to a lot of negative self talk and grossly impact self esteem. 

• ADHDers are more likely to suffer from RSD (rejection sensitive dysphoria) which can cause intense emotional pain and turmoil. 

 

At Holmewood we do not reinforce these negative core beliefs and we recognise the difficulties that ADHDers face. We also recognise the incredible strengths that come with ADHD such as -

​

​

 

​

 

​

​

ADHD 101 -

• It is not about condoning behaviour but instead questioning why it is happening.

• Acknowledging this ultimately reduces ‘undesirable’ behaviour over time, benefiting  individuals and the whole class. 

• Improving support also increases a child's self-esteem, by being able to acknowledge their strengths as a young person with SEND, rather than seeing it as a burden.

• A lack of support can affect a child’s individual sense of self-esteem and their identity, and they begin to create this idea of learned helplessness. As educators, we need to allow the child to recognise that they have agency in their own learning process.

• Masking is also prevalent in ADHDers.

• Focusing on safety, comfort, autonomy, belonging and competency will support ADHD learners.

• Reinforcing the behaviours that you want to see, while deliberately not responding to behaviours that challenge like calling out, is the best way to support students to enjoy their learning and develop confidence in themselves as learners.

​

​

​

​